colloquium elche, 20.09.2012 depict developing employability programmes using interactive...
TRANSCRIPT
ColloquiumElche, 20.09.2012
DEPICTDeveloping Employability Programmes
Using Interactive Technologies
Developing Employability Programmes Using Interactive Technologies (DEPICT)
2
• 09.00h: Welcome• 09.15h: Objectives of the Project (Salford)• 09.30h: Presentation of the investigative research (Salford)• 10.00h: Objectives of the WP4 (UMH)• 10.30h: Presentation of the market research results from the
workshops (UMH)• 11.30h: Agreement of the four most important competencies/skills• 13.00h: Lunch• 14.15h: Guidelines on how can these competencies/skills be
taught?• 15.45h: Companies interested on participating in the delivery of
WP6 seminars• 16.30h: Conclusions• 17.00h: Thank you and farewell
Agenda
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
Thank you !!!!!!!
4
• Objectives of the Project
• Presentation of the investigative research
Developing Employability Programmes Using Interactive Technologies (DEPICT)
• To identify, thanks to companies in the Cultural and Creative
Sector, four skills/competencies• Questionnaire• Business Workshop• Colloquium
• To explore guidelines for the design online courses in order to train students and professionals in the competencies identified.
• Report
Objectives of WP4
7
Developing Employability Programmes Using Interactive Technologies (DEPICT)
Questionnaire Aims: to improve the knowlegde about the competences and skills most valued by professionals in the Cultural and Creative Sector.
Presentation market research results
8
¿ What are employers looking for?
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
11
Importance when hiring new graduates
MOST VALUED COMPETENCES: (General Skills):
MotivationCommunicationTeam work
LOWEST RANKED COMPETENCES (skills expected from more experienced staff):
Fund RaisingBusiness and negociation skills
Com
mun
icati
on (v
erba
l and
...
Prob
lem
sol
ving
Man
agem
ent
Team
wor
k
Ethi
cs
Resp
onsi
bilit
y
Abili
ty to
lear
n
Moti
vatio
n
Qua
lity
and
impr
ovem
ent f
...
Abili
ty to
app
ly k
now
ledg
e
Abili
ty to
ada
pt to
cha
nge
Deci
sion
mak
ing
Man
agem
ent o
f inf
orm
ati...
Abili
ty to
syn
thes
ise
and
an...
Inte
rper
sona
l ski
lls
Abili
ty to
wor
k on
thei
r ow
n
Crea
tivity
Wor
king
und
er p
ress
ure
Mar
ketin
g sk
ills
Sale
s sk
ills
Fore
ign
lang
uage
s sk
ills
Neg
otiati
on a
nd d
iplo
mac
y
Busi
ness
and
ent
repr
eneu
rial..
.
Lead
ersh
ip
Digi
tal s
kills
Info
rmati
on C
omm
unic
ation
...
Crea
tive
expe
rtise
Onl
ine
skill
s
Rais
ing
fund
s
Desi
gn s
kills
Stor
y an
d na
rrati
ve s
kills
Mul
ti pl
atfor
m s
kills
Mul
ti sk
illed
Inte
llect
ual P
rope
rty
and
M...
Diag
onal
thin
king
Arch
ivin
g
Broa
dcas
t eng
inee
ring
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
SpainNorwayUnited KingdomLatvia
IP a
and
mon
etiza
tion
of c
onte
nt
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
12
Level of the skills in existing employees
In Norway and Spain, requirement when hiring new staff higher than the requirement to existing employees
In UK requirement to existing employees higher than skills require when hiring new graduates.
Most valued skills: EthicsResponsibilityDigital Skills
.
Com
mun
icati
on (v
erba
l an.
..
Prob
lem
sol
ving
Man
agem
ent
Team
wor
k
Ethi
cs
Resp
onsi
bilit
y
Abili
ty to
lear
n
Moti
vatio
n
Qua
lity
and
impr
ovem
ent .
..
Abili
ty to
app
ly k
now
ledg
e
Abili
ty to
ada
pt to
cha
nge
Deci
sion
mak
ing
Man
agem
ent o
f inf
orm
ati...
