1. WORKSHOP 3.1: Innovative pedagogies and learning experiences Andy Penaluna 5/3/2015

2. Entrepreneurial Education is constantly having to prove itself It is not easily measured in simple ways, but needs an integrated, yet holistic approach. … do geography, history, theology or any other educationalists need to do this?

3. © 2007 ‘Dai’ Rees – UWTSD Alumni 1995 - Our big question… an idea? Learn from past students

4. ‘Tell them from me’ - past students inform current teaching & learning

5. CREATIVE EDUCATORS “The creativity of an education system cannot surpass the creativity of its teachers… We need a disciplined creativity, informed by and generating the best possible evidence.” https://www.thersa.org/action-and-research/creative-learning-and- development/creative-educators/

6. …the application of creative ideas and innovations to practical situations… It combines creativity, ideas development and problem solving with expression, communication and practical action. (QAA, 2012, 8) UK HE definitions - Enterprise “QAA stands out for its assessment framework” (European) Thematic Working Group on Entrepreneurship Education: Final Report November 2014

7. Take a moment to think Image Courtesy of Google Campus Logical Clear Manageable Sequentially valid (Reductionist - to make sense of complexity) Unclear Complex (until patterns emerge and links are made) Pedagogy = method and practice of teaching, especially as an academic subject or theoretical concept:

8. Seek out freshly identified problems / solutions Deadline = solution proposal Reflect and analyze – use time thoughtfully Look for inspiration, contextual materials and links Discard irrelevant or non beneficial information Divergent - Convergent thinking Penaluna & Penaluna 2006 Bridging the thinking styles (how?)

9. Gestalt - what do you really ‘know’? Limens, Soma, Dendrites and connections

10. Penaluna & Penaluna 2009 Left Cortex dominance Right Cortex dominance Detail of Pyramid neuron from the amygdala / hippocampus Micro molecular structure images courtesy of Mark Jung Beeman and John Kounios, Mid Western and Drexel Universities Brain functionality / cortex’s Key point – Developing synapse potential through learning

11. Do we need knowledge retainers or ‘knowledge harvesters’ (people who collate up to date information as and when required)? Do we need people who can ‘talk about’ innovation or do we need people who can ‘do’? "FUTURE PRIORITIES OF THE ET 2020 STRATEGIC FRAMEWORK FOR EUROPEAN COOPERATION IN EDUCATION AND TRAINING AND SYNERGIES WITH YOUTH POLICY” Round 1: Promoting excellence and innovation 9/10/2014

12. If detailed and predefined learning outcomes are used they test one ‘I’ – the ability to ‘Implement’… what is is needed to evaluate the other ‘I’ – Innovation? ‘I’ in assessment is for? "FUTURE PRIORITIES OF THE ET 2020 STRATEGIC FRAMEWORK FOR EUROPEAN COOPERATION IN EDUCATION AND TRAINING AND SYNERGIES WITH YOUTH POLICY” Round 1: Promoting excellence and innovation 9/10/2014

13. Evaluate the learning through context and engagement, not merely norms Implementation – doing things that are determined by others and matching against their expectations Innovation – producing multiple and varied solutions that respond to change and often surprise

15. Technical skills and subject expertise Business acumen and strategy Enterprising mind With personal motivation there is energy, with energy there is resilience, with resilience, success is likely... Creativity, innovation and opportunity recognition are key intrinsic motivational drivers, they are central to the enterprising mindset All Party Parliamentary Group for Micro Business (2014) An Education System fit for an Entrepreneur

16. Application (where?) Enterprising Angels © A Penaluna, 2010 Intrapreneur The ‘cornerstone employee’ Portfolio career ‘multiple jobs = multiple opportunities’ Enterprising mind Entrepreneur The ‘business developer and enhancer’ Social entrepreneur ‘The society developer and enhancer’ Overall aim - learning to learn; they use harvested knowledge to societal and economic advantage

17. QAA’s Guidance Students should be able to: Be flexible and adaptable, seeing alternative perspectives and offering a choice of solutions review and evaluate multiple solutions in contexts that anticipate and accommodate change and contain elements of ambiguity, uncertainty and risk. Think speculatively, employing both convergent and divergent approaches to arrive at appropriate solutions. (QAA, 2012,18) http://www.qaa.ac.uk/en/Publications/Documents/enterprise- entrepreneurship-guidance.pdf

18. WORKSHOP 3.1: Innovative pedagogies and learning experiences andy.penaluna@uwtsd.ac.uk 5/3/2015 ?