Pack age 2013 gala mj
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The document describes a new interdisciplinary packaging design course at Aalto University. - 24 students from various backgrounds are divided into teams of 6 to work on real packaging projects for external clients. - The course takes a holistic and problem-based learning approach, combining design, business, and engineering thinking through lectures, workshops, and team projects.
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https://www.acadecraft.com/k12/teacher-lesson-plan-solutions/TLC2016 - Experiences and strategies used for implementing a portfolio didact...
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Project based learning powerpoint
Project-based learning is a teaching method where students gain knowledge and skills by working to design and create a product or presentation. It uses multimedia like text, graphics, video and sound. Key aspects include addressing core curriculum, making real-world connections, extended timeframes, student decision making, collaboration, and assessment. Students learn by creating multimedia themselves rather than just using others' work. Benefits include improving hard skills like problem solving and soft skills like collaboration. It prepares students for skills like planning, presenting information, and applying academic knowledge to the real world.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...
The document discusses Aalto University's strategy and vision of being an innovative society through breakthrough discoveries integrated with design and business thinking. It outlines the university's values of passion for exploration, courage, freedom to be creative and critical, responsibility, and integrity. The strategic objectives include research excellence, renewing society through art and creativity, educating game changers, and transforming campus into a collaboration hub.
The Design Factory at Aalto aims to foster creativity through problem-based learning, open-ended design tasks, hands-on experimentation, and flexible prototyping facilities. It offers courses like Product Development Project that use real-life projects and demonstrations of results rather than exams. Assessment emphasizes creativity, critical thinking,
Passionbased Inquiry
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
2 g & the projet work
1) Project work involves students working in small groups to complete a project over several learning sequences. The project must be motivating and accessible to students.
2) Teachers provide guidance and support to students throughout the project process. This includes helping students choose a project topic, develop a work plan, and present their final product.
3) Successful project work integrates all language skills, promotes autonomous learning, and results in a tangible outcome or product for students.
LESSON 15:Project based learning and multimedia
Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing multimedia products. It has seven key dimensions: focusing on core curriculum, making real-world connections, extending over a significant time frame, allowing student decision making, encouraging collaboration, incorporating various forms of assessment, and having students create multimedia end products. While it provides benefits like engaging students and connecting learning to the real world, it also requires extra time, technical skills from teachers and students, and infrastructure to support multimedia creation.
Co-Designing the Programme-Level Approach: Students in the Community of Practice
This document discusses collaborating with students to co-design engineering degree programs and learning experiences. It describes projects where students worked with faculty to design lab experiments and a new cross-faculty module for students returning from internships. It also outlines how students helped establish a makerspace called iForge through leadership, securing funding, specifying equipment, and creating training programs. The benefits of student involvement included designing experiences that appeal to students and gaining broad leadership experience.
International Executive Master Program in Intrapreneurship and Open Innovation
The MINN program is an executive master's program started by Mondragon Team Academy in 2010. It aims to transform leaders and intrapreneurs through an active learning process over 12 months. The program consists of 8 modules focused on topics like innovation, leadership, strategy, and emerging markets. Participants work on developing an innovative project for their organization throughout the program with support from coaches. The goal is for participants to gain skills and insights that allow them to foster innovation within their organizations.
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Pack age 2013 gala mj
- 3. What is it?
- 4. Idea • A new kind of project course with a holistic focus on packaging design. Pilot 2012. • Based on an interdisciplinary approach combining design, business and engineering thinking to project work from the very beginning. • Students learn packaging design in interdisciplinary teams by doing real projects for external clients / packaging industry. • Students play an active and investigative role as learners.
- 6. Starting point: identifying packaging related areas of education in Aalto and co-designing a new platform and approach to teach holistic packaging design.
- 9. Interdisciplinary Teamwork • 24 motivated students are selected to the course based on evaluating written applications (in 2013). • 4 Project teams with 6 skilled individuals from various backgrounds. • Teams are created prior to course start by matching skills, interests and backgrounds to functional entities. • Problem & Project based learning (PBL) as a learning method, supported by a variety of theme lectures and workshops.
- 10. Motivation + Time + Competence Collective intelligence + Co-Design
- 11. Course goal for students • To learn professional working practices in interdisciplinary project teams. Every student works responsibly as a part of a team. • To understand how different team roles and responsibilities contribute to the project work. To learn how to use student’s own background, skills and knowledge as an asset for interdisciplinary team work. • To understand the systemic connections from packaging to consumption, material flow and sustainability. To understand the impact and possibilities of packaging design as a change initiator.
- 12. 14.3.2013 Pack-Age Project Markus Joutsela Markus Joutsela Kai Rentola Jouni Paltakari Sanna Heiniö Tarja Toikka Noora Nylander + guests Teaching Collaboration 2013
- 13. Benefits to all parties • Students get a broad perspective of topical packaging design knowledge and learn how to work responsibly as a part of an interdisciplinary design team and manage projects. • Aalto professors, teachers and researchers collaborate in creating dynamic learning system and interesting content and workshops based on the latest knowledge. The course practicalities and offerings are actively developed in collaboration with the staff. • Participating companies benefit by getting valuable, novel and different packaging ideas & solutions that work from many angles.
- 14. What happens during the course?
- 15. Mapping Packaging Design Related Areas in Aalto University
- 16. Mapping Packaging Design Related Areas in Aalto University
- 17. Mapping Packaging Design Related Areas in Aalto University
- 18. Growing as a team
- 19. is more than a buffet of nice lectures and workshops: it’s a genuine learning experience for all parties involved. https://blogs.aalto.fi/package/about/