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Category: Danish

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Purpose/goal

  • To enrich experience of Initial Teacher Education students on how Entrepreneurship Education activities for primary students can be developed.
  • To work directly in the classroom with primary students or integrate the platform into subjects’ lessons.

Material

http://www.pinigenai.lt/

Duration

The platform provides lots of opportunities for games, so duration can vary depending on needs.

Description

“Pinigėnai” is a fun, educational game for children aged 5-9 and young people. "Pinigėnai" helps to introduce children to the most important principles of earning and spending money and to explain their value in a fun and interesting way. This website and the tasks on it are designed to help teach children how to handle money properly. In addition, most tasks can be a great basis for conversations and discussions with children about money and decisions related to real-life situations. “Pinigėnai” is a Lithuanian version of the educational game Moneyville, created by the Danske Bank Group in cooperation with experienced experts. “Pinigėnai” is part of Danske Bank's financial literacy program to develop basic financial skills for children and young people. The “Pinigėnai” website can be used by anyone. Since the game was launched in 2008, within three years users have registered more than 575 thousand times on the website of the game "Pinigėnai" and the total number of logins was approaching 2.5 million. In eight countries, the game attracted more than 5.3 million users, who logged in 20 million times and spent 90 million minutes in the game. