Innovation pedagogy – learning through active multidisciplinary methods (original) (raw)
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Redu Revista De Docencia Universitaria, 2012
Traditionally, the role of education has been to give knowledge-based readiness, which later would be applied in practice to various innovation processes in working life. Innovation pedagogy introduces how the development of students' innovation skills from the very beginning of their studies can become possible. The core of innovation pedagogy lies in emphasising interactive dialogue between the educational organization, students, and surrounding working life and society. It aims to develop the student's innovation competencies which are the learning outcomes which refer to knowledge, skills and attitudes needed for the innovation activities to be successful. It is defined as a learning approach that defines in a new way how knowledge is assimilated, produced and used in a manner that can create innovations. The purpose of this study is to first present the concept of innovation pedagogy and later give examples of the methods used in Turku University of Applied Sciences to implement this pedagogical concept into the everyday life of the university. Innovation pedagogy has been developed in Turku University of Applied Sciences where it also forms part of the strategy in the university. The multidisciplinary projects of applied research and development respond to the customer needs and are integrated with education in a flexible way.
This study presents the concept of innovation pedagogy, which is a pedagogical approach developed for the universities of applied sciences. Innovation pedagogy emphasises efficient learning and the institution's external impact on regional development. It is based on customer-oriented and multi-field needs of working life; integrates applied research and development and entrepreneurship with education in a flexible way; and promotes regional and international networking. This approach is clearly wider than the traditional individual-based learning, because it emphasises group-based and networked learning to promote innovations in working life.
Developing innovation pedagogy
Contemporary Educational Researches Journal , 2019
The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and study how it has been and will be developed. The paper provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational goals and involving a sustainable future as the priority in all education. The research methodology is based on action research and participatory observation as well as on the experiences of the authors of the development process, which has taken place in a Finnish university of applied sciences during the past 12 years. The study helps to understand how education development takes place gradually and how it can simultaneously respond to the demands of a sustainable future. This paper strengthens the understanding of innovation pedagogy by providing a set of concrete steps to advise how to put innovation pedagogy in practice.
Innovation Pedagogy of 21st Century: Challenges and Opportunities
International Journal For Multidisciplinary Research
Since its coinage, the term pedagogy has been defined variedly by a number of educationists. With passing time and expanding knowledge, our understanding about pedagogy has become more comprehensive and inclusive. In the 21st century, the educational practices are undergoing massive changes to meet the needs and expectations of an ever-changing society. Innovations and improvements are becoming constant practices to adapt with the transformative societal requirements and expectations. Therefore, Constant research is necessary in the educational sector to improve the conventional teaching methods, strategies, learning-teaching materials and overall classroom management. Innovation pedagogy is that continuous research process. Innovation pedagogy makes the students future-ready by providing them the ideal environment for developing innovation competence.
1 Practice-Based Innovation Pedagogy : Learning in the Middle of Action
2011
This paper makes a connection between learning, innovation and pedagogy in the context of vocational adult education in Finland 2009-2011. The paper identifies the social dimension of organisational learning in practice-based innovation. The action planning phase of the action research process involved the Finnish association for vocational adult education and training, 43 Finnish vocational adult education centres, the companies training their employees, and research facilitators. As an outcome of the action planning phase the authors suggest a framework for constructing innovation pedagogy. The framework contains three levels, the exact contents of which will be constructed in coming action research phases of innovation pedagogy. These levels are: 1) The innovation system of the adult education organisation, 2) the innovativeness of the adult education organisation, and 3) the adult education organisation’s education service strategies, i.e., what kinds of education services the o...
Innovation Competency Development and Assessment in Higher Education
Changes in higher education paradigms have placed at the forefront the development of knowledge, skills and attitudes that will equip students with the competencies necessary to succeed in the workplace. In innovation pedagogy, a learning approach in which students have the opportunity to become innovative members of learning organizations, the social aspects of working and learning are emphasized. Group processes where learning happens in multidisciplinary teams form an essential part of learning. The aim of innovation pedagogy is to generate environments in which a competitive advantage can be created by combining different kinds of know-how. Innovation competencies sharpened by innovation pedagogy are the key to acquiring new competitive advantages via know-how. This paper describes the progress of an ongoing project on the development and assessment of innovation competencies. The project has received the support of funding through the Life-long Learning Programme of the European Union. The main objective of the project is to create an instrument that will measure outcomes when using innovation pedagogy. The instrument focuses on assessing students’ performance in situations that produce samples of capacities and skills that make up innovation competencies. The Innovation Competency Development Project includes four European partner universities: Turku University of Applied Sciences from Finland, Universitat Politècnica de València from Spain, University of Applied Sciences Hamburg from Germany and Karel de Grote-Hogeschool Antwerpen from Belgium. Each partner heads a different part of the project, which will finalize at the end of November 2013. The first two work packages, which represent approximately 50 % of the total workload of the five packages, have concluded at the time of writing. The Innovation Competence Barometer (ICB) is currently being piloted in the four universities in order to complete the validation procedure of the instrument. The five work packages will be described in the paper and preliminary trial results will be presented. The main contribution of the project is the discussion on how, through using the ICB and testing the results of different teaching and learning methods, universities can get up-to-date information on the usefulness of the methods and can make decisions on their implementation on a wider basis. Ultimately, it is the businesses and organizations that will benefit from the newly educated professionals who will possess better qualifications and be better prepared to act in diverse innovation processes in their working lives.
PRACTICE-BASED INNOVATION PEDAGOGY: LEARNING IN THE MIDDLE OF ACTION
hull.ac.uk
This paper makes a connection between learning, innovation and pedagogy in the context of vocational adult education in Finland 2009-2011. The paper identifies the social dimension of organisational learning in practice-based innovation. The action planning phase of the action research process involved the Finnish association for vocational adult education and training, 43 Finnish vocational adult education centres, the companies training their employees, and research facilitators. As an outcome of the action planning phase the authors suggest a framework for constructing innovation pedagogy. The framework contains three levels, the exact contents of which will be constructed in coming action research phases of innovation pedagogy. These levels are: 1) The innovation system of the adult education organisation, 2) the innovativeness of the adult education organisation, and 3) the adult education organisation's education service strategies, i.e., what kinds of education services the organisation will produce together with its customers.All these levels should be taken into consideration when constructing strategy and practices for innovation pedagogy.