A Toolkit of Teaching Techniques Case Examples : 24 hour interdisciplinary (Design) Challenge (QAA1,2,3,6), Enhancing the Curriculum (ETC)

Power, EJ ORCID: https://orcid.org/0000-0002-0048-0927 2016, A Toolkit of Teaching Techniques Case Examples : 24 hour interdisciplinary (Design) Challenge (QAA1,2,3,6), Enhancing the Curriculum (ETC) , Project Report, ETC Toolkit.

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Abstract

To develop an interdisciplinary network of exchange which promotes innovation, design thinking, new-product development. Bringing together a students from across the University, who value innovative thinking, ideas generation and interdisciplinary working as part of their student experience.

Item Type:	Monograph (Project Report)
Additional Information:	This submission contains three main elements: firstly a book chapter (2018), containing original primary analysis gathered over a project spanning 6 years. This presents a case-study of the Innovation and Creative Exchange (ICE) which uses the concept of challenge-led learning to enable Undergraduate (UG) students to co-create knowledge and form knowledge communities/exchanges leading to the developments of skills and attributes associated with employability, enterprise and entrepreneurship. This chapter presents a blueprint for experiential learning in practice through employing interdisciplinary wicked challenge-led learning opportunities as part of the Higher Education (HE) UG experience. This research demonstrates the value and impact of learning-by-doing and learning through reflection-on-doing the key elements of experiential learning in practice. The book chapter is supported by a journal publication of the case study 92016) and recognition from the HEA in a practice based publication of sector nest practice (2014). There is a plethora of conference proceedings and publications to support dissemination of the impact from this practice-based research.
Schools:	Schools > No Research Centre
Publisher:	ETC Toolkit
Depositing User:	USIR Admin
Date Deposited:	19 May 2022 08:35
Last Modified:	17 Aug 2022 09:00
URI:	https://usir.salford.ac.uk/id/eprint/63840

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