1 / 14

Ferran Giones

Introducing blogs as a tool for reflective learning A pilot experience in Entrepreneurship Education. Ferran Giones. Motivation. As part of the lecture training program (LTP/ Pedagogicum ), we are asked to identify and implement teaching improvement opportunities.

glennisw
Télécharger la présentation

Ferran Giones

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MADS CLAUSENT INSTITUTET Introducing blogs as a tool for reflective learningA pilot experience in Entrepreneurship Education Ferran Giones

  2. Motivation • As part of the lecture training program (LTP/Pedagogicum), we are asked to identify and implement teaching improvement opportunities. • Identification of the course: High-Tech Business Venturing (HTBV) in the master of engineering Innovation & Business (IB Master – SDU): • Entrepreneurship component in an engineering master’s program, aims to promote technology entrepreneurship. • Opportunity for improvement: • Perception of limited achievement of high level learning outcomes (competences)

  3. Pedagogical Challenge • Starting point: • High-Tech Business Venturing (HTBV) course (10 ECTS, 2nd semester): • Dynamics: • Build your own project (in teams): from idea to short business plan. • Free selection of idea, only requirement is to have a technological component (broadly defined). • Regular in-class presentations (bi-weekly) – project progress. • Using the SDU MCI Innovation Lab – Igloo like space. • Spontaneous feedback from lecturers and students. • Guest lectures on most of the topics (idea development, market & sales, IPR, financial planning...). • Also provide external feedback to the teams project presentations.

  4. Pedagogical Challenge • Starting point: • High-Tech Business Venturing (HTBV) course (10 ECTS, 2nd semester): • ILO’s • Knowledge • Describe concepts/models on the influence of technology in entrepreneurship. • Identify the determinants, process, and outcomes of high-tech business venturing. • Skills • Apply concepts and tools in practice: idea generation, feasibility analysis, business plan. • Develop and communicate during the high-tech business venturing process. • Competences • Propose, defend, and critically reflect on the choices in a new high-tech venture. • Work in an entrepreneurial team and take responsibility of one’s actions and learning. • Awareness of personal fit with entrepreneurship as a career option and mindset.

  5. Project Plan Introduce active learning to trigger cognitive shifts – activate reflective learning • Measure a selection of indicators & individual traits: • Self-regulatory focus (Higgins 2002). • Entrepreneurial intention (Liñán and Chen 2009) & Social Identity(Sieger et al. 2016) • Self-efficacy (Lucas et al. 2009), as a DV(includes tech SE) At course start (HTBV (w/treatment) and control (placebo group) Selection of team blogs as e-learning tool At course end(HTBV (w/treatment) and control (placebo group) Create a blog reporting dynamic

  6. Limitations on the experiment design • Limited size of the groups: • 12 HTBV students – 15 Placebo group students. • Placebo group: • Different profile of students (bachelor) • Differences in the ILO’s of the course, but similar class dynamics (incld. guest lecturers, cases & final project): • Describe how to develop business models to generate economic, social and environmental value (Knowledge) • Analyze and evaluate opportunities and challenges using business model innovation tools (Skills) • Apply business model innovation to real cases, reflect on the challenges and opportunities of participating in business model innovation (Competences)

  7. Execution and results • Plan: • Bi-weekly posts, one per team, answering the following questions: • Short description of the entrepreneurial Idea • Technology features. • What is the market & customer • What are the next steps • Structured feedback on the posts of other groups –guidelines to generate constructive engagement (based on Hutter et al. (2011)). • A. Sharingexperiences/information: befactual, provide objectiveinsights or references • B. Offer suggestions: sharesubjective perceptions, ideas, comments on “whatcouldbe done”. • C. Express needs, problems, doubts: asking for furtherclarification, potential issues…

  8. Execution and results

  9. Execution and results

  10. Execution and results

  11. Execution and results • NOTE: Self-Efficacy measures (Lucas et al. 2009 - Technovation): • SE1 – Venturing Self-efficacy, SE2 – Technology application self-efficacy

  12. Execution and results • Many limitations but a few insights: • Interesting to measure profiles of students in-class. • For example regulatory focus of students. Help to understand their attitude towards learning. • But limited info on the specific contribution of the blog tool. • Woke up interest to collect further data in coming editions: • Larger group (n=22) in Spring 2018. • Link to other measurement tools (Eurocompass – Growth Mindset)

  13. Reflections • Wesee the project as a step towardsusinglearning logs. • Positive impact on students lesslikely to engage with in-class open feedback. • But… • Use of blog not ”automatic” –need to set up reminders to post in the blog. Avoid overlapping tasks. • Make time in class to provide feedback. • Unexpectedpositive aspects: • Content of last reflective post helped students to becomeaware of the changesduring the course. • The blog, whenuse as a projectlearning log, helps to makeprogress visible.

  14. References • Higgins, E Tory. 2002. “How Self-Regulation Creates Distinct Values: The Case of Promotion and Prevention Decision Making.” Journal of Consumer Psychology, no. 12: 177–91. • Hutter, Katja, Julia Hautz, Johann Füller, Julia Mueller, and Kurt Matzler. 2011. “Communitition: The Tension between Competition and Collaboration in Community-Based Design Contests.” Creativity and Innovation Management 20 (1): 3–21. doi:10.1111/j.1467-8691.2011.00589.x. • Liñán, Francisco, and Yi-Wen Chen. 2009. “Development and Cross-Cultural Application of a Specific Instrument to Measure Entrepreneurial Intentions.” Entrepreneurship Theory and Practice 33 (3): 593–617. doi:10.1111/j.1540-6520.2009.00318.x • Lucas, William A., Sarah Y. Cooper, Tony Ward, and Frank Cave. 2009. “Industry Placement, Authentic Experience and the Development of Venturing and Technology Self-Efficacy.” Technovation 29 (11). Elsevier: 738–52. doi:10.1016/j.technovation.2009.06.002. • Sieger, Philipp, Marc Gruber, Emmanuelle Fauchart, and Thomas Zellweger. 2016. “Measuring the Social Identity of Entrepreneurs: Scale Development and International Validation.” Journal of Business Venturing 31 (5). Elsevier Inc.: 542–72. doi:10.1016/j.jbusvent.2016.07.001. • Furtheranalysis options not explored, explorerelationshipbeween: • Feedback received (quantity / type) and changes in self-efficacy. • Differentregulatoryfocus / identity and self-efficacychanges. • Otherlearning /educationimpact.

More Related