Training materials on RePro methodology INNOCASE Project Transfer of Innovations Leonardo da Vinci Programme
2 Leonardo da Vinci Pilot Project RePro - Real-Life Business Projects in Multicultural Student Centered Learning 1.10.2004 30.10.2007 http://repro.savonia.fi/
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)
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 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 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 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 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 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: http://repro.savonia.fi/
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 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 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 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 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 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 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 PRODUCING MULTIDISCPLINARY LEARNING TASKS ON REPRO CASES REPRO on X Ltd contains information e.g. on marketing, accounting, logistics Logistics Task 2 2 1 3 Accounting Marketing Task 3 1 2 Task 3 1 2
18 RePro Target Groups (1) The first main target group of the project were international Students and teachers
19 RePro Target Groups (2) The second main target groups of the project are international Professionals who are interested in SCL-learning methods
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 RePro Aims (2) The project took place in an international learning environment, altogether between 24 partners
22 RePro Aims (3) Project combined educational problems & actual business problems
23 RePro Resulted (1) Tested REPRO-cases (12 cases) based on multidisciplinary student centered learning in real business context.
24 RePro Resulted (2) Two (2) guidebooks teacher s manual student s guidebook
25 RePro Resulted (3) A step-by-step REPRO-model of constructing SCL-cases in multicultural context.
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
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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 (http://repro.savonia.fi/)
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 Contents of the Repro Manual (2) Repro Teacher s role Repro Teaming Repro Reflection
31 About Repro Manual Introduction Whilst learning is very individual, the use of the RePro approach had some key generic benefits namely to:
32 Repro Aims of the case study Support skills in knowledge creation Engage with current business activities and developments Enhance problem solving skills
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 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 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 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 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 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 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 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 Teachers role in Repro (2) Teachers role in Repro was to - give ideas for presentations
42 Teachers role in Repro (3) Teachers role in Repro was to set appropriate criteria as indicated in the Repro teacher s manual
43 Reflection and feedback in Repro (1) Feedback was expected from tutors
44 Reflection and feedback in Repro (2) Feedback was expected from other members of one s team
45 Reflection and feedback in Repro (3) Feedback was expected from from presentation audience
46 SUCCESSFULL WORK SUCCESSFULL LEARNING Help and ideas for the INNO case study from Repro
47 Repro - Successful work > successful learning (1) A sound logical structure
48 Repro - Successful work > successful learning (2) Clear arguments to the point
49 Repro - Successful work > successful learning (3) The evidence provided clearly stated
50 Repro - Successful work > successful learning (4) Criticism of the concepts and theories
51 Repro - Successful work > successful learning (5) Use of tables, graphs and charts where appropriate to enhance learner s task
52 Repro - Successful work > successful learning (6) Giving due considerations to the limitations of the learning process
53 Repro - Successful work > successful learning (7) Consistency thorough the development and analysis of as the project
54 Repro Successful work > successful learning (8) Gathering information form a variety of sources - Trade journals
55 Repro Successful work > successful learning (10) Gathering information form a variety of sources - Databases
56 Repro Successful work > successful learning (11) Gathering information form a variety of sources - Newspapers
57 Repro Successful work > successful learning (12) Gathering information form a variety of sources - Company websites
58 Repro Successful work > successful learning (13) Gathering information form a variety of sources - Discussions with entrepreneurs
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 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 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 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 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 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 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 Repro Assessment Practical Tips Do think carefully about the specified criteria fro presenting your work e.g. effective oral presentation; word count
67 Repro Assessment Practical Tips Do check carefully when deadlines are and aim to finish earlier than the specified deadline
68 Repro Assessment Practical Tips Do make sure that everyone in the team understands clearly what the criteria mean
69 Repro Assessment (if grading was needed) (1) Assessment and criteria go together
70 Repro Assessment (if grading was needed) (2) It is important to spend time reading and understanding the criteria for the assessment
71 Repro Assessment (if grading was needed) (3) The criteria tells what is expected and what you will be marked on.
72 Teacher s roles in Repro (1) Teachers create the learning objectives and descriptions with the learner
73 Teacher s roles in Repro (2) Discussions and acceptance of learning agreements if needed
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 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 Team member roles when working in a team (Repro) 3 The team needs to decide who is going to perform the roles
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 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 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 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 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 Learning Agreement in Repro (2) Agreement has to be negotiated between the learner and the teacher/tutor
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 Suggestions for a successful research/learning project (1) Clarify and agree what aim(s) to be achieved as a team
85 Suggestions for a successful research/learning project (2) Make sure everyone in the team is committed to the aim(s)
86 Suggestions for a successful research/learning project (3) Determine what needs to be done to achieve the aim(s)
87 Suggestions for a successful research/learning project (4) Decide how this will be achieved, who will do what
88 Suggestions for a successful research/learning project (5) Agree on how will decisions be made and conflicts resolved
89 Suggestions for a successful research/learning project (6) Identify how performance will be monitored
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 Suggested Outline linked to RePro Approach (1): Project initiation
92 Suggested Outline linked to RePro Approach (2): Learning agreement
93 Suggested Outline linked to RePro Approach (3): Analysis of the current situation
94 Suggested Outline linked to RePro Approach (4): Organisation s business environment
95 Suggested Outline linked to RePro Approach (5): Defining objectives/outcomes that the team and tutor agree to
96 Suggested Outline linked to RePro Approach (6) Results should be: Specific, Measurable, Achievable, Realistic, Timeframe should be considered
97 Suggested Outline linked to RePro Approach (7) Progressing the Project
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 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 Practical Tips for Working in a team (1) Identifying what suitable tasks are good for each individual - Co-ordinating, Note taking, Chairing
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 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 Practical Tips for the learner s research process (1) Good research reflects in the quality of the final product
104 Practical Tips for the learner s research process (2) Provide plenty of time to collect background information
105 Practical Tips for the learner s research process (3) Do not underestimate the time
106 Learning outcomes Learning outcomes were to be assessed using criteria agreed upon and provided
107 Formulation of the learning task(s) - Learner has to (1) Negotiate the learning tasks based on the activities
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 Individual study and knowledge constructing (1) Learner has to read and evaluate background literature individually or in a group
110 Individual study and knowledge constructing Learner has to gather information directly, with necessary permission, from the organisations wherever possible
111 For more information, please visit the project website: http://innocase.zie.pg.gda.pl