Abili
ty to
syn
thes
ise
and
a...
Inte
rper
sona
l ski
lls
Abili
ty to
wor
k on
thei
r ow
n
Crea
tivity
Wor
king
und
er p
ress
ure
Mar
ketin
g sk
ills
Sale
s sk
ills
Fore
ign
lang
uage
s sk
ills
Neg
otiati
on a
nd d
iplo
mac
y
Busi
ness
and
ent
repr
eneu
ria...
Lead
ersh
ip
Digi
tal s
kills
Info
rmati
on C
omm
unic
atio.
..
Crea
tive
expe
rtise
Onl
ine
skill
s
Rais
ing
fund
s
Desi
gn s
kills
Stor
y an
d na
rrati
ve s
kills
Mul
ti pl
atfor
m s
kills
Mul
ti sk
illed
Inte
llect
ual P
rope
rty
and
...
Diag
onal
thin
king
Arch
ivin
g
Broa
dcas
t eng
inee
ring
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
SpainNorwayUnited KingdomLatvia
IP a
and
mon
etiza
tion
of c
onte
nt
Qua
lity
and
impr
ovem
ent f
ocus
Man
agem
ent o
f inf
orm
ation
Abili
ty to
sen
thes
ize a
nd a
naly
ze
Busi
ness
and
ent
repr
eneu
rial s
kills
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
Gaps in skills new applicants and employees
Common for all countries:
Lack of experience
Difficulty to apply the
knowledge in the real
professional world
Self-management
Problem-solving
Computers and new
technologies skills
UK:
Creative and digital skills and web technologies
NORWAY
Entrepreneurial skills
No commercial thinking
Ungrateful when getting a job
SPAIN
No multi-skilling and versatile candidates.
Working under pressure
Responsibility
Professional attitudes and vision
Foreign languages.
LATVIA
Programming Skills
Issues with strict deadlines
Loyalty
Creativity
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Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
Barriers to recruiting graduates
Related to the graduate:
Lack of training even profesional and
personal
Unexperience, and lack for appropriate
skills
Unmotivated graduates
Ambitions & expectations too high.
Related to the Company:
Limited budget
Relatively expensive to hire a graduate.
Time used to train new graduates
Strict financial budgets and fiscal pressures
Allure of other job offers in the greater EU
14
Employers in the creative and cultural sector prefer to hire no graduates:
UK: 1/3 of companies employed “NO” graduates 1/2 the companies employed “NO” graduates last year
Norway: From the Companies taking the survey: 1,5-2% of the total workforce are graduates, Companies employed only 1,3 graduates last year
Spain: 11 of the16 companies employ graduates Other companies have no qualified employees or have a very low
Latva: Permanent job placement was offered on average to 4 students annually
15
Formal academic education it is not enough to adquire skills and competencies to succeed personal
and professionally.
Developing Employability Programmes Using Interactive Technologies (DEPICT)
Increasing the number of placements which offer more internship opportunities to gain experience before graduating and working more closely with employers.
More relationships between companies and students
In UK: “stop processing and start educating” and “Stop producing iPad/iPhone zombies”.
In Norway: closer and bigger dialogue and interaction with local businesses and a higher use of business case.
In Spain: Increase the quantity but also the quality of trainees.
Companies should offer greater control to avoid abusive situations.
Better attention to the real needs of enterprises it’s also required.
Add in the degree specific training materials focusing on what enterprises are going to ask graduates for in the future.
Give to the graduates basic knowledge about responsibility and professional attitudes.
Change teachers mentality.
Use creative techniques for teaching.
In Latvia: Fund and set-up various audiovisual and creative sector incubators to give the opportunities to the students develop their patents and work closely with companies while at school
How can universities remove barriers?
