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Curriculum Design
Learning Objectives
1 'Developing Leadership in Entrepreneurship Education'
Learning?
Our Challenge!
Design
Constraints
Infrastructure
'Developing Leadership in Entrepreneurship Education'
Learning Outcomes: Baume (2008)
Active – it describes what students can do at the end of the programme of study
Attractive – students want to achieve it (meaningful to them)
Comprehensible – students know what it means (clear)
Appropriate – to the student’s current goals and career plans
Attainable – most students will mostly meet it, with due effort
Assessable – we can see if it has been achieved (demonstrable)
Visible – in the course booklet and on any virtual learning environment (accessible).
Constructive Alignment
John Biggs (2003)
2 parts to constructive alignment:
• Students construct meaning from what
they do to learn.
• The teacher aligns the planned learning
activities with the learning outcomes
'Developing Leadership in Entrepreneurship Education'
Learning
• Teaching
• Activities
INTENDED LEARNING OUTCOMES
• ALIGNMENT
Assessment
• Assignment
Ped guides • Small group teaching
• Entrepreneurial Facilitation • Use of Ice Breakers • Use of External Speakers/Presenters or Evaluators • Use of Drama • Use of Debate • Use of Drawing • Use of Hot Seats • Speed-Networking • Use of an Elevator Pitch • Use of Revolving Tables • Use of Brainstorming Using Post-its • Use of Panels • Use of Critical Incidents • Use of Organisations as Networks • Use of Empathy in Communication Exercises (with
Entrepreneurs) • Use of Shadowing • Use of Role Play • Use of Frames of Reference for Intuitive Decision making • Use of Psychometric Tests • Use of Locus of Control Tests • Use of Immersion • Use of Achievement Motivation
• Use of Personality Selling Exercises – The Balloon Debate • Use of Finding Opportunities (Ideas for Business) • Use of Ways into Business • Use of Leveraging the Student Interest • Use of Start up frames, Stages of Start-up; Tasks and Learning
Needs • Use of The Business Plan as a Relationship Management
Instrument • Use of Surviving in the Early Years of the Venture • Use of Segmenting the New Venture Programme Market • Use of Developing Operations Standards as a basis for
Estimating Costs and Controlling Operations • Use of Case Studies • Use of Exercises in Finding Ideas for Business • Use of Exploring the Enterprise Culture in a Globalisation
Context • Use of Programme Evaluation • Use of the Quiz • Use of Undertaking an Institutional Audit • Use of Sales Pitch • Use of Polls • Use of Simulating Entrepreneurial ‘Ways of’ • Use of Simulating the Entrepreneurial ‘Life world’ • Assessment • Use of Relationship Learning
A B C D E F G H Others Dependent
3. Use of Ice Breakers
4. Using External Speakers/Presenters Others Dependent
5. Use of Drama
6. Use of Debate Others Dependent
7. Use of Drawing
8. Use of Hot Seats
9. Speed-networking
10. Elevator Pitch
11. Revolving Tables
12. Brainstorming Using Post-its
13. Use of Panels
14. Use of Critical Incidents Others Dependent
15. Use of Organisations as Networks
16. Use of Empathy in Communication Exercises (with entrepreneurs)
17. Use of Shadowing Others Dependent
18. Use of Role play Others Dependent
19. Use of Frames of Reference for Intuitive Decision making
20. Use of Psychometric Tests
21. Use of Locus of Control Tests
22. Use of Relationship Learning
23. Use of Immersion
24. The Use of Achievement Motivation
25. Personality selling exercise – the Balloon Debate
26. Use of Finding Opportunities (Ideas for Business)
27. Use of Ways into Business
28. Leveraging the Student Interest
29. Start up frames, Stages of Start-up. Tasks and Learning Needs
30. The Business Plan as a Relationship Management Instrument
31. Surviving in the Early Years of the Venture
32. Segmenting the New Venture Programme Market
33. Developing Operations Standards as a basis for Estimating Costs and Controlling
Operations
34. Use of Case Studies
35. Exercises in Finding Ideas for Business
36. Exploring the Enterprise Culture in a Globalisation Context
37. Evaluation of Entrepreneurship
38. Use of the Quiz Others Dependent
39. Use Of Institutional Audit
40. Use of Sales Pitch
41. Use of Polls Others Dependent
42. Simulating Entrepreneurial ‘ways of’
43. Simulating the Entrepreneurial Life World
44. Assessment of Entrepreneurship Education
What do I chose..?
