Crowdfunding Campaign As a Design-Based Pedagogical Approach for Experiential Learning of Technology Entrepreneurship

2018 ◽  
Author(s):  
Jianxi Luo ◽  
Kin Leong Pey ◽  
Kristin Wood
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Resource Constraints ◽  
Technology Entrepreneurship ◽  
Pedagogical Approach ◽  
Knowledge And Skills ◽  
University Of Technology ◽  
The World ◽  
Academic Courses ◽  
Quality Learning

Engineers are increasingly expected to master the knowledge and skills for entrepreneurship. Academic courses on entrepreneurship have been adopted in engineering schools around the world. However, the experiential learning of technology entrepreneurship remains challenging because it requires not only the experiences of ideation, design and prototyping in classrooms and fab labs but also broader engagement with users, manufacturers, marketers, and investors in business contexts. To conquer this challenge, we developed an approach to use an online crowdfunding campaign as a pedagogical approach to intensify the experiential learning of students in a technology entrepreneurship course. This approach, as part of a course module, provides a real-world context of uncertainty and resource constraints that characterize the entrepreneurship process, and it allows university students to discover and interact with actual users, investors, manufacturers and other stakeholders of their products around the world. We experimented with the use of a crowdfunding campaign as a pedagogical approach for experiential learning in the Entrepreneurship course at Singapore University of Technology and Design (SUTD). We found evidence of increased prototyping quality; learning intensity; empathy toward users, manufacturers, marketers and other stakeholders; and an increased interest in pursuing an entrepreneurial career.

Building Teams in Entrepreneurial Companies

2012 ◽  
Vol 18 (2) ◽  
Author(s):  
Arthur Boni ◽  
Laurie Weingart
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Panel Discussion ◽  
Boot Camp ◽  
Venture Capitalist ◽  
Pedagogical Approach ◽  
Effective Teams ◽  
Learning Module ◽  
Entrepreneurial Organizations ◽  
Background Material

This article focuses on the essentials of building effective, collaborative, team-based organizations. The entrepreneurs and innovators who found and build technology-based organizations comprise out target audience, but most specifically we address the biotechnology and biomedical field.  Two perspectives are provided in the article: 1) advice based on the experiential learning provided by years of experience of building and growing entrepreneurial organizations; and 2) identifying the keys to building effective teams based on some selected the academic or scholarly literature on building effective teams.  Our goal is to provide a perspective that blends real-world lessons filtered through a more scholarly approach based on case literature and other research-based studies.  The material summarized herein is presented as a learning module to the participants in the Biotechnology Entrepreneurship Boot Camp.  Our pedagogical approach in the Boot camp is to lead with the background material and perspective contained herein, and to then have a moderated panel discussion around these and other topics. The moderated panel consists of the key members of a real company consisting of key C-level officers and founders and a venture capitalist who funded the company.  Thus the “theory and practice” of team-based innovation come together via a real-time case.  

Early Childhood Corner: Collecting Data Outdoors: Making Connections to the Real World

1999 ◽  
Vol 6 (1) ◽  
pp. 8-12
Author(s):  
Carol G. Basile
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Direct Observation ◽  
Real World ◽  
Natural World ◽  
Knowledge And Skills ◽  
Spatial Sense ◽  
The World ◽  
School Yard

The most enjoyable experiences that I have had with young children are those that occur outdoors. Taking children on walks in the woods, at our local park, or simply around the school yard can prompt many discoveries about the natural world. As we walk, children gain knowledge and skills by using their senses to collect information about the world around them. Traditionally, we think of providing these experiences as part of children's scientific learning. However, direct observation is also an important piece of mathematical learning that is essential for identifying patterns, promoting problem solving, and developing spatial sense and reasoning.