17
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… and the winner is…: INTERNSHIPS
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
Ranking of competences.NORWAY
Commercial understanding
Creativity
Interpersonal skills
Ability/skill of getting things done and completing what´s begun
19
UK
Verbal and Written Communication skills
Creativity
Motivation
Working under pressure
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
Ranking of competences.LATVIA
Adaptation to changes
Business and Entrepreneurial Competence
Intellectual Property
20
SPAIN
Creativity
Information and Communication Technology skills
Teamwork
Know how to sell and sell oneself
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
Ranking of competences.
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All competences are employability skills
THERE IS ONE COMMON COMPETENCE (UK, NORWAY AND SPAIN)
CREATIVITY
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
COMPETENCES UK (1)COMPETENCE 1: Verbal and Written Communication skills
Dimensions:
• How they present themselves. • How they talk• How they listen• How they write – press releases, blogs• Being able to pitch themselves• Talking about their work• Good handshake• Confidence to put yourself forward• Dyslexia – knowing how to overcome/get it checked etc• Body language• Negotiation – i.e negotiate salary• Construct an argument and present information• Persuasion skills- to give them a job to start with!• Ability to sell themselves• Able to articulate their skills/expertise• Ability to ask for help• Knowing the right questions to ask and who/when/how to ask• Interpersonal skills • Being able to communicate with team members• Social chameleon • Appropriate language• Literacy• Presentation skills• How they articulate themselves• Professional language• Being able to interpret responses and use information
•
COMPETENCE 2: CREATIVITY•
Dimensions:
• How can universities teach this?• Wide area!• Taking initiative• Innovative ideas• Creative approach to problems• Evolving nature of creativity• Growing• Encouraging to experiment• Having confidence to do things differently• Enjoying the challenge• Adopting technologies• Willingness to experiment and innovative• Trial and error• Not being afraid of failure• Trying things in new ways• Pushing things forward• Thinking differently – we’re creatives, we’re expected to do
that• Synthesis and analysis – the taking ideas forward in a
practical way• Being taught to think• Being able to create the product
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Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
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COMPETENCES UK (2)COMPETENCE 3: MOTIVATION
Dimensions:
• Energy• Enthusiasm• What are they motivated by?• What are they motivated to?• Self-awareness – who are they motivated to work with and in what
way?• Wanting to continue learning – if someone has the raw ability and
willingness to learn then they can be taught the technical parts• Financial – businesses want to make money, understanding
commercial motivations to do well – in an SME money is directly commensurate with how well they do
• What motivates them personally – development, benefits, learning• Motivated by having a job!• Understanding why you do what you do when you’re at your most
productive – ‘in the zone’• To be motivated to solve problems – to want to make a difference• Self-directed• Learning from mistakes and keeping going
•
COMPETENCE 4: WORKING UNDER
PRESSURE
Dimensions:
• How can universities teach this?• Wide area!• Taking initiative• Innovative ideas• Creative approach to problems• Evolving nature of creativity• Growing• Encouraging to experiment• Having confidence to do things differently• Enjoying the challenge• Adopting technologies• Willingness to experiment and innovative• Trial and error• Not being afraid of failure• Trying things in new ways• Pushing things forward• Thinking differently – we’re creatives, we’re expected to
do that• Synthesis and analysis – the taking ideas forward in a
practical way• Being taught to think• Being able to create the product
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
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HOW TO TEACH COMPETENCES (UK)Best education is where you’re taught to think
Giving people freedom and opportunity opt think – analyzing poetry or creating a film, something practical
Analysis
Showing expected route then challenging student to do something new
Teaching theory/history of discipline – how was this problem solved in the past – what learning can we take to the future?
Value in old fashioned academic disciplines
Challenge thinking – every time one piece of work is delivered, move onto the next challenge
Hack days – 12 hour session, 8am-8pm, have a brief, creatives come together, solve brief pitch to client at the end.
Timed brief with feedback
Is it about teaching skills or raising awareness?
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
COMPETENCES NORWAY (1)
COMPETENCE 1: COMMERCIAL UNDERSTANDING
Dimensions:
• Basic understanding of how a business works, and what will be the new employee's role in the value chain of the company.
• The new employee must have an understanding of commercial mechanism and should be able to act accordingly, even if the candidate is not necessarily close to commercial business in his daily position.
