Reproduced with permission © Phil Holden Photography 2012 Andy Penaluna Learning in an Enterprising Age 9/7/2014 Learning in an Enterprising Age • Considers challenges related to developing creative capacity in learners • Challenges existing practices • Offer insights into current thinking and indicates new ways forward • Fits with QAA Guidance Leeds Met? Leeds Met? Research into HE quality enhancement and the development of fit for purpose students • How is knowledge constructed? • To what purpose can we put constructed knowledge? • How do we operate when knowledge is incomplete? • How do we operate when knowledge changes rapidly? Just to start thinking… • Please hold up your phone in the air • Only keep your hand up if it is a Nokia • 7 years ago Nokia owned 50% of the handset market. Apple owned 0%. • Today—Apple is the most profitable Smartphone company in the world and in Spain Android (Also 7 yrs old) commands a market share of more than 90%. • Nokia? Its worldwide market share of Smartphones has dwindled to 5%. Steve Blank 2014 Just to start thinking… • Many entrepreneurs start by questioning something’s validity or purpose, usually in relationship to perceived target audiences • They question and challenge knowledge – in order to find new ways forward – the best ones surprise you • How does that fit with how we teach? • Assess?? Essential basic premises Think of something creative or innovative… …then ask, how predictable was that? 1+1 = 2, but 1+?+1 = ? (Abduction) The more creative something is, the harder it is to communicate to those who don’t understand Mistakes Experiments Practices Lucky (Get away with it) Success – it worked / You’ve learned You got it right / you understand Wasn’t thinking? Failure/ You’ve learned Success Failure Behaviour Wrong? Bad luck? Learning Zone Adapted from Jurgen Appelo (2014) Innovation Dilemma • What makes a great new idea and how do you recognize it as such? • Measure and Manage? (Every student needs a degree classification) • If it is new and surprising, how do you write a learning outcome for it? Essential basic premises An idea is acknowledged to be creative if it is novel, or surprising and adaptive, functional or effective (Simonton, 2000). Do you expect your students to develop enhanced capacities as they learn? …so do you map the increased enhancement of creative capacity? Consider this… Knowledge = less curiosity Less curious = accepts norms Acceptance of norms = see fewer challenges Less challenges = less deep thinking about alternatives …and less thinking ‘far and wide’ through personal discovery inhibits neurological development Are you concentrating?? How do you think? Logical Clear Manageable Sequentially valid Unclear Complex (until patterns emerge and links are made) (Reductionist - to make sense of complexity) Image Courtesy of Google Campus The innovative thinking journey Look for inspiration, contextual materials and links Reflect and analyze – use time thoughtfully Penaluna & Penaluna 2006 Discard irrelevant or non beneficial Seek out freshly information identified problems / solutions Deadline = solution proposal Divergent - Convergent thinking Yes but how can you evaluate these skills? Psychologists, brain injury specialists and informed design educators use tools such as: Ideational Fluency (number of ideas generated) Expressional Fluency (How many connections and links can you make through reflective processes) and Divergent Production (How disparate are the connections made that lead to creative solutions). Bisociation – isn’t creativity just making new connections? Good creative connections can be a puzzle – yet you know the answer already KILLS BUGS FAST Research into HE Quality and Enhancement We have to question - is recalled knowledge enough? Advances in cognitive neurology informs us that the decision-making process is emotionally-driven first and then logically-driven It also illustrates how differently individual brain cells may grow - according to the type of teaching and learning experienced Gestalt - what do you really ‘know’? Limens, Soma, Dendrites and connections Research into neural understandings Is recalled knowledge enough? Brain functionality / cortex’s Key point – Developing synapse potential through learning Left Cortex dominance Right Cortex dominance Micro molecular structure images courtesy of Mark Jung Beeman and John Kounios, Mid Western and Drexel Universities Detail of Pyramid neuron from the amygdala / hippocampus Evolved model for QAA / UN Thoughtful and conscious Subconscious Incorporating divergent production (Cognitive Neurology / Brain in Learning Cycles) = ‘Aha’ Multiple ideas and flexible thought enables contextual decision making © Penaluna & Penaluna 2009 / 2010 Brain images courtesy of Drexel and Midwestern Universities M Jung Beeman and J. Kuoinos Simple academic achievement? (Is business a more complex environment?) The Issues: Employability, Enterprise or Entrepreneurship? Enterprise, Entrepreneurship and Employability are moving closer together, but enterprising people need to be able to spot opportunities – it is a key requirement “There is unquestionably an overlap… Enterprise Education can enhance careers education and student