GEC+ 2016: Anders Rasmussen

GEC+ 2016: Anders Rasmussen

• 1.
  GEC - Daegu2016 Anders Rasmussen, [email protected]
• 2.
  Alignment in entrepreneurshipeducation Policy Strategy Legis-lation Ressources Manage- ment and leadership Framing Expectations Pedagogy, didactics Teacher competences Teaching practise Materials Methods Feedback and Assesment Organisation Structure Time Planning ressources Story Feedback
• 3.
  Attempts to frameand define • “Entrepreneurship is when actions take place on the basis of opportunities and good ideas, and these are turned into value for others. The value thus created can be of an economic, social or cultural nature.” 2011 • “Entrepreneurship education is: Content, methods and activities that support the development of motivation, competence and experience that make it possible to initiate, manage and participate in value-creating processes.” 2013/2015
• 4.
  Turning towards learningoutcomes, clustered in four dimensions • A part of a person’s entrepreneurial capacity • A framework or construct for specific learning outcomes • A part of teaching content, didactics or methodological approach • Part of the overall strategy at institutional level
• 5.
  The four ”Dimensions”
• 6.
  Progression ”engines” • Withsupport – on your own – in complex cooperation • Simple and local context – Complex and global context • Based on fundamental knowledge – based on scientific academic knowledge • Simple actions – advanced and contingent actions • Concrete thinking – abstract reflection
• 7.
  Understanding progression Core Curriculum+ Entrepreneurial competences + Entrepreneurial experiences Exp Exp Primary Secondary Tertiary
• 9.
  Double stringed teachingapproach 1. Ensuring that entrepreneurial skills and knowledge (the four dimensions) is taught and trained as part of the curricular daily teaching (Embedded) 2. Ensuring that all students builds continuous entrepreneurial experiences aiming at valuable learning outcomes (Through)
• 10.
  Didactic principles Action: Workwith value generating / changing activities - Involve and incorporate students - Give students responsibility for activities - Base activities on different contexts - Use networks and relationships - Stimulate various collaboration and presentation forms Creativity: Work with experiment-based activities - Provide time without assessment - Work with creative activities - Allow time for immersion - Set open or impossible tasks – Establish surprise and unexpected activities - Involve several senses Outward orientation: Stimulate curiosity and wonder - Involve contemporary themes - Put academic subjects, into a perspective - Involve social, financial and cultural contexts - Ensure interaction between the individual, school and the surrounding world - Seek knowledge and feedback from the surrounding world - Show how the world offers opportunity Personal attitude: Ensure success experiences - Set appropriately challenging tasks - Allow an appreciative approach - Work consciously with uncertainty - Involve and incorporate pupils - Provide support and guidelines - Invite reflection over emotions, resources and attitudes Stimulate reflection on action, creativity outward orientation and personal attitude
• 11.
  Entrepreneurial process´s &experiences Various starting points: Knowledge domains or specific challenges - Personal resources Knowledge and experiences - Challenges and problems in students’ everyday lives - A specific challenge from an external entity - Specific tasks/projects within an organizational framework - A particular resource (financial or material) - Business ideas from idea generation - Fashion, trends or other aspects of society - Local/global issues Various process´s: Causation, step by step, business planning - Lean start up methods - Design thinking - Effectuation based approaches - Next best step - Business model canvas Various value creation outcomes: Fundraising or help for particular groups’ - A realized product or prototype - A business plan or real business - Social events - Exhibitions - Artistic expression - A problem solved - A pitch ?
• 12.
  Feedback and assessment
• 13.
  Some findings andproblems • Theres is no single, nor any easy way to form entreprenuerial students (and still no….. instant fix, sorry) • There´s a need for feedback, reflection and transfer • A good idea is related to its potential; from a learning point of view • Motivation (and effective learning) is based on ownership, emotional involvement and the degree of realization • Some ethical issues: Prioritizing the extrovert personalities, teaching/therapy and evaluating personal traits • We can train and develop competences, but, what kind of entrepreneurial actions students take later in life, is beyond our control
• 14.
  Q´s and C´s (Answersmight emerge) For feedback or contact: [email protected]