• One should generally consider the commercial understanding as a part of an entrepreneurial set of skill, which is required. At present commercial understanding is a close to non-existing part of the university curriculum.
• That is a problem that the university has to cope with, partly through an increasing number of entrepreneurial learning programs and partly by encouraging companies across different industries to help solving this problem efficiently.
•
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COMPETENCE 2: CREATIVITY
Dimensions:
• Creative in terms of business in practice is to being able to take things further.
• Creativeness is about problem solving and solving/avoiding conflicts.
• Being creative makes you look for opportunities rather than limitations. You´re highly motivated, searching for innovative and alternative solutions.
• Lack of curiosity among graduates is a problem for the companies, when hiring new people. To be creative is also to ask the right questions.
•
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
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COMPETENCES NORWAY (2)COMPETENCE 4: ABILITY/SKILL OF GETTING THINGS DONE AND COMPLETING WHAT´S BEGUNDimensions:
• There is a wide understanding among the graduates, that it is more appropriate to ask "what can the job do for me" instead of the other way around; “What could I do for the company?”.
• It is a trend considering the job as a necessary thing to do in order to get spare time.
• The understanding of ability/skill of getting things done and completing what´s begun is in the eyes of the company representatives about applying gained knowledge to real life, having an inside “drive” and power, viewing things from different angels and with different eyes, the will to achieve and succeed, being responsible for the company development and the own actions, being result-orientated and motivated and finally being able to plan actions, cope with dilemmas and make necessary decisions.
COMPETENCE 3: INTERPERSONAL SKILLS
Dimensions:
• Self-knowledge. The new employees should be conscious and aware
• Interpersonal skills are about humility, respect, common understanding and communication between different people with different roles and personalities.
• In the final round, when there are only a few candidates left for a current vacant position, the personal qualities are the ultimate and crucial decision makers.
• The successful candidate will contribute with motivation, energy and curiosity to the company development.
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
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HOW TO TEACH COMPETENCES (NORWAY)• There is a strong focus on success stories• Internship, practice period• Limits in terms of the number of students companies can deal with• Higher demands from those who teach regarding commercial understanding and business background. • Invite people from industry, preferably someone who has experience of "recession“.• Universities should buy external competence from companies to train and prepare students for employment.• Train students on problem solving, using real-world problems in a real world business• Case studies and group dynamics: how do we work together ? How to create synergies?• Train students in creativity and commercial awareness. • Providing Business-Mentors for students• Training of cognitive skills.• Enable a university reward system for the development of these sets of skills.• Take students to a setting, that is outside their usual “comfort zone”, where they have to interact with others• Student Week may be converted from being a big drunken party into a learning arena of social skills. • Take the students out of the campus and do something completely different (rafting etc).• Task forcing student to be together for one day without digital communication• Initiate discussions and provide feedback on behavior• Allow students to examine how they themselves experienced things, and observe how their behavior affects others. • Train the students in new technologies, helping them find relevant knowledge. • Provide students or student groups with a number of apparently completely impossible creative tasks. • Company loyalty and ethics• Using different verbal ability tests or numerical tests.• Encourage the students to take responsibility outside of their studies campus, in sports, in politics or starting their own companies!
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
COMPETENCES SPAIN (1)COMPETENCE 1: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS
Dimensions:
• To train graduates in the use of social networking tools,
outsourcing tools of process, video-conferencing, collaborative tools
• To teach how to communicate and behave in a professional situation
• Give the students some knowledge of data protection legislation.
• To teach them in the Management of priorities: time, online relationships, using tools such as productivity factor
• To show them how to prepare and check the documents you need to send or submit online. Let them know good forums to answer their questions and find interesting information
HOW TO TEACH THIS COMPETENCE: • Prepare a user’s guide with the most important steps to follow so
as to use each communication told
• This training should be complete with tutorial videos
•
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COMPETENCE 2: Team Work
Dimensions:
• To make the graduates aware of the requirements to create a good teamwork
• To explain the different kind of teams and how the graduates must behave in different situations
• To inform about the different stages to follow in a teamwork
• To educate in management skills
• To give information on the “delocalized collaborative team”
• To emphasize on the singularities of the organizational models of creative teams
HOW TO TEACH THIS COMPETENCE:
• Theoretical Guideline and then a presence practical session of 2 or 3 days with role playing exercises
• Use of online meeting, video conferencing, teams works using the email, and management tools like
PARTNERSHIPS:• To involve companies selling software
•
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Online Help can be useful….
