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CUC 2016 - Playful teaching or "learning by doing"
Autori: Paula Josić, Fontys University of Applied Sciences; Maike Hajjoubi, Fontys University of Applied Sciences; Paul Scholey, Fontys University of Applied Sciences
Playful teaching or "learning by doing"- An example of two practical university projects at Fontys University of Applied Sciences in the Netherlands
CUC 2016, Rovinj, 9. studenoga 2016.
This paper aims to share two best practice learning arrangements currently taught at International Business and Management Studies here at Fontys Venlo, in the Netherlands. These courses may be considered to exemplify best practices in the domains of interactive learning and playful teaching, elements which are at the very heart of Dutch higher professional education. These two (first and second year) learning arrangements are called Project Business Plan and Project Mini Company. These courses are interrelated, being stepping stones along the same learning line. Learning outcomes are achieved primarily by means of interactive learning activities and playful, student-centered, task-driven teaching. Concerning Project Business Plan, you will read in this paper about how students form their own project groups, how they develop their own product ideas using interactive brainstorming techniques, and how they pitch their own products so as to convince other project groups of the value and feasibility of their product ideas. Concerning Project Mini Company, you will read about how students actually design, develop, produce, market, and sell their own products almost completely on their own. As a closing statement, extended teaching experience has shown to us that students simply adore highly interactive, high stimulation, business simulations in which students are allowed free reign to do their own thing within a semi-secured “play” environment. Herein, simulation and play-elements are ubiquitous throughout. In this paper, we hope to truly inspire and encourage you to take the perhaps daunting but highly rewarding leap towards incorporating similar project-based, student-centered simulation activities within your own teaching environments.
Playful teaching or "learning by doing"- An example of two practical university projects at Fontys University of Applied Sciences in the Netherlands
CUC 2016, Rovinj, 9. studenoga 2016.
This paper aims to share two best practice learning arrangements currently taught at International Business and Management Studies here at Fontys Venlo, in the Netherlands. These courses may be considered to exemplify best practices in the domains of interactive learning and playful teaching, elements which are at the very heart of Dutch higher professional education. These two (first and second year) learning arrangements are called Project Business Plan and Project Mini Company. These courses are interrelated, being stepping stones along the same learning line. Learning outcomes are achieved primarily by means of interactive learning activities and playful, student-centered, task-driven teaching. Concerning Project Business Plan, you will read in this paper about how students form their own project groups, how they develop their own product ideas using interactive brainstorming techniques, and how they pitch their own products so as to convince other project groups of the value and feasibility of their product ideas. Concerning Project Mini Company, you will read about how students actually design, develop, produce, market, and sell their own products almost completely on their own. As a closing statement, extended teaching experience has shown to us that students simply adore highly interactive, high stimulation, business simulations in which students are allowed free reign to do their own thing within a semi-secured “play” environment. Herein, simulation and play-elements are ubiquitous throughout. In this paper, we hope to truly inspire and encourage you to take the perhaps daunting but highly rewarding leap towards incorporating similar project-based, student-centered simulation activities within your own teaching environments.
