Inspiring a Self-Reliant Learning Culture while Brewing the Next Silicon Valley in North Wales

Palego, Cristiano; Pierce, I.

doi:10.3390/educsci10030064

Cited by 5 publications

(4 citation statements)

References 19 publications

(23 reference statements)

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“…Therefore, it is argued that a clear documentation of the thinking processes can be used to prevent these issues. This can also help prevent "freeloading" behavior, which creates a negative learning environment and assesment issues for student teams [46].…”

Section: B Instructional Practicesmentioning

confidence: 99%

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

et al. 2023

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This study provides evidence for the benefit of short online courses for the transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students' learning quality and professionalism.Background: Developing wearable and collaborative robots require industry collaboration and transdisciplinary competence. Industry's involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices.Intended Outcomes: This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students' learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course.Application Design: Thirty-one graduate students of engineering, industrial design, and health fields from four countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students' experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations.Findings: Students' knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students' high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within five days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates'

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Section: B Instructional Practicesmentioning

confidence: 99%

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

et al. 2023

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“…This constituted the 'summative peer assessment' step of the TBL model (see Figure 1). Although the use of Web-PA is not common in the engineering education literature, it has demonstrated to be a reliable instrument to measure the contribution of individual students in teamwork activities (Stevenson, Seenan et al 2012, Palego andPierce 2020). The use of peer-assessment has been deeply discussed by Planas-Llado et al, who found that teams that viewed their team as functioning best distributed equal scores among their teammates in peerassessment exercises (Planas-Lladó, Feliu et al 2020).…”

Section: Data Collectionmentioning

confidence: 99%

Team-based learning: an ethnicity-focused study on the perceptions of teamwork abilities of engineering students

Beneroso

Erans

2020

European Journal of Engineering Education

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Higher Education Academy (SFHEA) and has completed a Postgraduate Certificate in Higher Education, awarded by the University of Nottingham in June 2019. Currently, he is one of the heads of education and student experience at the department. Daniel is interested in promoting a system engineering perspective of engineering education with a clear mission to catalyse the development of key-drivers to support institutions to become future successful leaders in engineering education. Areas such as global engineering education, curriculum development or multidisciplinary learning through innovative and humanised learning experiences are of his personal interest.Dr Maria Erans is a postdoctoral researcher at the University of Nottingham with a special interest in energy generation/utilisation, material science and mechanical design. She has worked across several international institutions in Stuttgart (Germany), Naples (Italy) and Cranfield (UK). She is an Associate Fellow of the Higher Education Academy (AFHEA) and has been supporting the implementation of active collaborative learning pedagogies at the

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“…While the emergence of Brainport-Eindhoven as a deeptech ecosystem has not gone unnoticed [2,[8][9][10], a clear account of how and why this region arose as a globally leading hotspot is not yet available. Such a descriptive account would be valuable because the Eindhoven region's setting and history appear to be fundamentally different from those of Silicon Valley, the global benchmark for developing technology-driven ecosystems [11][12][13]. As such, the Eindhoven region has the potential to provide the archetype of a collaborative ecosystem, one that may provide an alternative to the "winner-takes-all" entrepreneurial culture of Silicon Valley [14,15].…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, the three structural conditions previously outlined appear to be highly complementary in supporting and enhancing the collaborative ecosystems needed for deeptech value propositions. These conditions also turn the Eindhoven case into an interesting benchmark, one that is fundamentally different from Silicon Valley, the global benchmark for technology-driven ecosystems [11][12][13]. As such, the Eindhoven region has the potential to provide the archetype of a collaborative ecosystem, as an alternative to the "winner-takes-all" and short-cycled entrepreneurial culture of Silicon Valley [14,15].…”

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confidence: 99%

Against All Odds: How Eindhoven Emerged as a Deeptech Ecosystem

Romme

2022

Systems

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The Brainport-Eindhoven region has developed into a leading location for deeptech entrepreneurship in Europe. Against all odds, it has transformed itself from a region that heavily depended on the multinational company Philips, into a diverse and fast-growing deeptech ecosystem. While this success has not gone unnoticed, there is not yet a clear account of how and why the Eindhoven region emerged as a global hotspot for deeptech innovation and entrepreneurship. Moreover, such an account might provide an exemplary model of a collaborative ecosystem, one that provides an alternative to the “winner-takes-all” entrepreneurial culture of Silicon Valley. This essay explores the performance of the Eindhoven region in terms of three structural conditions. First, the focus on deeptech R&D and entrepreneurship appears to be deeply rooted in the region’s history as well as strong competencies in systems engineering, design thinking, and multidisciplinary collaboration. Second, a collaborative approach to regional policy gives industrial, academic, and governmental actors a correlative position in its “triple helix” governance. Finally, the Eindhoven region benefits from a systemic approach toward co-locating R&D and entrepreneurial activities on five campuses. Overall, the huge complexity of deeptech systems and products apparently requires a truly collaborative approach at all levels of the entrepreneurial ecosystem.

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Inspiring a Self-Reliant Learning Culture while Brewing the Next Silicon Valley in North Wales

Cited by 5 publications

References 19 publications

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

Team-based learning: an ethnicity-focused study on the perceptions of teamwork abilities of engineering students

Against All Odds: How Eindhoven Emerged as a Deeptech Ecosystem

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