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Digital entreprelearning:
challenges for the 21st century school
Fernando Trujillo SáezUniversity of Granada
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My digital identity http://fernandotrujillo.es
http://blog.fernandotrujillo.es
Let’s invoke the spirit of
Charles Dickens
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It was the best of times,
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it was the worst of times,
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it was the age of wisdom,
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it was the age of foolishness,
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it was the epoch of belief,
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it was the epoch of incredulity,
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it was the season of Light,
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it was the season of Darkness,
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it was the spring of hope,
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it was the winter of despair,
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we had everything before us,
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we had nothing before
us…https://unsplash.com/photos/XnLzP80Nz9Y
in short, the period was so far like the present period.
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We live a time of fuzzy questions and
open answers.
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We live a time of possibilities
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We live a time for critical minds
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Is school a reproductive or a creative system?
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The “reproductive” school was successful
in many respects.
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Particularly at creating a workforce of consumers.
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But we needn’t reproduce the system
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It reproduces itself quite well.
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We need to
improve the
system
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Only a creative school can help us hack the system.
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So, let’s hack the school to hack the system!
Step 1: awareness
& agency
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The problem of learning today is not scarcity of data.
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“Our own neurological limits, which lead us to forgetfulness and oversights, will be supplemented by information systems
designed to support our needs.Two such examples are memory prosthetics - calendar reminders and to-do lists - and social prosthetics, which instantly connect you with your friend who has relevant
expertise in whatever task you are facing.”Eric Schmidt y Jared Cohen. 2014. The New Digital Age. Londres: John Murray, pg. 16.
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Learning is understanding.
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Awareness implies critical literacy and connections.
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But awareness without agency leads to frustration, or worse.
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Agency is the capacity to face a challenge
and take action.
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Agency is an exercise of responsibility and compromise.
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“Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others.
The value that is created can be financial, cultural, or social."
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf
EntreComp: The Entrepreneurship Competence Framework
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“An «entrepreneurial perspective»
can be developed in individuals.
This perspective can be exhibited inside or
outside an organization, in profit or in not-for-
profit enterprises, and in business or nonbusiness activities for the purpose
of bringing forth creative ideas.”
Donald F. Kuratko. 2005. “The Emergence of Entrepreneurship Education: Development, Trends, and Challenges”. Entrepreneurship
Theory and Practice, 29 (5), pp. 577-97.
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“The numbers are stark. Entrepreneurship classes and programs in colleges around the U.S. have quadrupled in the past 25 years. Meanwhile rates of private business ownership for households
under 30 have declined over 60% during the same period. So, the more we teach entrepreneurship,
the fewer young people actually start businesses.”
Andrew Yang, “Why Entrepreneurship Education Does Not Work”, Forbes, February 2016.
There may be structural and cultural
problems but…https://unsplash.com/photos/HUiSySuofY0
“Part of the reason that efforts in entrepreneurship education have failed can be attributed to a
reliance on pedagogical techniques that are not suited to today’s students.”
John A. Dobson, Elizabeth Jacobs and Lisa Dobson. 2017. “Toward an Experiential Approach to Entrepreneurship Education”, Journal of Higher Education Theory and Practice, Vol. 17 (3), 57-69.
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The question is how «entreprelearning»
can be put into practice effectively.
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“Rather than focusing on learning about
entrepreneurship, the experiential methodology
requires that students practice entrepreneurship as part of
class assignments. Students are required to come
up with their own ideas, and then attempt to transform them
into entrepreneurial opportunities.”
John A. Dobson, Elizabeth Jacobs and Lisa Dobson. 2017. “Toward an Experiential Approach to
Entrepreneurship Education”, Journal of Higher Education Theory and Practice, Vol. 17 (3), 57-69.
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Socio-digital PBL
Step 2
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“Why should we be sitting kids down in rows to learn Maths in the abstract
when it is both more engaging and effective to learn it in the real world or through meaningful social activity?”
Mizuko Ito, 2016. “Learning and Literacy”. En Henry Jenkins, Mizuko Ito y danah boyd, Participatory Culture in a Networked Era. Cambridge: Polity Press.
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“In settings of learning, a
whole game is generally some kind of inquiry or performance in a
broad sense.
David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30
It involves problem solving,
explanation, argument, evidence,
strategy, skill, craft.
Often something gets
created - a solution, an
image, a story, an essay, a
model.”
Project Tasks Final Product
David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30
Technologically-oriented and socially-grounded PBL is an effective and
appealing way of promoting awareness
and agency.
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STARTPresentationMotivation
INDUCEMENTQuestionProblem
ChallengeSEARCH FOR INFORMATION
Inside: Learners’ previous knowledgeOutside (I): People
Outside (II): Primary and Secondary Sources
INFORMATION MANAGEMENT
Filtering informationCritical reading
Synthesis
PRODUCTIONSolving the question/problem/challenge
Creation of the final product DISSEMINATIONInside & outside the learning
space
DYNAMIC
ASSESSMENT
MOTIVATION/INDUCEMENT AND FINAL PRODUCT
THE PBL CANVAS
Which competences does the project promote?
KEY COMPETENCES
Which elements of the curriculum is the project related to?
RELATION TO THE CURRICULUM
Which assessment strategies and tools will the project include?When will they be used?
ASSESSMENT
Which question/challenge/problem moves us to act and learn?Which final product will be created?
Which tasks will be performed to achieve the final product and solve the question/challenge/problem?
TASKS
Which people must get involved in the project?Which material resources are
required for the project?
RESOURCES
Which ICT tools or services are required for the project?
ICT TOOLS/SERVICES
The PBL Canvas is a brainstorming template published by under a Creative Commons license(Original design: Miguel Ariza @maarizaperez y Antonio Herreros @aherrerosvega) Available at http://conecta13.com/canvas/
How can we make our project known inside and outside our school?
How will you group the students?How will you organize the space?
DISSEMINATIONGROUPING
http://conecta13.com/canvas/
“Thinking and learning always develop in a sociocultural context. We may think of problem solving as very much “in the head”,
but usually it gets considerable support from interpersonal interactions (conversation, mentoring, critiquing),
group enterprises (teamwork, professional organizations, projects) and cultural artifacts (language, computers, writing, desks, books).”
David Perkins, 2009. Making learning whole. San Francisco, Jossey-Bass, pg. 172.
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Digital Artifacts
http://artefactosdigitales.comIconos: thenounproject.com
ebooks presentations mind maps wiki augmented reality
video animations digital music robots podcast
Digital Artifacts
Digital Artifacts
http://artefactosdigitales.comIconos: thenounproject.com
screencasts digital posters timelines digital
photography
geotagging infography statistics and reportscartoons app
design
Step 3:
Design-Think the
Challenge
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Facing a twisted (social)
challenge
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Content curation and critical literacy
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Prototype culture
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Design PrinciplesTrust your group Trust the process Trust the community
Share your prototype 1. draw/write; 2. speak Time is a limited resource.
Divergence <> convergence Try & Test1. map; 2. prototypeMapping implies research and imagination
Prototyping implies design and testing cyclesRemain open at divergence.
Remain positive at convergenceShare your ideas. Try your ideas and draw conclusions.
Projects as memorable
experiences
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Teachers as designers of
learning situations
“I believe that education is a
process of living and not a preparation
for future living.”
John Deweyhttps://unsplash.com/photos/Gcl6jcB1r9g
http://dewey.pragmatism.org/creed.htm
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