employability by enabling students to be more opportunity focussed, self-aware and more tuned to the business environment.” http://www.qaa.ac.uk/Publications/InformationAndGuidance/ Documents/enterprise-guidance.pdf (Page 9) The Issues: Employability, Enterprise or Entrepreneurship? “more and more graduates turned to SMEs for employment opportunities, and a good enterprising approach was valued in these small and micro businesses… Yes the agendas were merging and it was indicated that less than 20% of graduates in the UK found their way into the top 100 companies, hence developing enterprising mindsets was a key requirement for both agendas.” http://blogs.heacademy.ac.uk/social-sciences/2013/04/29/changing-society-therole-of-enterprise-education-in-achieving-economic-and-social-impact/ Researchers and Vitae The enterprising researcher, March 2014 “Unis focus on being perfectly right, but the real world needs you to be able to fail and get up again, time after time. It happens of course, but it needs to be highlighted in researcher development.” Enterprising mind With personal motivation there is energy, with energy there is resilience, with resilience, success is likely... Creativity, innovation and opportunity recognition are key intrinsic motivational drivers, they are central to the enterprising mindset © A Penaluna, 2012 Key researcher / educator thinking “Ability to challenge assumptions, recognise patterns, see in new ways, make connections, take risks and seize upon chance” Vidal, R.V.V. (2004), ‘Creativity for operational researchers, informatics and mathematical modelling’, Technical University of Denmark. Bilateral Multi Solution Finding Model (Penaluna & Penaluna, 2014) Convergent and Divergent Expression Pedagogic Framework Convergent and Divergent Expression Pedagogic Framework Knowledge Harvester Enterprising mind Entrepreneur The ‘business developer and enhancer’ Social entrepreneur ‘The society developer and enhancer’ Enterprising Angels © A Penaluna, 2010 Overall aim - learning to learn; they use harvested knowledge to societal and economic advantage The QAA (and Vitae) guidance is not specific to any particular degree programme or subject specialism, but is instead intended to help academics, educators and practitioners who are seeking to embed enterprise and entrepreneurship across the curriculum Key Policy Documents: Wilson Review of University Business Collaboration (February 2012) To achieve world leadership in university-business collaboration, all domains in the landscape must attain excellence; the strength of the supply chain is defined by its weakest link. Effective joined-up policy in this field, therefore, has to be informed by knowledge of the entire landscape. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file /32383/12-610-wilson-review-business-university-collaboration.pdf The Issues: Knowing what the future holds – pace of change “Our belief is that deep, radical and urgent transformation is required in higher education as much as it is in school systems. Our fear is that, perhaps as a result of complacency, caution or anxiety, or a combination of all three, the pace of change is too slow and the nature of change too incremental.” http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-educationand-the-revolution-ahead Is an Avalanche coming? “…people need to have ‘an ability to fail, an ability to have ideas, to sell those ideas, to execute on those ideas, and to be persistent so that even as you fail you learn and move onto the next adventure. ” Barber, M., Donnelly, K. & Rizvi, S. (2013) AN AVALANCHE IS COMING: Higher education and the revolution ahead. London: Institute for Public Policy Research p65 Is a Creativity Avalanche coming too? Research indicates a significant drop in creative thinking scores in US schools. According to Kim there is a creativity crisis. Using the Torrance Tests of Creative Thinking (TTCT), and a sample of 272,599 pupils (kindergarten to fourth grade), Kim evidences ‘Decreased Creative Thinking in the Past 20 Years’, noting that ‘the decline is steady and persistent’. Kim, K. H. (2011), ‘The Creativity Crisis: The Decrease in Creative Thinking Score on the Torrance Tests of Creative Thinking’ Creativity Research Journal, 23 (4), 285-295. Conclusion - Curiosity Based Learning and Assessment = Creative enhancement Within situational learning scenarios - students discover problems and issues, produce multiple solutions that are significantly varied and disparate, and their solutions surprise you (based on QAA, 2012) Facilitate discovery first, then teach following an enquiring experience that elicits multiple solutions – not single ‘correct’ answers (based on QAA, 2012) The bigger context Now more than ever we need innovation, new solutions, creative approaches and new ways of operating. We are in uncharted territory and need people in all sectors and at all ages who can “think out of the box” to identify and pursue opportunities in new and paradigm-changing ways. http://www.weforum.org/reports/educating-nextwave-entrepreneurs Do the maths? Business, Employability, Enterprise and Entrepreneurship minus Innovation and Creativity = ? Andy Penaluna Learning in an Enterprising Age