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Challenge led learning - building interdisciplinary learning communities for impact.

POWER, Jess (2018) Challenge led learning - building interdisciplinary learning communities for impact. In: CHEAD seminar (invited speaker) Learning, Teaching and assessment: developing creative pedagogic practice and sympathetic organisational structure, 3rd May 2018, Wolverhampton School of Art.

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Item Type: Conference or Workshop Item (Lecture)
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.
Faculty: School of Business, Leadership and Economics > Business, Management and Marketing
Event Title: CHEAD seminar (invited speaker) Learning, Teaching and assessment: developing creative pedagogic practice and sympathetic organisational structure
Event Location: Wolverhampton School of Art
Event Dates: 3rd May 2018
Depositing User: Library STORE team
Date Deposited: 25 Jun 2018 14:38
Last Modified: 12 Feb 2019 15:36
URI: http://eprints.staffs.ac.uk/id/eprint/4563

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