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Innopoly: Design Steps Towards Proficiency in Innovative Practices
KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.ORCID iD: 0000-0002-2304-3148
KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.ORCID iD: 0000-0002-4488-1028
2011 (English)In: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11 / [ed] Kovacevic, Ahmed, Ion, William, McMahon, Chris, Buck, Lyndon and Hogarth, Pete, 2011, p. 281-286Conference paper, Published paper (Refereed)
Abstract [en]

This paper is a follow-up on last year’s design steps and case studies analysis to bundle innovation skills in an educational model. In our previous research we presented the ideas and construct foundations to a game plan ideology to build up common knowledge and examine innovativeness. In this, the next phase paper, our ambitions is to deepen students’ abilities for self-governed innovative practices within a team. We have used a series of workshops with engineering design students and design students to frame and concretize the ‘Innovopoly’ educational platform. But also to find a way of communicate a coveted and sustainable knowledge and to motivate the learning since it will affect the momentum of a self-driven learning process. The implementation efforts of specific interdisciplinary design elements aim to strengthen the acknowledgement of how to perform a common and open innovative process and a holistic perspective. In order to do that, Innopoly has a three-dimensional concept based on four process phases and four different layers that can be varied according to level, how the team solves the defined task but also from the effect of an unknown factor in the game. Firstly, Innopoly put emphasis on the team process and team requirements as individual and mutual accountability, commitment to a common purpose, shared leadership and autonomy. Secondly, the game integrates the divergence of the team with a creative process where different knowledge backgrounds and experiences can open up a broader set of perspectives and refinements of ideas for each individual. Thirdly, Innopoly put the focus on external factors like working environment and visual and concrete working techniques and methods that can affect teams' work process. Fourthly, the involvement with organisations and industry in the task definition and also the idea that industry people can work together with the students when they perform the game give a realistic and up to date knowledge to the students in the learning context. The iterative process provides a greater understanding and anchoring knowledge through reflection and students' common discussion. The education model, ‘Innopoly’, builds on student-oriented learning, derived in design situations and situated practices. The ambitions to examine innovative practices are redeemed in incorporation of skills applied to manifest an autonomy level of performance and integrity. ‘Innopoly’ carries the outline logics from the innovation process – identification, research, ideation, concept, prototyping, testing and commercialization similar to the value increase as can be back traced to the original game form. The knowledge construction is supported in their performance, behaviour, thinking and reflections during all four phases. The educational prototype ‘Innopoly’ comprises of an inclination model inspired from Bloom’s taxonomy where ambitions is to prepare our students for future challenges.

Place, publisher, year, edition, pages
2011. p. 281-286
Keyword [en]
Design education, Innovopoly, Workshops, Active learning, framework, education platform
National Category
Engineering and Technology
Identifiers
URN: urn:nbn:se:kth:diva-78767Scopus ID: 2-s2.0-84859235295OAI: oai:DiVA.org:kth-78767DiVA: diva2:492855
Conference
13th International Conference on Engineering and Product Design Education E&PDE11. London, UK. 08.-09.09.2011
Note
QC 20120410Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-11-12Bibliographically approved
In thesis
1. Two facets of Innovation in Engineering Education: The interplay of Student Learning and Curricula Design
Open this publication in new window or tab >>Two facets of Innovation in Engineering Education: The interplay of Student Learning and Curricula Design
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Två sidor av innovation inom ingenjörsutbildningen : Samspelet mellan lärande och läroplan.
Abstract [en]

This thesis covers two main perspectives ofinnovation; first, innovation is regarded as an outcome-related mechanism wherelearning is expressed through artefact presentations at the end of adevelopment process; second, innovation comprises a change mechanism in theprocess of student learning, influencing educators to reconsider new methods andpractices. Building on qualitative data from engineering design courses, theaim has been to explore how learning elements in engineering educationinfluence students during early-phase innovation. By implementing andpracticing learning elements, early-phase innovation could strengthen both currentand future engineering curricula, courses, and programmes.This thesis put attention to authentic experiences in which learning elementsis acted upon by students and targeted, defined, and refined by educators.Introducing learning elements need educators to manifest learning efforts moreexplicitly to match students’ capability to interpret new knowledge. Adoptinglearning elements that challenge existing paths of action are characterized by diversity, proactivity, opennessand motivation. For students to excel in the exploration of early-phaseinnovation, it is important to identify when, how and to what extent leaningelements can be reinforced. Thestrengthened understanding by students is mirrored in improved ability to takeaction and apply relevant knowledge in distinct learning situations. Theopportunity to influence student learning provides the design and redesign of curricula,courses and programmes as a prime feature to leaning elements relevant to early-phaseinnovation. To successfully pursue innovation in engineering education abalance is necessary between responsible actors integrating learning elementsand by those determined to learn.

Abstract [sv]

Denna avhandling hanterarinnovation i ingenjörsutbildningar utifrån två perspektiv. Dels studeraslärandeelement som är avsedda att tillägna studenter ökad förståelse kring ettspecifikt område som är relevant för innovationsprocessen, dvs innovation iutbildning, dels studeras utbildningsinsatser som är menade att påverka ochskapa påtagliga förändringar kring studenters lärande, dvs innovation avutbildning. Det senare perspektivet är viktigt för att ompröva och åstadkommanya metoder och arbetssätt. Forskningen bygger på kvalitativa data där studenterslärande har fokuserats kring autentiska utvecklingsprocesser med förankring i tidigutvecklingsfas. Lärandeelement inom tidig utvecklingsfas visar en förstärktförmåga bland studenter att tillämpa sina kunskaper i samspel med de utvecklingsinsatsersom åstadkoms inom ramarna för nuvarande kursplaner, kurser och program. Studenternaslärande visar att det är viktigt att anta ett öppet förhållningssätt där lärandeelementkan definieras, tillämpas och förbättras. I främjandet av innovation behöverlärandeelement vara flexibla och förändringsbara i sättet de introduceras då envarierad grad av kontroll och supportfunktion behöver anpassas till teknologernas kunskapsnivå. Lärandeelement inom utvecklingsprojekt som denna avhandlingstuderat visar att de bör kännetecknas av mångfald, proaktivitet, öppenhet ochmotivation. På vilket sätt och när i tiden det är lämpligt att införa lärandeelementbehöver avvägas noggrant för att på bästa sätt stärka studenternas lärande. Studenternas förstärkta kunskaper avspeglar sig i en ökad kunskapsbas ochförmåga i tillämpning och reflektion av realistiska gemensamma lärandesituationer. Möjligheten till att bättre anpassa läroplaner, kurser och program till specifika behov inom enskilda och ämnesövergripande lärandemiljöer behöver ses över för att bättre tillvarata potentialen bland lärare och studenter. Att införa innovation i utbildningen kräver en balans mellan hurlärare aktivt kan använda lärandeelement och studenternas egen förmåga att själv fatta beslut och agera proaktivt.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2013. p. xiv, 62
Series
Trita-MMK, ISSN 1400-1179 ; 2013:16
Keyword
Engineering education, innovation, design, learning elements, student, change, Ingenjörsutbildning, innovation, design, lärandeelement, student, förändring
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-133898 (URN)978-91-7501-919-2 (ISBN)
Public defence
2013-11-29, B242, Brinellvägen 83, KTH, Stockholm, 10:00 (English)
Opponent
Supervisors
Note

QC 20131112

Available from: 2013-11-12 Created: 2013-11-11 Last updated: 2013-11-12Bibliographically approved

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