A B C D
3. Use of Ice Breakers 4. Using External Speakers/Presenters 4. Using External Speakers/Presenters 4. Using External Speakers/Presenters
4. Using External Speakers/Presenters 5. Use of Drama 5. Use of Drama 14. Use of Critical Incidents
5. Use of Drama
16. Use of Empathy in Communication
Exercises (with entrepreneurs) 8. Use of Hot Seats 15. Use of Organisations as Networks
6. Use of Debate 17. Use of Shadowing
16. Use of Empathy in Communication
Exercises (with entrepreneurs) 17. Use of Shadowing
7. Use of Drawing
19. Use of Frames of Reference for Intuitive
Decision making 17. Use of Shadowing
19. Use of Frames of Reference for Intuitive
Decision making
8. Use of Hot Seats 21. Use of Locus of Control Tests
19. Use of Frames of Reference for Intuitive
Decision making 20. Use of Psychometric Tests
9. Speed-networking 23. Use of Immersion
43. Simulating the Entrepreneurial Life
World 28. Leveraging the Student Interest
10. Elevator Pitch 24. The Use of Achievement Motivation 34. Use of Case Studies
11. Revolving Tables
36. Exploring the Enterprise Culture in a
Globalisation Context
43. Simulating the Entrepreneurial Life
World
12. Brainstorming Using Post-its 42. Simulating Entrepreneurial ‘ways of’
13. Use of Panels
43. Simulating the Entrepreneurial Life
World
14. Use of Critical Incidents
15. Use of Organisations as Networks
19. Use of Frames of Reference for
Intuitive Decision making
20. Use of Psychometric Tests
23. Use of Immersion
36. Exploring the Enterprise Culture in a
Globalisation Context
42. Simulating Entrepreneurial ‘ways of’
E F G H
10. Elevator Pitch
12. Brainstorming Using
Post-its 10. Elevator Pitch 3. Use of Ice Breakers
13. Use of Panels 13. Use of Panels 13. Use of Panels 5. Use of Drama
14. Use of Critical
Incidents
14. Use of Critical
Incidents
14. Use of Critical
Incidents 7. Use of Drawing
15. Use of Organisations as
Networks
15. Use of Organisations as
Networks
15. Use of Organisations as
Networks 8. Use of Hot Seats
22. Use of Relationship
Learning
26. Use of Finding
Opportunities (Ideas for
Business)
25. Personality selling
exercise – the Balloon
Debate 9. Speed-networking
29. Start up frames,
Stages of Start-up. Tasks
and Learning Needs
29. Start up frames,
Stages of Start-up. Tasks
and Learning Needs
29. Start up frames,
Stages of Start-up. Tasks
and Learning Needs 10. Elevator Pitch
30. The Business Plan as a
Relationship Management
Instrument
30. The Business Plan as a
Relationship Management
Instrument
30. The Business Plan as a
Relationship Management
Instrument 11. Revolving Tables
31. Surviving in the Early
Years of the Venture
32. Segmenting the New
Venture Programme
Market
32. Segmenting the New
Venture Programme
Market 13. Use of Panels
34. Use of Case Studies
33. Developing Operations
Standards as a basis for
Estimating Costs and
Controlling Operations
33. Developing Operations
Standards as a basis for
Estimating Costs and
Controlling Operations
15. Use of Organisations as
Networks
35. Exercises in Finding
Ideas for Business 34. Use of Case Studies 40. Use of Sales Pitch
22. Use of Relationship
Learning
37. Evaluation of
Entrepreneurship 23. Use of Immersion
44. Assessment of
Entrepreneurship
Education
25. Personality selling
exercise – the Balloon
Debate
30. The Business Plan as a
Relationship Management
Instrument
40. Use of Sales Pitch
http://kcd.sytes.net/pednote/lis
tall_pednotes.php
http://kcd.sytes.net/pednote/listall_pednotes.php
'Developing Leadership in Entrepreneurship Education'
8
Kolb Learning Cycle (1984)
Doing
Experience
Reflecting
Reflective
observation
Theorising
Abstract
Conceptualisation
Planning
Active Experimentation
10
Engagement & Participation
What creates engagement?
What creates participation?
