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Collaborative Learning and Teaching in Innovation<br />Mike Parsons and Mary Rose (IEED, Lancaster University Management School <br />28 February 2011<br />Hull University Business School<br />1<br />
Overview<br /><ul><li>About us</li></ul> <br /><ul><li>Innovation Courses</li></ul> <br /><ul><li>Learning and Teaching Challenges </li></ul> <br /><ul><li> Course Design and Evolution </li></ul> <br /><ul><li>Collaborative practices and processes</li></ul>2<br />
Teaching and Learning Challenges identified 2004<br />How to set current innovation and management practices alongside theoretical analysis<br />Developing critical analytical skill relating to the business press<br />Motivation<br />80/20 rule<br />Plagiarism<br />6<br />
Philosophy and pedagogy: where business, academia and technology meet (1)<br /> <br /> <br /> <br />Mary : 'Past experience with Econ 120 showed that combining online materials, interactive workshops and a learning log was inspirational for both students and staff'<br />7<br />
Philosophy and pedagogy: where business, academia and technology meet (2)<br /><ul><li>Mike : “Mary agreed to my proposal that I treat the students as I would employees during an extensive period of management change."</li></ul>8<br />
Course design responses to the challenges stage 1 First course jointly designed and delivered with academic and business collaboration <br />Two 'inspirational' lectures<br />Weekly 2 hour interactive workshops <br />Assessment designed to address key challenges <br /><ul><li>Academic Learning Log
Innovation Search</li></ul>Based on LUVLE platform until 2006<br />9<br />
How is the community of practice built ?<br /> <br />1. Top Tips from past students: <br />Film clip from 2008 students <br />Film clip from 2009 Students about their experience <br /> <br />Film clip from from2010 Learning Log <br />2. Course alumni return<br />3. Intensity of experience<br />19<br />
Student Reflections on process<br />regular work on Innovation forced and taught to start studying harder and not only that. Many years I have not been using my analytical approach to studies and more relaxed and unofficial way of assignments helped to get prepared for the other modules’ more academic way of writing. I learned to plan the time, to write, organize group work and responsibilities among us.<br />The collaboration in our group was reviewed and improved – everybody was doing the certain part of the given tasks for the workshops and then everything was reviewed and posted for all the class to see. No instructions by lecturers were given and I liked that – we had to find the best and most effective way to work and we did it as from the bottom we were on the top just in one week.<br />20<br />
Student Reflections<br />In my previous education I didn’t have real team work, only being team member in the group where the workload was shared on individual pieces, and at the end only joined in one piece. Working in this team from seven very different people, in terms of: background and expertise, language, culture, religion, race and age, was big challenge for each of us. This diversity and the difficulties in managing so big team at the beginning made an impression that this collaboration will be impossible. Milestone was the point when we employed our individual diversities as unlimited source for innovative ideas. <br /> I benefited from several aspects from the group collaboration: developing my team player qualities and creativity, sharing knowledge and experiences with people from another expertise, introducing new tools in my overall work, becoming enthusiastically interested in the new innovations and having great time during the term while enjoying the chocolates we won together.<br />21<br />
Innovative learning process for teaching innovation.<br />Theory and practice<br />Active learning<br />Crossing boundaries and holistic learning<br />Collaboration and team working<br />Individual learning<br />Forum and <br />face to face workshops<br />Group Wiki<br />Online Learning log<br />22<br />
Final reflection on our collaboration<br />Education has spent 150 years widening access taking motivation as given<br />Industry has spent 150 years focusing on motivation and neglecting training and education<br />In this course combined academic/business collaboration has helped us remedy some of these issues.<br />23<br />