scholarly journals Uni ja unenäod udmurdi kultuuris

Mäetagused ◽  
2021 ◽  
Vol 80 ◽  
pp. 155-184
Author(s):  
Nikolai Anisimov ◽  
◽  
Eva Toulouze ◽  
◽  
Keyword(s):  
Significant Role ◽  
Real World ◽  
Sacred Space ◽  
Real Space ◽  
Time And Space ◽  
Knowledge And Skills ◽  
The Real ◽  
The World ◽  
The Dead ◽  
To Come

In Udmurt culture sleep (iz’on, kölon, um) as well as dreams (vöt, uyvöt) have occupied a significant place. According to ordinary understandings, dreams are not subjected to this world’s rules of time and space: in a dream, places and spaces may suddenly change, and time moves quickly, or it does not move at all; it has stopped. Sleep and dreams are not thoroughly explained phenomena, and as such, they play a significant role in the communication between the world of the living and the world of the deities (spirits). Their importance is confirmed by the rules one has to follow when going to bed. The dream becomes a sacred space, in which it is possible to acquire sacred knowledge and skills. The narratives we are acquainted with tell us that during sleep one of the person’s souls, called urt, can fly away. Probably this is the reason why it is forbidden to suddenly awake a person sleeping: they may not wake up at all or may even lose their reason. Earlier the Udmurt even organised special rituals to catch the second soul. In the Udmurt culture, sleep and dreams constitute a non-real space, in which the living and the dead are able to meet and communicate. The initiators of the dreams can be both the living and the dead, in different situations. Through dreams, the dead are able to transmit to the living their wishes, their knowledge about events or accidents to come; they may complain about certain circumstances, etc. Today, the Udmurt are attentive to all dreams; they see in them signs connected to the real world and given from above, and they must be considered in order not to disturb the balance between the worlds.

scholarly journals PRINCIPLED PRAGMATISM AND EXPERIENTIAL LEARNING: TWO FACETS OF CONSTRUCTIVISM IN ESP

2020 ◽  
pp. 123
Author(s):  
Oleg B. Tarnopolsky ◽  
Svitlana P. Kozhushko
Keyword(s):  
Experiential Learning ◽  
Perfect Match ◽  
Real Life ◽  
Target Language ◽  
School Level ◽  
Practical Implementation ◽  
Pragmatic Approach ◽  
New Paradigm ◽  
Pedagogical Approach ◽  
Knowledge And Skills

The article discusses two approaches that are considered to be the most promising ones in today’s teaching of English for Specific Purposes (ESP). The two approaches in question are Kumaravadivelu’s principled pragmatic approach and the experiential learning approach. It is shown that they both help to unify into one single new paradigm the three leading paradigms in modern ESP teaching: content-based instruction, English immersion, and culture-specific target language learning. After defining each of the two approaches in ESP courses at tertiary schools, the paper proceeds to prove the authors’ leading idea that both principled pragmatism and experiential learning are a perfect match embodying two facets of a broader pedagogical approach that is applicable not only when teaching ESP (and teaching foreign languages in general) but also when teaching other disciplines, especially at the tertiary school level. This broader pedagogical approach is constructivism, which provides students with opportunities for ‘constructing’ their own knowledge and skills through practical experience in real-life or modeled activities. In this case, students acquire their knowledge and skills (including skills of communicating in the target language) as a by-product of their real-life or modeled activities, thus internalizing (appropriating) the knowledge and skills and not just learning them. The peculiarities of constructivism in ESP courses are discussed, and the guidelines are given for the practical implementation of the principled pragmatic approach through experiential learning activities in the framework of the fully constructivist ESP course (in what concerns its theoretical and methodological foundations).

Building an Applied Anthropology Career in Business and Industry

2014 ◽  
Vol 36 (2) ◽  
pp. 22-26
Author(s):  
Gregory Cabrera
Keyword(s):  
Experiential Learning ◽  
Graduate School ◽  
Real World ◽  
Social Life ◽  
Career Path ◽  
Applied Anthropology ◽  
The World ◽  
Academic Settings

There is not one recipe for success as an anthropologist. Rather, careers in anthropology are built and shaped by a complex array of decisions and opportunities. I chose to follow a career in applied anthropology because it allowed me to see the world through the eyes of others and develop an understanding of how social life is organized and culturally patterned. I learned these skills and others primarily through experiential learning and projects outside of the classroom. In this article, I discuss what I have learned from my experiences in non-academic settings and how they have helped me to build my career in business. My goal is to paint a picture of what a career path might look like in the domain of business and industry by examining projects I developed in graduate school and the jobs I obtained as a result when I transitioned from academia to real-world employment.