11
Engagement & Participation
• Wanting to learn
• Learning by doing
• Learning through feedback
• Making sense of what has been learned Phil Race (2005)
The ‘Ripples Model’ underpins much of the
2nd edition of
‘Making Learning Happen’
Phil Race
2010, Sage, London
Phil Race
http://phil-race.co.uk/
'Developing Leadership in Entrepreneurship Education' 13
Ripples: Race 2005-09
Feedback Wanting
Needing
Doing
Feedback Digesting Teaching
Assessing
Factors for successful learning
(Race 09)
• Wanting to learn Intrinsic motivation
Interest and enthusiasm
• Taking ownership – needing to learn Extrinsic motivation
• Learning by doing Practice; trial and error; repetition
• Learning through feedback Reactions to the results
• Making sense of what is being learned Reflecting; digesting; turning information into knowledge
• Deepening their understanding Students explaining; teaching; coaching;
• Assessing learning & development Reviewing; confirming; judging
16
“If you can lead a horse to water….
why do we need to immerse students in enterprise
education?”
Want to learn:
Learning by doing:
Making sense:
Feedback:
17
“If you can lead a horse to water….
why do we need to immerse students in enterprise
education?”
Want to learn:
enterprise education in context
Learning by doing:
enterprise experiences
Making sense:
enterprise education in context
Feedback:
enterprise experiences
Price, A (2009) HEA Annual Conference “if you can you lead a horse to water...”
'Developing Leadership in Entrepreneurship Education'
Bain, K (2004) “What the best College Teachers do” Cambridge Harvard University Press
Biggs, J. and Tang, C.(2007)Teaching for Quality Learning at University:3rd edition
Maidenhead: SRHE & Open University Press).
Bloxham, S., and Boyd, P. (2007) Developing assessment in Higher education: a practical
guide. Maidenhead: Open University Press .
Bowl, M. (2003) Non-traditional entrants to higher education ‘they talk about people like
me’ Stoke on Trent, UK, Trentham Books.
Boud, D. (1995) Enhancing learning through self-assessment London, Routledge.
Brown, S. (2011) Bringing about positive change in higher education; a case study Quality
Assurance in Education Vol 19 No 3 p195-207
Blue Skies (2011) New thinking about the future of higher education: download from
http://pearsonblueskies.com/
Cook, A. (2005) Guidelines for the Management of Student Transition: the STAR Project
(Student Transition and Retention), Belfast: University of Ulster
Dweck, C. (2000) Self-theories: their role in motivation, personality, and development
Psychology press: Essays in Social Psychology Taylor and Francis, Philadelphia.
Useful references 1
Gibbs, G. (1999) Using assessment strategically to change the way students learn, In
Brown S. & Glasner, A. (eds.), Assessment Matters in Higher Education: Choosing and
Using Diverse Approaches, Maidenhead: SRHE/Open University Press.
Kneale, P. E. (1997) The rise of the "strategic student": how can we adapt to cope? in
Armstrong, S., Thompson, G. and Brown, S. (eds) Facing up to Radical Changes in
Universities and Colleges, pp.119-139 London: Kogan Page.
Flint, N.R. and Johnson, B. (2011) Towards fairer assessment: recognising the concerns of
students London: Routledge.
Falchikov, N. (2004) Improving Assessment through Student Involvement: Practical
Solutions for Aiding Learning in Higher and Further Education, London: Routledge.
Knight, P. and Yorke, M. (2003) Assessment, learning and employability Maidenhead, UK:
SRHE/Open University Press.
Mentkowski, M. and associates (2000) Learning that lasts: integrating learning
development and performance in college and beyond, San Francisco: Jossey-Bass.
Morgan, M. (2011, at press) Improving and Enhancing the Student Experience - A practical
guide, London: Routledge
Pickford, R. and Brown, S. (2006) Assessing skills and practice London: Routledge.
Useful references 2
Useful references 3
Northedge, A. (2003) Enabling participation in academic discourse Teaching in Higher
Education, Vol. 8, No. 2, 2003, pp. 169–180 Carfax, Taylor and Francis.
PASS project Bradford http://www.pass.brad.ac.uk/
Peelo, M and Wareham, T (eds.) (2002) Failing Students in higher education Maidenhead,
UK, SRHE/Open University Press.
Rust, C., Price, M. and O’Donovan, B. (2003) Improving students’ learning by developing
their understanding of assessment criteria and processes Assessment and Evaluation
in Higher Education. 28 (2), 147-164.
Sadler, D. R. (1989) Formative assessment and the design of instructional systems
Instructional Science 18, 119-144.
Yorke, M. (1999), Leaving Early: Undergraduate Non-Completion in Higher Education,
London:Taylor and Francis.
Yorke, M. and Longden, B., (2004), Retention and Student Success in Higher Education,
Maidenhead, Open University Press.
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