Peaqs at HSG, St. Gallen – Teacher Testimonial (DE)
Watch the Peaqs teacher testimonial video by clicking here. (In German)
Q: Bitte stellen Sie sich kurz vor.
A: Mein Name ist Tobias Palm. Ich bin Doktorand an der Universität St. Gallen, um genau zu sein, am Institut für kleinere und mittlere Unternehmen und ich habe, bevor ich mein Doktorat hier gestartet habe, Berufserfahrung gesammelt, unter anderem in der Strategieberatung und in einem Start-Up.
Q: Erzählen Sie uns etwas über den Kurz?
A: In der Universität St. Gallen bin ich verantwortlich für den Master Kurs Entrepreneurship im Masterprogramm Unternehmensführung und die auch typischerweise einen Hintergrund in BWL oder VWL haben.
A: Im Kurs Entrepreneurship haben wir Peaqs so benutzt, dass die Studierenden am Beginn des Semesters ihre Accounts erstellen. Nach der Kick-off Veranstaltung, die wir mit den Studierenden und dem Presso gemeinsam durchgeführt haben, und dann wurden die Studierenden schrittweise durch die Phasen geführt und jetzt demnächst haben wir die Abschlussvorlesung mit der Abschlusspräsentation. Das heißt über diesen gesamten Prozess hinweg haben die Studierenden von der ersten Idee bis zum finalen Pitch Deck eine Geschäftsidee erarbeitet und wir haben eben auch simuliert, dass sie das einem Investor jeweils vorstellen. Die Studierenden arbeiten gleichzeitig als Investoren und als Unternehmer und haben dadurch eigentlich eine ziemlich tiefe Lernerfahrung.
Q: Wie würden Sie den Kurs und den Verlauf des Kurses mit Peaqs beschreiben?
A: Genutzt haben wir Peaqs im Kontext einer ganzen Semester Vorlesung, das heißt über mehrere Monate hinweg, drei Monate, etwas mehr als drei Monate. Wir hatten auch überlegt ob man das für einen Sprint im Sinne von einem Blockseminar drei Tage oder fünf Tage verwendet und sind zum Schluss gekommen, dass Peaqs für diesen Kontext genau so geeignet gewesen wäre.
Q: Gibt es Merkmale, die Ihre Studierenden speziell auszeichnen?
A: Typischerweise sind unsere Studierenden Masterstudierende. Das heißt sie haben bereits den ersten akademischen Abschluss in der Tasche. Sie kommen zu zwei Dritteln etwa aus der HSG, das heißt sie haben an der HSG ihren Bachelor oder Master gemacht. Und zu einem Drittel kommen sie von Extern. Viele von ihnen haben auch schon Berufserfahrung gesammelt, das heißt durch Praktika oder durch Teilzeitjobs oder auch durch beides.
Q: Spielt Peaqs Ihrer Meinung nach eine Rolle, um die Lernziele für die Studierenden besser zu verwirklichen?
A: Peaqs verbessert die Lernerfahrung der Studierenden schon signifikant. Zum einen findet das Lernen auf einer tieferen Ebene statt, weil die Studierenden letztlich dazu geführt werden, gezwungen werden, ein Stück weit sich aus Zeitperspektiven mit dem Stoff auseinanderzusetzen, aus der Perspektive eines Unternehmens und aus der Perspektive eines Investors. Normalerweise könnten sie sich einfach aus einer unparteiischen dritten Perspektive mit dem Stoff auseinander setzen und müssten sich nicht in die Situation eines Unternehmers oder Investors versetzen. Peaqs schafft es aus unserer Sicht, vor allem diese Investoren-Perspektive stärker abzubilden. Als Plattform, als gamifizierte Plattform, weil das was wir darunter vor geschafft haben war, dass man eine Unternehmerperspektive einnehmen muss, indem man ein Geschäftsmodell erarbeitet aber das man einen Marktplatz Mechanismus hat, bei dem eine Währung existiert und dass es zum Austausch von Anteilen an den Unternehmen kommt unter innerhalb der Investorengruppe, unterhalb der Investoren, das ist eigentlich spezifisch für Peaqs und das habe ich auch bei keinen anderen Online Simulationen so gesehen bisher.
Q: Vor dem Hintergrund des erfahrungsbasiert Lernens, wie schätzen Sie die Rolle von Peaqs ein?
A: Ja, erfahrungsbasiertes Lernen ist natürlich zum einen aktuell der Stand der Dinge was sozusagen die Qualität der Tiefe des Lernens angeht. Wie sorgt man dafür, dass Studierende möglichst gut und intensiv lernen durch experienzielles Lernen. Zum Anderen geht es natürlich im Bereich Entrepreneurship darum, dass Neues entsteht. Das heißt Kreativität ist gefordert. Es geht eigentlich um einen grundsätzlichen Prozess der Neuschaffung – etwas, was davor nicht da war. Das heißt hier ist es umso wichtiger, dass man erfahrungsbasiertes Lernen anwendet, weil es eben nicht nur um die reine Wiedergabe von Wissen gehen kann. Auch der Skill, das Skill-Set mit dem die Studierenden die Vorlesung verlassen sollen geht eben weit über das Abrufen und Anwenden von Wissen hinaus und es geht wirklich darum, dass etwas Neues geschaffen wird. Das heißt eigentlich muss diese Fähigkeit schon im Kurs ausgebildet werden und dazu trägt Peaqs stark bei.
Q: Möchten Sie uns noch etwas sagen?
A: Also eine Sache die ich – eine Sache die ich sehr zu schätzen gelernt habe im Prozess war der Service von Peaqs. Die entsprechende Mitarbeiterin war auch innerhalb von sehr kurzer Zeit, wenn wir eine technische Frage hatten oder vielleicht auch der Prozess einen Hickup hatte, sehr sehr schnell erreichbar innerhalb von wenigen Stunden, sodass es zu jedem Zeitpunkt eigentlich sehr gut durchlief und dass wir auch zu jedem Zeitpunkt das Gefühl hatten, dass wir in guten Händen sind.