Nurse!!: Get the computer, visit www.surgery.com and click on “how to proceed when you are completely lost”
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
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COMPETENCES SPAIN (2)COMPETENCE 4: KNOW HOW TO SELL AND SELL ONESELF
Dimensions:
• To teach how to become a reference and opinion leader. To bring knowledge in personal branding, online marketing, marketing mix, SEO, SEM, telephone, sales strategies and sales philosophy and approaches.
• To give some guidelines about the different selling tools related to the product but also to the personal branding
• Graduates must be able to identify customers’ attitudes to adapt their behavior on that.
• “Consultative selling”.
• To develop some personals skills so as to gain confidence
HOW TO TEACH THIS COMPETENCE:• Final presentation where graduates have to
persuade the teachers to invest in their project. • During the course, presentation of their CV and a
portfolio.
COMPETENCE 3: CREATIVITY
Dimensions:
• To present the most important creative tools and models
• To focus on some skills that creative should have like fluency, flexibility and originality.
• To train graduates in the determinants of creativity, strategic subordination, contingency principle (and to link the creativity with the practice.
• To focus on the creativity applied to everything not only to the person but also to the process.
• To give some guidelines about where to find sources, to try to fight against the uncertainty of the sector
• To teach the different techniques to find the inspiration and create. Use of “pinterest scoop as “textbook”.
HOW TO TEACH THIS COMPETENCE: • Short theoretical training and a guide with the most
important sources of inspiration. • A practical workshop to learn how to apply all the
concepts studied
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Online Skills are not useless….
Does anyone know how to play Microsoft Flight Simulator?
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
COMPETENCES LATVIA(1)COMPETENCE 1: ADAPTATION TO CHANGES
Dimensions:
• Constant updates in technology, with a quick adaptation is required. A universally (with technical expertise across disciplines) trained graduate will less likely be hired.
• Solution: Training should move away from highly specialized skills to all encompassing, comprehensive education.
•
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COMPETENCE 2: BUSINESS AND ENTREPRENEURIAL
Dimensions:
• In creative industries, it is important to understand business processes, as employees are negotiating with clients and suppliers. The graduates are expected to have general knowledge of business processes.
• Solution: Introducing a business module to current curriculums.
•
Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas
33
COMPETENCES LATVIA (2)
HOW TO TEACH THE COMPETENCES
• Traditional training complemented with internet games, and online simulations, the simulations with real audiences: one can see the students’ potential straight away, and it is already ready to use instrument. M
• Modifications to Bologna Accords are needed, as they are more applicable to business schools and less to those training graduates in arts, because the creative sector requires quick shifts in technologies taught and courses required according to the rapidly changing industry.
COMPETENCE 3: INTELLECTUAL PROPERTY
Dimensions:• It is necessary to know and understand legal matters above average.
• The local industry has to deal with the lack of expertise in the intellectual aspect.
• Solution: Introducing an intellectual property module to current curriculums.
Developing Employability Programmes Using Interactive Technologies (DEPICT)
COLLOQUIUM
34
• RANKING OF COMPETENCES.
