Training materials on RePro methodology

Transcription

1 Training materials on RePro methodology INNOCASE Project Transfer of Innovations Leonardo da Vinci Programme

2 2 Leonardo da Vinci Pilot Project RePro - Real-Life Business Projects in Multicultural Student Centered Learning

3 3 REPRO IN A NUTSHELL In the following slides the learner may find how Repro was targeted to the students Repro is a teaching methodology that uses the tool in a form of case study. INNO is targeted to learners (entrepreneurs especially)

4 Contents 4 Repro process discussion from Repro to InnoCase Repro in a nutshell Repro process / learning cycle Repro target groups Repro aims Repro resulted Repro model Repro manuals

5 5 Ideas from Repro to Inno Case Project This presentation is a description and discussion about Repro Methodology The learner has to note that the projects are not targeted to the same group and purposes Learner in INNO-case may apply ideas for studying and learning tasks also from Repro-methodology

6 6 Repro in a nutshell (1) The key aim and innovation of REPROproject was to develop a model for producing, testing and using actual business oriented cases and problems in a multicultural learning environment

7 7 Repro in a nutshell (2) This was done on one hand by combining educational problems and actual business problems, creating thereby cases that can be used in different types on student centered learning situations and environments.

8 8 Repro in a nutshell (3) REPRO-project took place in an international learning environment and it wanted enable a wide body of students, teachers and other involved parties to become aware of e.g. cultural differences as far as different aspects of business life and learning are concerned.

9 9 Repro in a nutshell (4) The main results of REPRO project were tested case modules ( 12 REPRO-cases) for student centered learning (SCL), and 2 guide books on how these cases can be used in learning situations See internet:

10 10 Repro in a nutshell (5) These cases were to link real companies and their business problems with teaching processes, thereby also combining consulting and learning to give the parties involved new perspectives

11 11 Repro in a nutshell (6) The project also produced a practical step-by-step model that describe the content and process of developing SCLcases (REPRO-model). The approach of this project was different from the traditional case method.

12 12 Repro in a nutshell (7) REPRO- project aimed to develop multidisciplinary learning modules which to be used in numbered different study areas to produce subject specific problems or learning tasks.

13 13 Repro in a nutshell (8) The underlying reasoning behind the REPRO- project lies in the changing expectations of the business community. It can be argued that the business community expects business school graduates to be self-directed, good at addressing problems, and good at communicating their thoughts both orally and in writing.

14 14 Repro in a nutshell (9) Most of the time these problems may not have any real links to actual multi-disciplinary business problems. REPRO- project goes further by developing a model for producing actual business oriented cases to be used in different student oriented environments. The results and products of the project will be spread and communicated to partners and organizations interested in them.

15 15 Repro Project The RePro approach was designed to support student s knowledge and understanding in the current business environment, as well as to contribute to one s personal self development in terms of teamwork, project management, research skills and negotiation.

16 16 The Progressive Learning Model adapted in RePro 6. Evaluate the learning outcomes 5. Knowledge sharing 4. Individual study and knowledge construction 1. Real-life case context creation, a Repro case 7. Improve and reflect the RePro-case 2. Combine the experience and student knowledge with the information about the case s business environment. 3. Formulate the learning task NEXT CYCLE; studying based on the improved RePro-case. Source; Modified Hakkarainen, Lonka, Lipponen, 1999; 2004.

17 17 PRODUCING MULTIDISCPLINARY LEARNING TASKS ON REPRO CASES REPRO on X Ltd contains information e.g. on marketing, accounting, logistics Logistics Task Accounting Marketing Task Task 3 1 2

18 18 RePro Target Groups (1) The first main target group of the project were international Students and teachers

19 19 RePro Target Groups (2) The second main target groups of the project are international Professionals who are interested in SCL-learning methods

20 20 RePro Aims (1) The key aim and innovation of RePro project was to develop a model (REPRO-model) - For producing - For testing and - Using actual business oriented cases and problems in a multicultural learning environment

21 21 RePro Aims (2) The project took place in an international learning environment, altogether between 24 partners

22 22 RePro Aims (3) Project combined educational problems & actual business problems

23 23 RePro Resulted (1) Tested REPRO-cases (12 cases) based on multidisciplinary student centered learning in real business context.

24 24 RePro Resulted (2) Two (2) guidebooks teacher s manual student s guidebook

25 25 RePro Resulted (3) A step-by-step REPRO-model of constructing SCL-cases in multicultural context.