Q: About yourself, your name, where you live, what were you are part of and in which context did you use Peaqs?
A: My name is Alexa Rhodes and I am in eleventh grade. I live in Pennsylvania in the United States and the reason that I was using Peaqs was because I was in the Global Entrepreneurship competition. That is where a bunch of kids who were around my age from all over the world were competing in a competition, where you start your own business. We used the Peaqs platform to show the mentors and the other students what our projects were.
Q: How many people were participating and where were they located?
A: I think in the final there were 15 participants, but in the beginning there were 75 to 100 different projects. A lot of them were out of the States, in China, in Canada, there were 2 different groups in the States. I saw the opportunity to go into the GYE Competition to further my skills of running a business.
Q: How did you work on your project using Peaqs and how was your experience with using the platform?
A: It was simple for me to put in my information, that’s one thing I really liked about the platform, was how simple it was, and how easy it was to understand. I think my experience with Peaqs was very insightful into different ways that we can learn. So, in school, especially right now because it’s virtual, a lot of teachers are trying to figure out different ways on how you can teach. I think for the business class that I’m in, it was definitely a cool way to show all of your information to others and to have it to where people could invest. I’ve never seen anything like that before.
So, going from where you’re just posting your information onto a website, which can sort of get boring, this was a different website where you were able to have it all laid out in a really cool manner. Like, you could put like in the product with different photos, or you can do the business model which I thought was really cool.
I really liked looking at other peoples projects and I liked all of the graphs that were on it. The colour scheme was really, really nice and calming to look at, so it wasn’t very overwhelming when you went in, which I liked too. I think the whole experience was really nice, it was not overwhelming at all and it was simple, like I said before, so you could really understand what you were doing and you wouldn’t get confused.
Q: What was your favourite parts about using Peaqs in the GYE competition?
A: I liked how mentors could comment on different parts of your project, and I liked how the people who I was competing against could see my project and I could see their project. It was also really, really cool that you could invest in other people’s projects, although I didn’t get a chance to do that. I saw how cool it was for the other people at
my school who were competing in it, they really liked that process of being able to decide which project they liked the best and who they wanted to invest in.
I think that because the mentors were able to look at everyone’s projects on the same platform it kind of levelled the playing field, even though every single person was in a different country which I also very much liked.
I think the way that the competition wanted us to use it was that we would line up our information, where the problem statement was and then where the product description was, so it was like a clear way to put your information out there and then once you published it, it was really easy for other people to read.
Q: Did Peaqs help you get an overview of the other competitors in the competition?
A: The Peaqs platform did help me get a little insight into what I was competing against.
I didn’t really know most of the people who were competing. There were only 2 other groups in the final who went to my school which was very rare. Most of the kids who were competing didn’t know anyone, just the people who were in their group.
So because there were people all over the country and all over the world, for me Peaqs was very, very beneficial because I’d never talked to them in my life, i didn’t know who they were, but because all of it was on the same platform, all in the same language, it was really easy for me to see what other people were doing.
Q: How did Peaqs help you get a structure of your project and did it help you pitch it?
A: It definitely helped me pitch it. There was the one part that said “Get to the market”, I really liked that part where you were able to put your product sustainability and your plans, the whole thing, because it was lined out like a business plan might be. You were able to kind of assess what your own project was while assessing others. I had all of this information written down, maybe in one google doc or in another, but having it all in the same place was really helpful for me because I was able to see, exactly what my project was at that point in time.
By Peter Martin Holst
Entrepreneurship Is an Opportunity for Education
With student interest in new business creation on the rise, the future for higher education is likely to be far brighter than it seems.
Research shows that, in the heart of the pandemic, student interest in entrepreneurship education spiked. That trend proves what many of us already suspected: Crisis indeed fuels entrepreneurship.
We saw this happen after the 2002–2004 SARS pandemic, when travel restrictions and limited human contact fueled the growth of e-commerce companies like Alibaba. It happened again after the financial crisis of 2008, which created opportunities for disruptive companies like Uber and Airbnb—then just startups—to shoot up in popularity.
But COVID-19 and the recession it has caused will likely have even greater impact. One of the biggest challenges that humanity has faced in recent years, the pandemic has been a “black swan” phenomenon that has changed our collective trajectory. Its effects are quickly becoming a platform for new growth in nearly every aspect of our lives—especially when it comes to startup creation.
GBSN partners with Peaqs for the Africa Business Plan Challenge
GBSN launches its Africa Business Plan Challenge in a completely virtual format and has teamed up with Danish Edtech Startup Peaqs, in providing a platform to facilitate the competition.
Peaqs is not so much a system for the organizers, as it is for the competition itself where student entrepreneurs continuously upload, display and refine their business cases in a kickstarter-like fashion.
The competition will challenge student teams to design a viable business plan that addresses a locally-relevant challenge or problem related to sustainable development and Agenda 2063. The competition is intended to assist young people from the African continent who have an entrepreneurial orientation, a desire to serve their community, and demonstrate the values outlined below. The focus is to promote and support responsible capitalism for emerging markets and to identify high potential young people for mentorship and investment.
Judges, mentors and others who are invited can also logon and interact with the entrepreneurs via a comment function and a gamified stock market, where ‘investors’ can allocate their funds in support of the projects they think are the best.
World renowned business school accreditation association AASCB is also a partner in the Africa Business Plan Challenge, bringing more than 100 years of experience in providing quality assurance, business education intelligence, and learning and development services to business schools across the world. With current membership standing of 1,700 member organizations and more than 840 accredited business schools.
Stanford Seed, a branch of Stanford Graduate School of Business, that specializes in furthering Innovation in Developing Economies is another of the high profile partners supporting this competition.
Peaqs is a system made for higher learning that allows teachers and faculty to create blended or hybrid learning experiences for their students. It is highly customizable and built to secure high levels of student engagement via elements of gamification, peer feedback and learning progress transparency.
Peaqs was originally designed for teaching entrepreneurship and doing business acceleration, however has since then seen applications in many other subjects across business schools and technical universities worldwide.
Check out Peaqs.com for testimonials and learn more about how it works.
Read about the Africa Business Plan Challenge here:
CEO & Peaqs – a partnership for a US based pitch competition
The 2020 Global Pitch Competition was all virtual and CEO had teamed up with Peaqs, to provide the platform for the competition.
And what a competition! Not only was it a blast to see all the great projects coming to life and evolve on the Peaqs platform, CEO saw higher competition engagement levels than ever before, underpinning the viability of doing pitch competitions as completely digital / online formats.
On top of this, the 2020 competition also had a large increase in competition signup numbers and participant completion levels – breaking all records in CEOs +30 year history.
We are extremely proud to have been partners with CEO in this amazing entrepreneurial sprint.
C-e-o.org is an organization set up to support entrepreneurship in higher education with more than 250 chapters in every US state and abroad.
By Peter Martin Holst
Press-release: Parsons becomes first fashion school to use Peaqs software for entrepreneurship
“It’s a cross between Shark Tank and Kickstarter,” explains Keanan Duffty, Program Director of Masters in Fashion Management at Parsons School of Design.
Designed for entrepreneurship, project development, marketing and business planning, Peaqs is a high level learning game platform that combines a project development process with a virtual stock market engine for real-time valuation and peer feedback. Designed in Denmark, and released in late 2018, it quickly found its way to Copenhagen Business School and Denmark Technical University ,and in 2019 was a finalist at the Nordic Edtech Awards. It is currently live in 7 countries on 3 continents and expanding across new subjects and curricula that stand to benefit from its unique approach to driving the learning process. Duffty is proud that theirs is the first fashion education program to feature the software and, while much has been said about the drawbacks of online learning during the pandemic, the MPS Fashion Management team were already on the lookout for ways to enhance the student online learning experience prior to Covid. Duffty explains to FashionUnited why Peaqs was the ideal platform partner for his entrepreneurship-focused class during its five-week intensive course this fall.
Interview with Rickie Moore, Emlyon Business School
Peaqs was used in a brand new Masters of Science program at Emlyon Business School. We had the pleasure to interview the teacher of this program, Rickie Moore, about the course and his experiences with the platform.
Q: Hello and welcome, please introduce yourself.
A: My name is Rickie Moore, professor of Entrepreneurship at Emlyon Business School. I teach entrepreneurship and innovation to all levels of students, whether they are the younger ones, the middle aged ones, the older ones, everyone. I’m enjoying teaching that discipline.
A: I used Peaqs this year as sort of an initiation, an inventory type approach to my students. It was a brand new Masters of Science program that we launched this year. It’s the Masters of Science in Global Innovation & Entrepreneurship. And I wanted a tool that was innovative and creative, that allowed the students to simulate being real entrepreneurs from the get go, and being exposed to the stock market, where they had to trade their businesses. Peaqs for me was the perfect tool that allowed me to meet this pedagogical objective. Because it allow the students to operate in teams as entrepreneurs, creating their own companies, and at the same time to put their product on the market, and to interact with the investors. So it is a brand new program and using Peaqs was the initial way to start the year, get the students to get excited and buzzed about it, while doing a kind of an inventory on, what they knew and what they didn’t know.
Q: Could you let me in on the details of the course?
A: In this course I had 20 students. 11 of which are French, and we had 8 nationalities in the cohort. It was a sort of a meeting of the minds. Whereby the profile of the students whether they were from economics or management or business, met with the guys that were the architects, the lawyers, the engineers etc., all working together to develop their business ideas that they created from scratch, and to put it on the market to discuss with the investors.
Q: What are the hallmarks of your students?
A: The way I used Peaqs, was in a sprint format. I wanted a tool that would allow the students to get exposed very rapidly in what the real world was like, outside of the classroom. Given that they had come from very diverse backgrounds, and the mix of nationalities and experiences, it was critical that they all lived a common experience together. So in the sprint format they had to break out of their shelves, get out of their comfort zones, work together to meet the objectives of the sprint and to make the deadline. What I found really interesting about it was the way they played the game. They really got in to it. It was a bit of a challenge so I had that stimulation, the adrenalin going in the exercise, and it was a very efficient and innovative way for them to start the year. So for me, the hallmark of using Peaqs was the way it brought the students together, to get them working together, discovering and learning and having fun all at the same time.
Q: What is the importance of teaching in a manner like this?
A: Typically a student doesn’t need to go to a business school to learn how to be an entrepreneur. You can read a book, you can look at Google, you can go on YouTube, you can look at LinkedIn, you look at SlideShare there is a lot of material out there, that tells you how you should be or should not be an entrepreneur. However when students come to business school it’s because they are coming to learn, and sharing experience together, while doing it in a safe space. They are able to tap into the experiences and abilities of their classmates, be exposed to a very stimulating ecosystem, and to build their project initiatives while studying for their degree. So it’s a very cool environment for students to learn how to be an entrepreneur. For me using this tool was perhaps the most efficient in breaking the ice for the students. Because it’s a discovery process and for many of them it was perhaps the first time they had ever experienced something like that. Investing while being a student. So we really were able to stretch the limits, and take them out of the comfort zone. Take them out of their envelopes a little bit, so that they can have a feeling from a real actual learning perspective, what it is like to do it in real time.
Q: How was your experience with the investment side of Peaqs, and what potential does that feature have?
A: Within the Peaqs platform there are two dimensions. As a team the students will create their own ventures, and post it and go through the phases of the product description, the concept, the market study etc., and then they go through to doing the pitch. What was unique about Peaqs is this combination of the sort of a crowd funding Kickstarter type environment, with the Shark Tank kind of environment. So everyone wants to know how good is their idea, everyone wants to know how the investors reacted to their idea, and Peaqs offer this facility in a very efficient way. It combined both the creative part and the investment part. So having that investment dimension within the platform for me was an additional incentive to use the platform. Because the students were learning at the same time both to be an entrepreneur, to create their own ventures, to get it started, while at the same time switching hats to become an investor and say, okay if I were to invest in someone else’s project, what would I look for, how would I read and evaluate what they have presented? And would I be willing to put my money on that venture? So it allows the students to have this double exposure, this dual profile while having fun in their actual learning. So it was really cool as a tool, as a feature within the Peaqs platform, to have this dual exposure, an investor and an entrepreneur at the same time.
Q: How did your students receive Peaqs?
A: They loved it. I mean, in today’s world where the generation Z type profile is everywhere, they want it fast, they want it fun, they want to have it in a very interactive way. So that part of the platform was wonderful because they were able to sort of, mirror their own daily lives and routines. Where I think it was the most challenging for them, it was perhaps the first time many of them actually assumed the role of an investor. Many have heard about investing, they know what to stock exchange, they hear about the quotations on the market, they hear about venture capitalization and people are going to IPO’s and raising money and stuff like that. So they have heard about venture capital. But for many it was the first time they were actually exposed to venture capitals within a platform. So the novelty of being an investor was very interesting for them.
Q: How did you motivate your students to use the investment function?
A: The way I used the investment function within the platform, was to stimulate their curiosity to learning how to be an investor. I mean, they have all understood or they have all seen what Shark Tank is like or what Kickstarter is like, but this was the first time many of them would have tried being an investor. So I used it to stimulate their curiosity, for them to do sort of a self inventory: What do I know, what do I not know, and what do I know that I don’t know kind of thing, so that it creates some sort of a learning map for them. I used the investment portfolio, the investment feature, in a way to generate that peer-to-peer learning. So on the one hand they promoted their own ventures, and using their peers as their own investors they were able to give feedback to each other, peer-to-peer feedback, from the investment perspective. So kind of build in a peer-to-peer learning loop within the platform.
Q: What is the potential of a platform like Peaqs?
A: The Peaqs platform for me, it’s one of the most innovative tools I have come across in a long time, in our space. I think Peaqs has this unique combination of being an entrepreneur and being an investor. And in today’s world of remote learning, it is perhaps one of the most suitable platforms for any school or institutions that is teaching entrepreneurship or teaching investing. I think it offers great potential. You don’t need to be physically in a classroom, it’s an online simulation. We can have real investors come and evaluate the projects of the students, we can have real investors give them feedback on their work, and it could be the real investors that are actually doing the investing, or bidding on their projects. So I think it offers perhaps the most complete learning environment, where entrepreneur students are being exposed: A. I need to build a very innovative product or company that I can pitch to investors, and B. I have real investors that will valuate and give me feedback in real time, on the quality of my work and how I can improve it. So I think there is a lot of potential for Peaqs. Personally I’d be happy to help spread the word and disseminate Peaqs as far and wide as we can, because I think it is one of the coolest pieces of platform technology out there in our space in entrepreneurship education.
By Peter Martin Holst
Peaqs Sees 300% Growth – An EdTech Frontline Story
It is no secret that the Covid19 crises has accelereted a shift of attention and resources towards digital solutions in educational systems across the globe. And while this has left teachers and universities scrambling for new approaches to teacher and courses, the disruption has been a massive opportunity for most EdTech providers to widen awareness and gain new business relations.
For new Danish EdTech on the block, and 2019 Nordic EdTech Award finalist, Peaqs, the disruption has translated into a tremendous growth story, with user-levels up by more than 300 % for the next semester over the previous two semesters – combined! A dramatic change induced by trendlines most people would recognize, Co-Founder Peter Martin Holst explains:
‘One lever is certainly the simple fact that video-meetings have become a new normal. They are a true enabler when your product has a potential global audience. In the previous year leading up to the lockdown most of our meetings were done in-person with university professors and course designers.
Since then practically everyone has video-meetings as the first go-to option, giving a business such as ours a much easier way to reach our audience. Not only to make deals but also to get much needed platform feedback, which is essential for a newcomer such as Peaqs, who develops in tandem with user- and expert- feedback. So the fact that everyone has grown comfortable with video meetings means we are getting invaluable feedback on a scale and scope that we wouldn’t have imagined a year ago’.
Another obvious trendline that has assisted Peaqs’ growth is the acceleration in demand for digital solutions in higher education in general. Universities have had online and blended learning ambitions for years, but in many cases the implementation has been half-hearted. Propelled by campus lockdowns this is changing, but the change has to make sense and deliver on all these good intentions and ideas that were already manifest, if you ask Marie Høpfner, Managing Director and the other Co-founder of Peaqs:
‘You saw some universities making the case that having google-docs was blended learning or that the campus LMS was securing a blended or digital learning approach. And while an LMS can be great for facilitating administrative tasks it rarely touches on the heart of the matter in regards to learning. It doesn’t prescribe a method, system or approach to run a course, or design the way in which in students actually interact with the curriculum.
During the talks we’ve had with countless university teachers about Peaqs we feel that they are really appreciating the difference in us providing a system that sort of bridges the gap between LMS and course design, and I feel that we, in particular with the new version release have managed to acchieve this bridging– and still keep the system flexible enough to work across different subjects. Though we designed it with entrepreneurship and product development in mind, the system can be used in most case-based teaching scenarios, regardless if the students have to develop a solution to given problem OR evaluate a set of already given scenarios.’
So, with an audience more keen on listening to new approaches and with a system that can facilitate blended or hybrid learning in it’s original sense, Peaqs seemed on a good track to success. However, when the lockdown came Artventure, the company behind Peaqs, quickly realized that apart from the opportunity to broaden Peaqs proliferation there was also good sense in using lockdown time, to double down on development efforts and re-launch the system. This set the team out on a three month intense design-, user-feedback-, feature-development-journey that in any type of normal situation should have taken 12-18 months. Peter Martin Holst concludes:
‘We’ve heard this story before from other companies: All of a sudden the speed of development and solution-making was increased manifold. Even for a small business such as ours that was not at all bureaucratic in the first place.
Maybe the readers out there can reflect along with me on this point but I’m pretty sure that creativity and ingenuity feeds well on confinement and restrictions and that the lockdown presented us with all with an extreme case of changed conditions, that for some served as jet-fuel to arrive at new ways of working. It certainly did for us, but even though it was a hard process with many all-nighters we are so happy to be where we are today, and can present a new and updated version of Peaqs.
