ERG SES H 11, ICT and Education
Earlier research within the field of education, entrepreneurship education and beyond imply that emotions have a major impact on learning motivation, self-regulation and identity building (Cope 2003, 2005, Efklides and Petkaki 2005, Efklides and Volet, 2005, Gibb 2002, 2010, Heron 1992, Mezirow 1991, 2006, Pekrun 2005, Pekrun et al. 2007, Pintrich 2004, Pintrich and Zusho 2007, Pittaway and Cope 2007, Pittaway and Thorpe 2012, Arpiainen et al. 2013). Even more, there is evidence that emotions develop in social context, but not enough about how this process could be supported to enhance students’ learning, or how negative emotions could be turned into productive use (Efklides and Volet 2005, Pekrun 2005). Also, Cope (2003) calls for more research on the social dimension of the learning process and its relation to emotional intensity, as this has an impact on reflection and learning.
Another important aspect of entrepreneurial learning is creativity that can contribute to the creative problem solving and generating new useful things. Sawyer (2012) calls for more research which results would contribute to better understanding about how the ability to generate new and useful things can be increased. He also (Sawyer, 2012) states that it is important to understand how collaborative creativity can be enhanced (pp. 429-430).
In our presentation we investigate links between emotions and learning in an International and multidisciplinary entrepreneurial learning course. The data was gathered using learners’ reported experiences through personal online daily logs. The focus of learning in three week long intensive course was to enhance creative thinking and innovation and deliver real-life projects to the selected companies. As this kind of learning process constantly brings students out from their comfort zone it also involves considerable amount of both positive and negative emotions.
-What kind emotions and aspects of collaborative learning enhance learning?
-What kind emotions and aspects of collaborative learning impede learning creativity?
-How do these aspects of learning contribute to collaborative creativity, i.e. affect the ability to generate new things?
Context of the study
The studied Erasmus Intensive Program, part-funded through an Erasmus IP Grant, „Creative thinking & innovation“ took place during June 10th to 28th 2013, at the University College Dublin, Dublin, Ireland. The aim of this three week Intensive Program was to help multi-disciplinary teams access their innate ability for independent creative thinking and innovation, in its broadest sense, and to aid them in discovering the potential for the development of their new ideas in a multidisciplinary team environment. The course consisted of two separate parts: 1) students’ acquisition of creative thinking skills throughout a 5-day intensive creative workshop, and 2) two weeks long professional placement, where students worked on solving real world problems for real companies using the skills they had learned during the first week of the course.
During the first week, a series of exercises concerning students' creative thinking skills, problem solving skills, teamworking skills, design thinking and lateral thinking abilities were developed. Throughout the process, students were introduced to techniques and tools of creative thinking, problem solving and design thinking and they were encouraged to use all of these in their work. They also learned about teamwork and how to construct an effective team. Verbal communication of ideas was developed through in-class presentation of solutions.
During the second and third week, students were working on solving real world problems for selected companies using the skills they had learned in week one.
The assessment of the module took place on completion of the placement and after the submission of reports from both the student and the employer.
Cope, Jason (2003) "Entrepreneurial Learning and Critical Reflection". Management Learning, 34, 429-450. Cope, Jason (2005) "Toward a Dynamic Learning Perspective of Entrepreneurship." Entrepreneurship Theory and Practice, 29, 373-397. Efklides, Anastasia and Chryssoula Petkaki, (2005) "Effects of mood on students’ metacognitive experiences." Learning and Instruction 15, 415-431. Efklides, Anastasia and Simone Volet (2005) Editorial: "Emotional experiences during learning: Multiple, situated and dynamic." Learning and Instruction, 15, 377-380. Gibb, Allan (2002) "In pursuit of a new "enterprise" and "entrepreneurship" paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge." International Journal of Management Review, 4, 3, 233-269. Gibb, Allan (2010) "Concept into practice: meeting the challenge of development of entrepreneurship educators around an innovative paradigm." The case of the International Entrepreneurship Educators Programme (IEEP). International Journal of Entrepreneurial Behaviour & Research, 17, 2, 146-165. Heron, John (1992) Feeling and personhood. London: Sage. Mezirow, Jack (1991) "Transformative dimensions of adult learning." San Francisco, CA: Jossey-Bass. Mezirow, Jack (2003) "Transformative learning as discourse." Journal of Transformative Education, 1(1), 58-63. Mezirow, Jack (2006) An overview of transformative learning. In Lifelong learning: Concepts and contexts. Peter Sutherland and Jim Crowther, eds. 24-38, New York: Routledge. Pekrun, Reinhard (2005) "Progress and open problems in educational emotion research." Learning and Instruction, 15, 497-506. Pekrun, Reinhard (2006) "The control-Value Theory of Achievement Emotions: Assumptions, Collakries, and Implications for Educational Research and Practice." Educational Psychology Review, 18, 315-341. Pekrun, Reinhard, Anne C. Frenzel, Thomas Goetz and Raimond P. Perry (2007) The Control-Value Theory of Achievemnt Emotions: An Integrative Approach to Emotions in Education. In Emotions in Education. Paul Schutz and Reinhard Pekrun eds.13-36, Elsvier Inc. Pintrich, Paul, R. (2004) "A Conceptual Framework for Assessing Motivation and Self-Regualted Learning in College Students." Educational Psychology Review, 16, 4, 285-407. Sawyer, Keith (2012) Explaining Creativity: The Science of Human Innovation Oxford University Press.
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But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
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