Student’s use of PLACE and time to develop capacity in cross-disciplinary collaboration in entrepreneurship

Common Ground Research Networks
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Visual tools for developing student capacity for cross-disciplinary collaboration, innovation and entrepreneurship. A. Rourke and V. Rees (Series Curators), Transformative Pedagogies in the Visual Domain: Book No. 6., 2018
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This chapter describes the use of a ‘flipped classroom’ environment by students of multiple disciplines in an entrepreneurship course, such that they can see each other’s use of various tools throughout the course. This is a reflective summary based on 3 years of teaching in “The PLACE”. The PLACE (an acronym for Peer Learning and Creative Exchange) is a pedagogical tool known as the ‘flipped classroom’ which enables students to have the freedom for unencumbered movement within the physical learning and teaching space. This allows them to see oral presentations by their peers, including work-in-progress on their (personal or pod’s) screens. This transparency in the classroom is mirrored with the transparency of each team’s weekly progress in the online Learning Management System. This transparency leads to improved learning of how to use a variety of visual tools by individual students, within their cross-disciplinary teams, and across teams. By understanding what students (and lecturers) do and see in the PLACE, we gain a better sense for what the right balance is between focussing on ICT technologies versus teaching methods to help students authentically develop a capacity for cross-disciplinary collaboration and entrepreneurship. This chapter is also relevant to students, desiring to understand how to leverage their learning spaces to improve their learning. This might even mean selecting courses for where they are taught over what is taught or by whom. Beyond transmission of knowledge, universities are committed to improving the professional skills of students towards desirable graduate attributes or program learning outcomes. By focussing on these softer, social skills in the classroom, students are better prepared to confidently and effectively function in the professional environment upon graduation. This chapter contributes to advocating for a holistic approach to using online technologies and physical space. This balances out the recent over-emphasis in the ‘flipped classroom’ discourse on online technologies and addresses anxieties about creating lecture podcasts and losing control of the classroom.
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