COURSE OVERVIEW

1. PREPARATION

IDEATE starts online. Students get two weeks two introduce themselves to other attendees and start exploring the problem. During the pre-stage students develop entrepreneurship-relevant skills of self-presentation, collaborative (self)organisation as well as new-information gathering and (re)organisation in an unknown (interdisciplinary) field.

For this stage a group of (international) mentors sets up a challenge. It’s supposed to be a broad topic, something intriguing or important for the young student’s mind.

Click to read more about the methods and activities in Preparation phase:

2. IDEATION

After 2 weeks of online preparation and collaboration the real thing begins. It’s time for first mobility. Students get together for 5 days.

They learn how to build teams, foster brainstorming skills, learn about idea selection as well as development and self-presentation skills. Supported by mentor guidance and peer review, students assess and apply different methods for gathering and evaluating input information in the process of developing a viable idea. They develop a critical stance towards their own ideas and competencies as well as learn how to best apply and present them in small groups.

These are the activities suitable for the first mobility:

  1. Group creation
  2. Expert talk 
  3. Problem mapping
  4. Persona creation
  5. Brainstorming or/and Brainwriting
  6. Idea Screening
  7. User research

Mobility #1 ends with each team presenting their work to their colleagues and planning the research and testing activities for the incubation phase.

3. INCUBATION

This phase lasts for 2 weeks. Students collaborate online.

After the 5 days of ideation students thoroughly understand the problem scope. Teams are formed. Mentor’s role at this point is to help resolving any team disagreements and dysfunctions. During this stage students will develop project planning skills, international (online-based) team work behaviour, communication skills online, engage in goal-oriented information and reporting (information organisation) skills that foster collaborative responsibility in project-based working environments.

Each student participant has a specific task in the team, students accomplish online (utilizing or at least reporting into the online colaboration tool) their individual user-needs and/or persona analysis and further background research tasks as agreed and planned at the end of the first workshop. Students accomplish and publish the results online in time (at least 3 days prior to second workshop), especially mentioning any changes to the idea due to new findings or developments.

Methods used:

 

4. PLANNING AND PITCHING

The second get-together lasts 5 days.

In this second workshop the students will foster live presentation, argumentation and negotiation skills by first testing and then optimizing these competencies for maximum effect (in a pitching situation). Developing collective responsibility for setting feasible strategies in a complex entrepreneurial setting, they will learn to critically evaluate own and others’ ideas as connected to a larger project process. Based on business-canvas planning an interdisciplinary approach to innovation will be backed by usability and market research.

Kick-off the week with an open discussion about the incubation phase. What have they learned about remote work? What have they learned from their field work and research.

Methods and activities:

 

5. EVALUATION

At the end of the entire course students will reflect on personal performance, assessing their theoretical underpinning of entrepreneurial concepts and practices that lead them to practical involvement into entrepreneurial and innovation processes, and the iterative improvements therein.

Evaluating their own learning progress as well as the work of their peers, students will critically apply both ethical and professional standards, as relevant for contemporary entrepreneurial trends, drawing on the inter-disciplinary and inter-cultural experience of the course. Creating a course portfolio of a learning diary and a reflection text, the students are expected to report on the work done and therein reflect on their learning process, especially within the context of concrete intra-disciplinary entrepreneurship opportunities that have either specifically arisen from the course (group work), or can now be envisaged in their own career pathways.

HOWTO.IDEATE.ME is a toolkit for the IDEATE Intensive Learning Course developed within the IDEATE
Interdisciplinary Entrepreneurial Application for Transforming Education in High Technologies Project in collaboration of 5 partnering institutions:

University of Nova Gorica School of Arts  ·  University of Staffordshire  ·  University of Turku  ·  Vilniaus Verslo Kolegija   ·  D·Labs

This website reflects the views only of the author, and the EACEA/European Commission cannot be
held responsible for any use which may be made of the information contained therein.