Approaches and types of learning Peaqs works with
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
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.
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”
– 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.
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.