Project, Product or Company

2012 ◽  
Vol 18 (2) ◽  
Author(s):  
Arthur Boni
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Panel Discussion ◽  
Boot Camp ◽  
Venture Capitalist ◽  
Pedagogical Approach ◽  
Effective Teams ◽  
Learning Module ◽  
Entrepreneurial Organizations ◽  
Background Material

This article focuses on the essentials of building effective, collaborative, team-based organizations. The entrepreneurs and innovators who found and build technology-based organizations comprise out target audience, but most specifically we address the biotechnology and biomedical field.  Two perspectives are provided in the article: 1) advice based on the experiential learning provided by years of experience of building and growing entrepreneurial organizations; and 2) identifying the keys to building effective teams based on some selected the academic or scholarly literature on building effective teams.  Our goal is to provide a perspective that blends real-world lessons filtered through a more scholarly approach based on case literature and other research-based studies.  The material summarized herein is presented as a learning module to the participants in the Biotechnology Entrepreneurship Boot Camp.  Our pedagogical approach in the Boot camp is to lead with the background material and perspective contained herein, and to then have a moderated panel discussion around these and other topics. The moderated panel consists of the key members of a real company consisting of key C-level officers and founders and a venture capitalist who funded the company.  Thus the “theory and practice” of team-based innovation come together via a real-time case.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

scholarly journals Handrails through the Swamp? A Pilot to Test the Integration and Implementation Science Framework in Complex Real-World Research

2021 ◽  
Vol 13 (10) ◽  
pp. 5491
Author(s):  
Melissa Robson-Williams ◽  
Bruce Small ◽  
Roger Robson-Williams ◽  
Nick Kirk
Keyword(s):  
Pilot Study ◽  
Case Studies ◽  
Implementation Science ◽  
Real World ◽  
Environmental Problems ◽  
Environmental Research ◽  
Integrative Framework ◽  
The World ◽  
Science Framework ◽  
Real World Problems

The socio-environmental challenges the world faces are ‘swamps’: situations that are messy, complex, and uncertain. The aim of this paper is to help disciplinary scientists navigate these swamps. To achieve this, the paper evaluates an integrative framework designed for researching complex real-world problems, the Integration and Implementation Science (i2S) framework. As a pilot study, we examine seven inter and transdisciplinary agri-environmental case studies against the concepts presented in the i2S framework, and we hypothesise that considering concepts in the i2S framework during the planning and delivery of agri-environmental research will increase the usefulness of the research for next users. We found that for the types of complex, real-world research done in the case studies, increasing attention to the i2S dimensions correlated with increased usefulness for the end users. We conclude that using the i2S framework could provide handrails for researchers, to help them navigate the swamps when engaging with the complexity of socio-environmental problems.

3D Technology – Additive Manufacturing Applications and Prospects (Vol. 24, No. 9, Full Issue)

2020 ◽  
Vol 24 (09) ◽  
Keyword(s):  
Additive Manufacturing ◽  
3D Printing ◽  
Environmental Impact ◽  
Real World ◽  
Vaccine Development ◽  
Health Screening ◽  
Wide Range ◽  
The World ◽  
Real World Applications ◽  
Manufacturing Applications

For the month of September 2020, APBN dives into the world of 3D printing and its wide range of real-world applications. Keeping our focus on the topic of the year, the COVID-19 pandemic, we explore the environmental impact of the global outbreak as well as gain insight to the top 5 vaccine platforms used in vaccine development. Discover more about technological advancements and how it is assisting innovation in geriatric health screening.

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