And of course it doesn’t end here. Later this year we’ll start an AI project that will ultimately help us deliver personalised learning journeys to our users. This is next level stuff for us, and it will be a learning experience for our team as well.’
Artventure released Peaqs 2.0 on Monday the 24th of August 2020.
Peaqs is a system made for higher learning that allows teachers and faculty to create blended or hybrid learning experiences for their students. Peaqs is highly customizable and built to secure high levels of student engagement via elements of gamification, peer feedback and learning progress transparency. The system was launched in late 2018 and already a finalist at Nordic EdTech Awards 2019.
Peaqs was orginally designed for teaching entrepreneurship and doing business acelleration, however has since then seen applications in many other subjects across business schools and technical universities worldwide. At a later stage Peaqs will also find applications within Corporate L&D.
By Peter Martin Holst
Research paper using Peaqs from Aalborg University
Jesper C. Sort Business Model Design Center, Aalborg University
Peter M. Holst Artventure, Copenhagen, Denmark
Using digital gamification in the Context of Business Models
The use of blended learning to enhance motivation and learning by the students is a recent and increasingly important topic in teaching. This paper will give an example regarding how blended learning was implemented in an entrepreneurial course with business models as the primary structure.
Introducing a blended learning platform, in this case PeaQs, was quite straightforward, and the students had virtually no issues with understanding and engaging in a digital learning and gamification platform. Furthermore, the students understood the relevance and found inter-est in the use of an online platform underpinning the strength of blended learning and gamification. This is in line with what research into blended learning suggests when describing the implementation of gamification as “promising” (Iosup and Epema, 2014). It is also worth mentioning the quality of discussions among the students propelled by the question of what information they should prioritize and upload into the system. They engaged in discussions regarding how to condense their ideas into, e.g. 150 characters. In other words, the ability to convey a problem, present their solution and the associated value proposition in a short and precise manner. Furthermore, as students dived into the development of their projects/business cases of their peers, a loop of reflection and inspiration took place, inclining them to improve and refine their projects. This showed signs of a higher degree of knowledge transfer (Siegel and Wright, 2015), increase in the quality of the projects (Li et al. 2010) and is furthermore in line with research showing positive learning outcomes of blended learning (Garrison & Kanuka, 2004).
By Arun Khan
Nordic Edtech Awards 2019
On November 8th 2019, the Peaqs team got the exciting news that we were nominated for the Nordic Edtech Awards 2019. Nordic Edtech Alliance, the creator of the Nordic Edtech Awards, is a partnership between the Edtech communities in the Nordic area. It includes Denmark, Sweden, Norway, Finland and Iceland. The Nordic Edtech alliances aim to support and profile nordic edtech internationally with the nordic teaching traditions and values at the core.
With their third award show in 2019, they nominated Peaqs and invited us to the awards final in Helsinki as the Danish finalist. With our platform for teaching entrepreneurship, product development and business planning we were a strong competitor. Unfortunately, we didn’t win, we hope to be considered again next year and take home the prize!
By Arun Khan
Used in Higher Education across Denmark
Currently live at 3 out of 8 Danish universities in just one year of our beta-launch in the beginning of 2019. Our platform has been used for Bachelors, Masters and MBA courses. We take great pride in collaborating with some of Denmark’s best Universities and are excited to be the main platform partner for the Ignite program hosted by DTU Skylab. Skylab Ignite is a 10 week early stage startup accelerator program for students and researchers that helps to expand their entrepreneurial mindsets, to build their business cases and to overall strengthen their team. Peaqs has been the perfect tool to accomplish just that and to give the participants a real-world feeling.
Furthermore, after a successful implementation of Peaqs at Aalborg University, we co-authored a research paper with them on the subject of gamification.
Our innovative platform allows students and others to participate in a high level learning game, that combines an innovation- and product development process with a virtual stock market engine. This facilitates real-time valuation and peer feedback! We have engaged more than 400 students from 3 top Danish Universities.
By Arun Khan
Interview with SkyLab Accellerator
We had the pleasure of being a part of the DTU SkyLab Ignite program, that helps students develop their start-up businesses. After a successful program we were able to interview the project manager, Ben Cahill, about the course and his experiences.
Q: Hello and welcome. Please introduce yourself and your position.
A: My name is Ben. I am project manager and innovation officer at DTU Skylab, which is Denmark’s Technical University’s innovation center where we turn student ideas into viable business propositions.
A: Skylab Ignite is a 10-week program for students where we have a focus on customer-driven innovation. The students are trained in pitching techniques, writing business propositions and getting their idea tightened up so they can present it to someone that may be willing to give them funding.
Q: Can you tell us how Peaqs integrates to the SkyLab Ignite program?
A: The phases of Peaqs correspond to the phases in the Ignite program and it represents each time the students develop more of their idea and add additional information to the Peaqs system. The gamification aspect opens up something new for us where we have a peer review system, which has until now not been the case. Normally in these programs the students’ projects are evaluated by a panel of experts and we think it gives a great deal of value to the student projects for them to be able to look at each other’s ideas and provide criticism and support to each other. From the perspective of the coordinators of the program, we use Peaqs to get a remote view into the students’ work and to see their progress from afar.
Q: What are the basic needs of an accelerator to become successful?
A: From the point of view of the coordinators of the program, Peaqs allows us to get a structured view of the students’ work. It allows us to put time boxing on phases and their deliveries and it allows the students to see each other’s work and really track each other’s progress. What we find is that the investment mechanism allows us to pool in other coaches and experts that are not necessarily a part of the program and get an insight in to what is actually happening on the program, without having to make a large time investment.
Q: How does the Peaqs Funnel play into this?
A: Typically in an acceleration process the students are very much into their own projects, and it becomes difficult for them to share information or to see the other participants’ projects, so we think that Peaqs really allows them to do that, and also gives them a motivation in terms of the gamification aspect, to go in and look at the others’ projects and to evaluate them.