26 26 RePro Resulted (4) Reports (4 reports) A The state of art of SCL-methodsreport B Evaluation report of the best practices C Self-evaluation report D Final evaluation report

27 27

28 28 Manuals - help from Repro to InnoCase learners (adapted from Repro Project) This MANUAL has been produced to help learner s independent and individual learning experience. INNOCASE is following the REPRO Real Life Business Project (

29 29 Contents of the Repro Manual (1) Repro Learning team skills & team work Repro Knowledge Construction Repro Description of teacher s role Repro Target Group Repro Learning agreement Repro Learning project management Repro Task formulation

30 30 Contents of the Repro Manual (2) Repro Teacher s role Repro Teaming Repro Reflection

31 31 About Repro Manual Introduction Whilst learning is very individual, the use of the RePro approach had some key generic benefits namely to:

32 32 Repro Aims of the case study Support skills in knowledge creation Engage with current business activities and developments Enhance problem solving skills

33 33 Repro learning team skills As such the learner should be prepared to work also in a team to: Engage with key business issues Bring shared knowledge and experience to the team Contribute to discussions and take a fair share of the workload

34 34 Individual study and knowledge constructing The Repro manual provided key study skills support In order to complete learner s RePro successfully in the following areas: Research skills

35 35 Individual study and knowledge constructing The Repro manual provided key study skills support In order to complete learner s RePro successfully in the following areas: Team roles

36 36 Individual study and knowledge constructing The Repro manual provided key study skills support In order to complete learner s RePro successfully in the following areas: Project management

37 37 Individual study and knowledge constructing The Repro manual provided key study skills support In order to complete learner s RePro successfully in the following areas: Assesment criteria

38 38 Individual study and knowledge constructing The Repro manual provided key study skills support In order to complete learner s RePro successfully in the following areas: Recording sources/referencing

39 39 Team work skills are useful In sharing findings e.g. research results In engaging in discussions in a team using effective oral mediums such as role plays and presentations

40 40 Teachers role in Repro (1) Teachers role in Repro was to - provide information on key methods as an appendix so that students know what to do in a role play

41 41 Teachers role in Repro (2) Teachers role in Repro was to - give ideas for presentations

42 42 Teachers role in Repro (3) Teachers role in Repro was to set appropriate criteria as indicated in the Repro teacher s manual

43 43 Reflection and feedback in Repro (1) Feedback was expected from tutors

44 44 Reflection and feedback in Repro (2) Feedback was expected from other members of one s team

45 45 Reflection and feedback in Repro (3) Feedback was expected from from presentation audience

46 46 SUCCESSFULL WORK SUCCESSFULL LEARNING Help and ideas for the INNO case study from Repro

47 47 Repro - Successful work > successful learning (1) A sound logical structure

48 48 Repro - Successful work > successful learning (2) Clear arguments to the point

49 49 Repro - Successful work > successful learning (3) The evidence provided clearly stated

50 50 Repro - Successful work > successful learning (4) Criticism of the concepts and theories

51 51 Repro - Successful work > successful learning (5) Use of tables, graphs and charts where appropriate to enhance learner s task

52 52 Repro - Successful work > successful learning (6) Giving due considerations to the limitations of the learning process

53 53 Repro - Successful work > successful learning (7) Consistency thorough the development and analysis of as the project

54 54 Repro Successful work > successful learning (8) Gathering information form a variety of sources - Trade journals

55 55 Repro Successful work > successful learning (10) Gathering information form a variety of sources - Databases

56 56 Repro Successful work > successful learning (11) Gathering information form a variety of sources - Newspapers

57 57 Repro Successful work > successful learning (12) Gathering information form a variety of sources - Company websites

58 58 Repro Successful work > successful learning (13) Gathering information form a variety of sources - Discussions with entrepreneurs

59 59 Repro - Successful work > successful learning (14) Repro rules: Try not to repeat what the sources report but try to understand the implications for your learning tasks

60 60 Repro - Successful work > successful learning rules(15) If possible - the analysis should ideally be validated by more than one source to offer a stronger justification of the analysis

61 61 Not to forget practical tips for the learner needing an excellent grade Repro rules (1) Do not copy always show the sources in any written documents

62 62 Not to forget practical tips for the learner needing a grade (2) Repro rules Check with your tutor/librarian which referencing style is being used in your university/college in particular when using internet/web sources

63 63 Not to forget practical tips for the learner needing a grade (3) Repro rules When gathering data one has to make sure that all information has to be marked/ recorded: - where the information was published/showing

64 64 Not to forget practical tips for the learner needing a grade (4) Repro rules When gathering data one has to make sure that all information has to be marked/ recorded: - date of information, and author(s)

65 65 Not to forget practical tips for the learner needing a grade (5) Repro rules When gathering data one has to make sure that all information has to be marked/ recorded: Providing a bibliography to validate the information presented

66 66 Repro Assessment Practical Tips Do think carefully about the specified criteria fro presenting your work e.g. effective oral presentation; word count

67 67 Repro Assessment Practical Tips Do check carefully when deadlines are and aim to finish earlier than the specified deadline

68 68 Repro Assessment Practical Tips Do make sure that everyone in the team understands clearly what the criteria mean

69 69 Repro Assessment (if grading was needed) (1) Assessment and criteria go together

70 70 Repro Assessment (if grading was needed) (2) It is important to spend time reading and understanding the criteria for the assessment

71 71 Repro Assessment (if grading was needed) (3) The criteria tells what is expected and what you will be marked on.

