Pedagogical Approaches

students
All the six pedagogical approaches in project IMPROPAL aims at increasing students’ responsibility for their own learning through the use of innovative pedagogical approaches. In the front of the picture you see Julian Fijma och Elise Ostenbrink, students from Windesheim, participating in the Cluj Napoca meeting in June 2017. Photo: Björn Egertz.

 

Intellectual Outputs in project IMPROPAL

Project IMPROPAL produced six Intellectual Outputs in form of description, guidelines for implementation and good practice examples of six innovative pedagogical approaches that can be used by teachers, schools, education institutions or other stakeholders in education, for increasing students’ responsibility for the own learning, in line with the application and project planning.

The pedagogical approaches are: flipped learning (IO1), entrepreneurial approach to learning (IO2), co-creative learning (IO3), (international) project work (IO4), coaching and counselling (IO5) and formative assessment (IO6).

Each Intellectual Output is described more in detail below:

Flipped learning (Intellectual Outputs 1, IO1)

Entrepreneurial learning (IO2)

Co-creative learning (IO3)

Project work (IO4)

Counselling and Coaching (IO5)

Formative assessment (IO6)

In those cases where it was applicable, the Intellectual Output also contains suggestions for evaluation forms and other qualitative assessments of the efficiency, suitability, implementation needs and the nature of expected results (impact).

The total result of the implementations performed by project partners during project duration, was called Toolbox and it is both uploaded in the Erasmus+ Project Results Platform (EPRP) and on the project website.

The Toolbox for teachers and other stakeholders in education can also give an idea about how entrepreneurship and the training of entrepreneurial skills of students looks like at the moment from an educational viewpoint, locally at the partner institutions, regionally or nationally and at a European level, as well as how entrepreneurship and training of entrepreneurial skills is implemented at different educational levels.

All partners in the project IMPROPAL, through the teachers and managers involved in the project, were developing local subprojects and had local project teams, where the pedagogical approaches listed above were discussed, tested or implemented, according to the project methodology. Documentation about these efforts are the core of the Intellectual Outputs and the regular disseminations about experiences and/or results, done by project partners, are the main tools used in IMPROPAL for impact and transferability.

Of course it is important to uphold that much more insights, knowledge and experience than it was possible to gather and document for the purpose of the toolbox, much more is to be expected and found within the project partner institutions. The real impact of the pedagogical approaches tested or tried out, is yet to be evaluated, as they mainly produce long term effects in the study life of students, their work life after the studies or in their lives in general. Also, the long term effects over the staff working with the pedagogical approaches, when it comes to didactical and methodological choices in the future, is expected to have bearing on the participation in project IMPROPAL, due to the fact that many teachers felt inspired or became even more determined to more thoroughly inspect the educational possibilities and benefits of the proposed pedagogical approaches in project IMPROPAL.

Through the dissemination activities related to the Intellectual Outputs, participants in project IMPROPAL hope to have produced an impact locally, regionally, nationally and at European level, in terms of exemplifying the benefits of an entrepreneurial approach to the education system, based on creating value and empowerment for the students.

The transferability of the pedagogical approaches that project IMPROPAL was concerned with, is enforced and ensured by the total openness regarding resources, try-out methods, staff and institutions involved in the project, etc. through the webpage.


Disclaimer: All content in this document reflects the author's view and the NA and the Commission are not responsible for any use that may be made of the information it contains.