Q: What is the advantage of using Peaqs?
A: Where we see entrepreneurship now and in the future is towards data driven products and services, and we think that having a digital platform with which they can share their ideas is a very strong component of this program. So one of the things that Peaqs allows for is to have a common and consolidated platform for pitching. That means that not every group will have a different PowerPoint presentation for example. They are all going to be pitching from the same source material. In the same way that the students are going through an innovation and iterative process we are also doing that, that is us that work at Skylab. So the thing is that it is very important for us to be able to evaluate data and to share data with other people around the students’ process.
Q: What is the next step for you?
A: Going forward we would very much like to gather data from our users about their process and performance. We think a system like Peaqs could allow us to do that by providing data, for example about the stock market performance of a given product.
Q: Why did you chose to incorporate Peaqs into your program?
A: We chose Peaqs for a couple of reasons. Number one is that it is itself an innovative product that comes from a start-up, so it is a very good way for us to show our students that here is an example of the real world start-up with a real product that can be deployed into a real scenario. We chose it because it is a way to consolidate all of the information from the student teams, and particularly because we think the gamification aspect of it gives an inspiration and a motivation for the students to actually engage with the platform.
By Arun Khan
Interview with Louise Harder, CBS Digital Entrepreneurship
At the CBS Digital Entrepreneurship course, Peaqs have become a part of their blending learning tools. It has been used widely by students and teachers. The co-teachers of this course, Louise Harder Fischer and Lars K. Andersen, sat down with us to answer some question about the integration of Peaqs in their course.
Q: Hi! Please introduce yourselves?
A: My name is Louise Harder Fischer. I am an Assistant Professor at CBS.
A: My name is Lars K. Andersen. I am an external lecturer here at CBS, teaching in Digital Entrepreneurship. I am co-teaching with Louise and basically introducing the students to the more practical elements of having a start-up.
A: Digital Entrepreneurship has been designed to be a very hands-on course, but also a course where students need to reflect upon the academic discipline of being an entrepreneur.
Q: What new elements has Peaqs added to this course?
A: Peaqs really went through the roof when I used it the last time. We had a session where the different groups were presenting their start-ups in a pitch-form, and when they did that we used the gamification element of Peaqs to make the different groups do investments after they had seen the pitch presentations. And it went really well because it showcased that there is a strong correlation between how you have pulled together the pitch and how much investors are willing to invest afterwards.
Q: How have you integrated Peaqs into your course and which processes have become, easier, better, or more impactful?
A: Blended learning comes from primarily digital tools that we use in order to have students be more aware of how they progress in their learning process, but also how to be more transparent about their learning process, when we used the Peaqs platform that is specifically designed to drive an entrepreneurial process from ideation to completion. It is a platform the students used to be more explicit about their process and then share it with their co-students.
Q: Does the platform allow for any peer to peer assessment and how? Why is that important?
A: Getting students to very quickly become able to explain what it is they are doing. When you work in a group and you have to decide ‘what should we share with others?’ then it triggers important discussions. That is a good way to initiate groupwork as well as to reflect the entrepreneurial process.
Q: What were the students reaction towards using Peaqs?
A: Peaqs turned out to be an important platform for creating transparency about what students were actually working with because Peaqs asks for certain deliveries in a phase-like process. It also gave us teachers an opportunity to much better follow the students’ work. Usually the students’ products and projects are very invisible to us teachers.
Q: How did Peaqs play into the CBS blended learning agenda?
A: I think Peaqs is for the future. It is a helpful tool to get the students to learn from each other and to get the best possible interaction between the groups and us, the teachers, because we have the full overview of where they are in their process.
By Arun Khan
Press-release: Blended learning på AAU
Blended Learning på Aalborg Universitet – og navnet er Peaqs.
Alle taler om det. Få gør det. Og endnu færre gør det godt. Vi taler naturligvis om Blended Learning på universiteter og højere læreanstalter. Tidens store buzzword, der skal favne evnen til at mikse digitale værktøjer med face-to-face undervisning på en måde, hvor det højner engagement, læring og undervisningseffektivtet.
Det er ambitionen, men ofte ender det enten med stivnede begrebs-diskussioner, hvor didaktiske fronter trækkes hårdt op eller med vage praktiske implementeringer, hvor google-docs eller universitetets intra-net kåres som ‘blended’ i mangel på bedre kandidater.
På Aalborg Universitet har man på kandidatvalgfaget ‘New Venture Creation’ valgt en lidt anden tilgang. Her bruger man som de første i Danmark en ny digital platform, Peaqs, til at støtte de studerendes undervisning i iværksætteri, forretningsudvikling og innovation.
Peaqs er en digital platform, hvor de studerende i 4 faser – der spænder over konceptudvikling, markedsstrategi, produktudvikling og kommunikationsstrategi – arbejder sig fra forretningsidé til færdigt produkt og forretningsplan. Udviklingen foregår henover hele semestret, og allerede fra første færd uploades informationen på et virtuelt aktiemarked, hvor de studerende så kan handle med de andre studerendes gode idéer og produkter.
”Fordelen er her, at de studerende får en hurtig ‘markedsreaktion’ på deres produkter, og som investorer bliver de tvunget til at vurdere de andres produkter og processer. Det bidrager selvfølgelig til at opkvalificere sin egen tilgang og på den måde, skaber vi et positivt feedback loop mellem produktudvikling i grupper og individuel refleksion”, siger Adjunkt fra Institut for Økonomi og Ledelse på Aalborg Universitet, Jesper C. Sort, som er koordinator og medskaber af faget ‘New Venture Creation’. Han tilføjer:
”Det giver også mig, som underviser og vejleder, en mulighed for et løbende overblik over de studerendes produktudvikling og vurdere deres fremskridt. Deres proces er strømlinet efter 4 faser, så de er helt sammenlignelige, men systemet er samtidig så fleksibelt, at jeg bestemmer, hvornår de forskellige faser kan igangsættes, og hvilke overskrifter der skal knyttes til fasen, så det passer til det aktuelle pensum og begrebsverden”.
Peter Martin Holst fra Artventure, der er virksomheden bag Peaqs, er efter lang tid med udvikling og test begejstret for at se systemet ude i virkeligheden:
‘Det er helt utroligt at se engagementet fra de studerende; ikke alene i produktudviklingen, men også i investeringsprocessen, hvor vi ser en heftig aktivitet omkring de individuelle porteføljer, som jo altså pågår i tiden udenfor undervisningen og gruppearbejdet. Vi får altså de studerende koblet på undervisningen i en ekstra potens, når de vender tilbage til markedet hjemmefra, og som investorer går til de øvrige produkter med en kritisk vurdering. Det giver et unikt indblik i de øvrige studerendes arbejde og proces, som ikke tidligere var mulig.”
Peter Martin Holst fortsætter:
”Vi er super begejstrede, men måske knap så overraskede, for vi ved at sådanne gamification mekanismer virker, for vi har i mange år brugt lignende greb til at aktivere og engage erhvervspublikummet til workshops og konferencer. At det nu med Peaqs går op i en højere enhed i undervisningssammenhæng, og kaldes for blended learning, gør det kun ekstra spændende, for det er en ny verden for os. Af samme grund har vi også allieret os med en række kapaciteter på innovationsfeltet og i samarbejde udviklet en udførlig teaching note, der klæder undervisere på til at integrere værktøjet i deres undervisning.”
Peaqs udbydes til universiteter og højere læreanstalter og er efter lanceringen i 2018 allerede vel undervejs til også at vinde fodfæste udenfor landets grænser.
By Arun Khan
Just a few reasons to choose Peaqs
Easy interface, your game is up and running within minutes
Realtime stock market engine (instant feedback for students)
Products are listed as baseball cards for an easy overview
Explore products to assess student/group acchievements
Adapt templates to your curriculum/course litterature
Teaching notes and learning objective included
Inspiration catalogue for classroom activation and exam testing
No limit to number of students participating
Peaqs is an easy-to-use blended learning platform complete with teaching notes and flexible in-game templates that can be modified to reflect your curriculum. With very little effort you can transport your current teaching into a dynamic, market oriented learning game, where students act as group-entrepreneurs and individual investors alike.
You decide the pace of learning as a session of Peaqs can be comprised into a few days of intensive workshops or be spread out over the course of a semester with ample room for students to read and prepare. You simply apply the calendar-function so student assignments are released at the pace of your choosing.
Versatility & ease of use
Depending on the course PeaQs can permeate an entire semester with several class room sessions or form the basis of a few days of intense workshops. Making it the perfect versatile education tool that can accommodate anything from full-time students to short-termed intense MBA courses.
PeaQs is 100 % digital and requires no other technical
equipment or proficiency than being able to access the internet during
class. The platform is offered to faculties on a year-to-year
Get in touch with us and learn more about how PeaQs can provide value to your institution.
The idea behind blended learning in a teaching situation, is to combine offline activities (classical face-to-face interaction, traditional learning) with online activities, and by doing so, use multiple methods of teaching. Blended learning is also referred to as “hybrid learning”. The terms “inverted teaching” and “flipping the classroom” is also methods of blended learning because in these teaching methods, the course content is moved away from the typical class room, and on to an online platform (e-learning). This allows the class to become more dynamic and interactive.
Face-to-face learning and online components allow for flexible and differentiated learning. Blended learning can build vital connections from traditional teaching activities to informal learning spaces.
The use of blended learning assists role of the teacher to become a facilitator. It will enable the teacher to have more flexible delivery options depending on the subject and content of the course and the capabilities of the students. The result of this, is that teachers can shift the focus from the delivery method itself to facilitating the learning-process of the students.
There are two main principles that are often related with blended learning. The first one is that students who have the possibility to share information and work together with other students in a collaborative setting. This has according to research from various bodies of knowledge, led to a improved learning experience . The second principle related to blended learning, is that the collaboration between students can be improved if a group activity is based upon information that is gathered from online sources and/or lessons. In addition, it has been suggested that by first doing e-learning then followed by an interactive, face-to-face class activity will enhance the students educational experience.
Gamification is one example of how to incorporate blended learning. Gamifications is when the use of game-based mechanics and the gaming “mindset” engage people, motivate action, promote learning and solve problems. In simple terms it is the use of gaming technology to handle problems in the real world. Examples of gamification can be serious games and learning games. The idea behind the use of gamifications, is that games are created to draw people in, to make them keep on playing, to keep them interested entertained and involved. It is more about the instructional method and less about the delivery system that provides the learning in a game situation.
It is not necessarily the game itself or high level of instructions there is related to the games when using it as gamification that works great, but rather the high level of engagement of the learner that leads to the improved learning. Gamification is therefore more interactive which means engagement comes first, and the objectives comes second. An important note on the use of games is not to overdo it by handing out meaningless points and awards. Overdoing gamification will result in a trivialized and non-impactful process.
The learning game, PeaQs, is designed for courses with a focus on innovation, entrepreneurship, product development, business development, marketing- and business strategy. PeaQs will help students apply the theory of entrepreneurship and innovation in a practical setting, by generating, implementing, reinventing, and diffusing new solutions and achieving a product-market fit.
Using PeaQs, the students will have the chance to use the theory of entrepreneurship and innovation in a team project and learn to apply theories in a gradually unlocked process of group-based project activities. PeaQs is useful for students who have a basic to advanced understanding of entrepreneurship and innovation theory, depending on your choice of course literature. The game is useful for students and practitioners at higher academic levels, such as bachelor, master programs, and MBAs
And learning continues at home outside the classroom, as students can access the platform at any time. Either to stay on top of their investments or to tinker away on their newly developed innovations, providing a perfect opportunity to heighten levels of student engagement – and ultimately leaving larger room for learning impact. There is no limit to class size (PeaQs can facilitate thousands of users) or the number of classes you can run on the platform, but we recommend a minimum of 30 students and groups to be organized in numbers of 3-6.
PeaQs is simple to use for teachers and instructors as well as for students. PeaQs is ready to use as is with default settings, or you can customize the game to suit your needs, in learning objectives, teaching activities and class activation: As a true blended learning platform PeaQs allows you as a teacher to shift away from one-way, class room instruction to a more versatile mixed class-room/ online environment that can be accessed by students at all times from anywhere.
PeaQs is aimed at higher level learning institutions from entry level university to MBA. As curriculum is easily replaced and adapted to the course at hand the platform scales seamlessly to the level of complexity needed. This means that you can also decide if you want to execute an intense PeaQs session comprised to a few days or if you want a longer working process spanning over an entire semester with more in-between- classes-work. Either way you need to consider your course plan, how you want to activate PeaQs in the classroom and between classes, what literature you want to include in the curriculum and what type of timeline you want to work with
Game based learning, or gamification is in its simplest form about getting a higher level of engagement from the students towards the teaching subject. According to Lee and Hammer, the major issue from the teachers perspective is a low level of student engagement and a lack of motivation to learn. To react to this game based learning has been created and applied, primarily in educational contexts. An important thing to note is that actual gaming is not necessary when using game based learning. It is the game design elements that plays the important role in this type of learning.
Another way to make use of gamification is the intentional use of games to fulfill the objectives of a class. Studies show that game based learning has been found to be improving the level of student engagement towards a class. Game based learning has been used in many different fields and areas of education such as, health, military, business, science, computer science, mathematics and many more. In addition studies from 2010 have found improved knowledge acquisition, motivation and content mastery to be the most typical outcomes when using game based learning.
The perceived learning is increased when the teacher is using game based learning applications in a class. Whether the teacher chooses to gamify the teachings or use an approach which is game based there is seen to be numerous possible benefits.
If gamification and game based learning is implemented successfully, there is a reason to be enthusiastic about applying it to higher education across various countries, cultures, subjects and formats.
The European Commission recognizes that entrepreneurship education as a tool is important to promote a higher degree of entrepreneurship. This is about how to give all the students a set of skills to which is applicable in all the facets of starting a business and not just teaching them how to “run a business”
Back in 2012 the European Commission stated a new initiative: “rethinking education: investing in skills for better socio-economic outcomes”. This policy was made to ensure a set of skills in the field of entrepreneurship for the 21st century. It highlights “the ability to think critically, take initiative, problem solve and work collaboratively” as areas that require particular attention as they don’t support the students in achieve entrepreneurial activity but also enhance the employability of them. Furthermore, the statement includes that “all young people should benefit from at least one practical entrepreneurial experience before leaving compulsory education”.
Regarding the education and training sector there should therefore be made an effort to develop entrepreneurial skills to all European students. This is will be relevant to all levels of education. The European Commission has in relation to this published a number of policy documents, “the Oslo agenda on entrepreneurship education In Europe”, on ways to implement entrepreneurship education.
To reach this goal of implementing entrepreneurial sustainable in the educational system in Europe, The following points are some suggested:
– Embedding entrepreneurship in colleges and universities’ culture and mission.
– Making an entrepreneurial institution which seeks to find the right people recruit them and give them the space needed for developing ideas.
– Making top-down support from management, as the proper support is essential for success.
– The entrepreneurial teacher education institution must have a strong network to get the entrepreneurship embedded in the “real world”
There are several ways to innovate teaching. One frequent way to leverage innovation is through technology. But technology however, cannot by itself transform education. Digital technologies have a great potential to transform the way we teach and learn in schools and by doing so, open up new teaching strategies. One of the main challenges of introducing new technology is often about integration of new instruction and course setups. The facilitation of a class using new technology have various purposes:
– Innovative pedagogic models e.g game based learning
– International collaborations.
– Real-time formative assessment and skills-based assements. This allows a much more flexible classroom.
It is thereby possible to reshape the environments in which educational facilities operate through technology-based innovations. These “techs” tend to open up the learning environments, both digital and physical.
The innovation is implemented to increase the efficiency of a class and improve the quality and equity of the learning opportunities. Innovation can be created through educating the students, and giving them the right skill to utilize. These skills, including creativity, imagination and critical thinking can be created and enhanced through appropriate teaching and practices such as entrepreneurship education.
The steep increase in the use of digital devices and internet shows that education matters regarding the uptake of skills in digital technologies. This means there is huge implications for the role of the education system, in equipping individuals with the skills they need. In today’s society digital skills generate a significant return in term of income, employment and many other social outcomes for those with the skills.
Educational technology is a broad term and covers numerous application of technology in the learning process. This includes all the systems, IT tools and resources that are used in education, in addition it also includes the study and advancement of technology-assisted learning (blended learning). When advancing in the field of educational technology you don’t only improve the learning process through experimentation and data analysis, but also enables millions of people around the globe to participate online, that otherwise would be impossible for them.
Blending online education, flip the classroom, allow for learning activities that create engaging learning activities – PeaQs offers suggestions into different structures of how a digital combination of coursework could look – Either apply a 3-day intense workshop or stretch an entire semester, digital learning tools should blend seamlessly into traditional learning methods. The PeaQs framework is intended for use at higher education programs, such as bachelor programs, master programs and MBA educations.
Research indication show benefits of online learning systems – and professional organizations are already using these systems as a tool for training and education of staff. In the past few years there has been an increasing movement around Edtech or Educational Technology – PeaQs is an Edtech product.
Digitalization and Educational technology in Denmark
There has been a special focus upon digitalization by the Danish Ministry of higher education and science. Digitalization is seen as a an inevitable future and therefore the government is beginning to support an increased focus around digital competencies and learning objectives.
Several reports have been done how digital learning technologies can help contribute towards a more learning-oriented paradigm – fx when the teacher get time and opportunity to act in the capacity as facilitator of the student’ learning processes.
Digital learning technologies support the development towards a more learning-oriented paradigm. This is because the teacher is given time and opportunity to play a different role as facilitator for the students’ learning processes, where the traditional intermediary role fills less. The different learning technologies gives the teacher more possibilities to meet the students’ diverse prerequisites, learning styles and interests and the accompanying needs for flexible and differentiated teaching.