72 72 Teacher s roles in Repro (1) Teachers create the learning objectives and descriptions with the learner

73 73 Teacher s roles in Repro (2) Discussions and acceptance of learning agreements if needed

74 74 Team member roles when working in a team (Repro) 1 In an effective team a number of crucial functions must be performed by group members

75 75 Team member roles when working in a team (Repro) 2 If the functions are not performed the group will drift aimlessly without getting much done

76 76 Team member roles when working in a team (Repro) 3 The team needs to decide who is going to perform the roles

77 77 Team member roles when working in a team (Repro) 4 Co-ordinator A team needs a co-ordinator, or at least someone who will chair meetings. This person has the responsibility for clarifying the aims of a meeting, its agenda, for introducing each topic and for summarising discussions and decisions.

78 78 Team member roles when working in a team (Repro) 5 Secretary or note-taker A team needs someone to take notes in meetings, to keep a record of what has been decided, who is doing what, when the next meetings are and so on. This person should produce an outline set of notes after the meeting and copy it to each member of the team.

79 79 Team member roles when working in a team (Repro) 6 Progress chaser A team needs someone to chase progress - to see if everyone is doing what they are supposed to and that all the jobs that need doing by a particular time are on schedule. This person has work to do between meetings and should report on progress at the start of each meeting.

80 80 Team member roles when working in a team (Repro) 7 Time-keeper In meetings teams will have a limited amount of time but a lot to do. Unless they are careful they may use up all their time on the first few things and not get the rest done. They will need to watch the time carefully and divide it up between their tasks. The timekeeper's responsibility is simply to make sure everyone is aware of how long they have got and when this time has run out

81 81 Learning Agreement in Repro (1) A learning agreement is a formal agreement between a learner and the person who is helping/guiding the learner to learn.

82 82 Learning Agreement in Repro (2) Agreement has to be negotiated between the learner and the teacher/tutor

83 83 Learning Agreement in Repro (3) Agreement about what is to be learned, how it is going to be learned and how that learning will be evidenced and assessed.

84 84 Suggestions for a successful research/learning project (1) Clarify and agree what aim(s) to be achieved as a team

85 85 Suggestions for a successful research/learning project (2) Make sure everyone in the team is committed to the aim(s)

86 86 Suggestions for a successful research/learning project (3) Determine what needs to be done to achieve the aim(s)

87 87 Suggestions for a successful research/learning project (4) Decide how this will be achieved, who will do what

88 88 Suggestions for a successful research/learning project (5) Agree on how will decisions be made and conflicts resolved

89 89 Suggestions for a successful research/learning project (6) Identify how performance will be monitored

90 90 Suggestions for a successful research/learning project (7) Discussions can be improved by: seeking clarification from tutors and colleagues if you don t understand clarifying the impact of new material does it confirm challenge or develop points made in the project

91 91 Suggested Outline linked to RePro Approach (1): Project initiation

92 92 Suggested Outline linked to RePro Approach (2): Learning agreement

93 93 Suggested Outline linked to RePro Approach (3): Analysis of the current situation

94 94 Suggested Outline linked to RePro Approach (4): Organisation s business environment

95 95 Suggested Outline linked to RePro Approach (5): Defining objectives/outcomes that the team and tutor agree to

96 96 Suggested Outline linked to RePro Approach (6) Results should be: Specific, Measurable, Achievable, Realistic, Timeframe should be considered

97 97 Suggested Outline linked to RePro Approach (7) Progressing the Project

98 98 Working in a team (1) Often one will inevitably find oneself working in a team for the project - even in a multicultural team

99 99 Working in a team (2) In order to be an effective RePro team one needs to think his/her contribution constructively within the team

100 100 Practical Tips for Working in a team (1) Identifying what suitable tasks are good for each individual - Co-ordinating, Note taking, Chairing

101 101 Practical Tips for Working in a team (2) One needs to be culturally sensitive and treat colleagues the way one would want to be treated

102 102 Practical Tips for Working in a team (3) It is important to listen to other team members to get the benefit of shared ideas

103 103 Practical Tips for the learner s research process (1) Good research reflects in the quality of the final product

104 104 Practical Tips for the learner s research process (2) Provide plenty of time to collect background information

105 105 Practical Tips for the learner s research process (3) Do not underestimate the time

106 106 Learning outcomes Learning outcomes were to be assessed using criteria agreed upon and provided

107 107 Formulation of the learning task(s) - Learner has to (1) Negotiate the learning tasks based on the activities

108 108 Formulation of the learning task(s) - Learner has to (2) Formulate a learning agreement with the tutor and team colleagues that it is mutually agreeable

109 109 Individual study and knowledge constructing (1) Learner has to read and evaluate background literature individually or in a group

110 110 Individual study and knowledge constructing Learner has to gather information directly, with necessary permission, from the organisations wherever possible

111 111 For more information, please visit the project website: