Innovation pedagogy in Turku University of Applied Sciences

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1 Innovation pedagogy in Turku University of Applied Sciences Liisa Kairisto-Mertanen

2 Outline of the presentation Turku University of Applied Sciences Innovation pedagogy Definition Why Framework Focus Innovation competencies Assumptions about knowledge Assumptions about learning Innovation Definition of innovation pedagogy

3 TURKU Living city with lots of students Interesting attractions Extensive variety of leisure time activities Festivals and many other events Vibrant nightlife 175,000 inhabitants, ca. 20% students TURKU UNIVERISTY OF APPLIED SCIENCES One of thone of the largest universities of applied sciences in Finland Multidisciplinary 7 fields of study and 37 degree programmes Bachelor s and Master s Degrees

4 Faculty of Technology, Environment and Business in Turku University of Applied Sciences Degree programmes and end degrees Engineer Automobile engineering Mechanical engineering Civil engineering Industrial management eng. Building Constructor Building constructing Ba in sustainable development Sustainable development Ba in business Business logistics Selling Designer Desing Ba in fisheries Fisheries and environmental care Master of engineering Civil eng Environmental care

5 The principles of innovations pedagogy are applied in Turku University of Applied Sciences!

6 Innovation pedagogy is a learning approach, which defines in a new way how knowledge is assimilated, produced and used in a manner that can create innovations

7 Innovation pedagogy, why? European aims about making the European Research Area the greatest knowledge economy in the world Finlands innovation strategy: The Universities of Applied Sciences have a big role in its execution Adapting to different students in our changing world New methods are needed There is a need to create a unique profile for every university

8 Finland s national innovation strategy Changing working life environments Key drivers for change globalization requirement for sustainable development use of new technologies aging population Maintaining the present level of welfare requires improving productivity based on innovations Productivity can be improved by competitive advantage based on knowledge We have to be able to produce excellent added value in Finland The added value is created by being able to understand the needs of the customers earlier than the competitors and by being able to produce corresponding products and services

9 Framework for innovation pedagogy (Kettunen 2009) Gross disciplinary environment Research and development activities Curricula Entrepreneurship and service production Internationalization

10 The focus of innovation pedagogy To create innovations Cocreation with working life Verification and validation of learning outcomes To teach competencies needed in working life s innovation processes (contents, processes) To develop learning methods which contribute to the development of innovation comptencies (meta innovation)

11

12 Innovation comptencies to be developed Knowledge Solid knowledge about one s own field of expertize Skills Networking Adaptivity Problem solving Risk taking Knowledge sharing Cultural litteracy Entrepreneurial skills Attitudes Solidarity Opennes Lifelong learning Creative attitude Ability to tolerate and work on different surfaces Desire

13 "Ei auta, vaikka työntekijä olisi miten hyvä oman alansa osaaja, ellei hän pysty viemään asioita eteenpäin muiden kanssa." Martti Alahuhta, Even if the employee is a very good expert in his own field it is of no use if he cannot develop and realize the issues further with other people! Martti Alahuhta,

14 Assumptions about knowledge Types of knowledge Academic knowledge Knowledge originating from the need to solve practical and application problems Expert knowledge Know-How Tacit knowledge Intuition One of the basic assumptions regarding innovation pedagogy is that the knowledge produced and accumulated in learning environments challenges the traditional way of understanding knowledge

15 Knowledge produced in learning environments Intuitive knowledge can be produced while learning Tacit knowledge can be transferred while learning Intuitive and tacit knowledge comprises Customer understanding Ability to start building networks Cultural litteracy Ability to understand interconnections between issues Ability to start new after failures

16 Learning Assumptions about learning a process where behaviour changes as a consequence of experience (Maples & Webster 1980). Humanism people create their own future Cognitive learning learning is understood as a behavioural change based on the acquisition of information about the environment Learners gain new insights through a dialogic process in diverse learning environments knowledge and meaning is generated from experiences and knowledge is always tied to the person who possesses it. Sociocultural theory Learning can never be separated from the surrounding culture Focal aim To help students develop competencies needed when producing, developing and commercializing innovation

17 Innovation Innovation can be defined in many ways Innovative entrepreneurship (Schumpeter) Idea, practice or object which is considered as new by the people (Rogers 2006) Solution which brings economical benefits (SITRA 2006) Competitive advantage based on knowledge (Finland s innovation strategy 2008) An innovation can be Radical or incremental Technological or pedagogical Continous improvement A process

18 Innovation Is always based on people Should always be based on real knowledge It is not possible to automatise innovation A special culture is needed for innovations to be produced Freedom to think Equality Brothernity Values must be defined!

19 In the context of innovation pedagogy innovation is understood as the process of constantly improving knowledge, which leads to new ideas, further knowledge or other practices applicable in working life

20 Applying innovation pedagogy Creating innovations requires knowledge and the ability to apply it According to innovation pedagogy: application of received new skills starts already when studying knowledge should be applied for creating innovations already while studying knowledge should be accumulated and applied simultaneously. Important skills based on intuitive and tacit knowledge can be developed in the learning situations individual expertise should be transformed into communal expertise, which promotes controlling knowledge and developing problem solving skills the gap between theoretical education and practical requirements of the working life can be abolished

21 Innovation competencies Innovation activities Students Personal development Social skills Professional growth Working life Research & development Grossdiscipl -inarity Flexible curriculum Global functions R&D Entrepreneurship

22 Thank you! . tel

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