• DIMENSIONS OF EACH COMPETENCE
• HOW TO TEACH
Developing Employability Programmes Using Interactive Technologies (DEPICT)
35
MOST VALUED SKILLSVERBAL AND WRITTEN COMMUNICATION SKILL
CREATIVITY
MOTIVATION
WORKING UNDER PRESSURE
COMMERCIAL UNDERSTANDING
INTERPERSONAL SKILLS
ABILITY/SKILL OF GETTING THINGS DONE AND COMPLETING WHAT´S BEGUN
INFORMATION AND COMMUNICATION TECHNOLOGY SKILL
TEAMWORK
KNOW HOW TO SELL AND SELL ONESELF
ADAPTATION TO CHANGES
BUSINESS AND ENTREPRENEURIAL COMPETENCE
INTELLECTUAL PROPERTY
RANKING OF COMPETENCES
Developing Employability Programmes Using Interactive Technologies (DEPICT)
36
RANKING OF COMPETENCES
personal development /Self-awareness/ interpersonal skills (be the best you can be)
Information and Communications Tecnology
Entrepreneruship Creativity
There was an open discussion among the participants on which where the most important competencies for companies based on all the previos information and on the participation on the business workshops.
It was agreed that behind all the work done before, there were four main headings under those competencies could be grouped:
personal development /Self-awareness/ interpersonal skills (be the best you can be)
Information and Communications Tecnology
Entrepreneruship Creativity
-Interpersonal skills-Communication skills-Understanding your strengths and abilities-Be able to Sell yourself-Motivation
-social media and digital footprint-community management-Digital technology and applications-design applications-Asset management-Digital communication and sharing-Use IT in a professional and entrepreneurial way
-how to set up a company?-Seaching for opportunities (projects, additional funding)-Commercial understanding-How the company operates-Entrepreneurial skills: open minded, ambition, -Innovation- IP rights
-Problem identification -how to look for opportunities-Problem solving-Theories of creativity and creativity tools
Dimensions/Understanding of what is behind each competence/skill
Personal Development - Awareness
Information and commnunication tecnhology
Entrepreneurship Creativity
- scenarios and case studies online?- NLP techniques- Team games / activities- Personal self reflection- E-Portfolios- MBTI / Psicometric
questionnaires- Cross cultural
communication (eg. Bafa bafa)
- Personal branding- Time managing
techniques
- Game applications as a part of a case study as tool
- Video conferencing, etc
- Interactive content operation (interactive e-books, e- portfolio) above digital books, all cases studies,
- Digital assets management (metadata, etc)
- Build a blog + promote portfolio
- E-commerce management
- Netiquette- SEO/SEM
- Case / own ideas/ groups- “Dragons den” program /
pitching- Seminars with local
entrepreneurs- International case- Marketing online- Innovations (technology,
process)- Where do you/does your
company money come from- Planification strategy- Sell your idea, find new ideas
gloglaly- Experts conferences- IPR, intangigle assets- Valorizations, etc.- Business simulations (create
and operate a company)- Business models - Collaborations platforms
(public and private sector)- IP rights sell- Marketing- Demola example (patent,
prochet, simulation)- App?- Take risks!
- Idea creation session: idea Labs
- Solving real business problem
- Games: designing, playing Hack Days
- Group tast to create i.e. Product marketing campaing film
- Use Ict to promote- Colukd tie into
entrepreneurship- Learn about creative
tools- Learn how to use new
creative tools- Find new relationships- Find new business ideas- Theoretical background- Techniques to foster
creativity- Be creative synergies
(brainstorm)
How to teach those competencies/ Skills
Developing Employability Programmes Using Interactive Technologies (DEPICT)
39
• Prepare Research Report (UMH) 17.10.2012• Get feedback (All partners) 23.10.2012• Circulate the final version of report 31.10.2012
What next on WP4??
40
Lessons learned?
NiceAtractive
Fun
Close
“Conclusions arrived at through reasoning have very little or no influence in altering the course of our lives.” – Carlos Castaneda
41
Competence = conciousness + willingness
Know HowConsciousness
+
+
--
42
YOU CHOOSE: ¿red or blue?
43
Being Example
- “Setting an example is not the main means of
influencing another, it is the only means.".
A. Einstein
- “Be the change you want to see in the world".
M. Ghandi
44
Tell me and I will forget,Show me and I may remember,Involve me and I will understand. Confucius
Let me and I will do it
“You will do more things if you would not think they are impossible”
Chinese Proverb
Thank you for your presence
THANK YOU VERY MUCH!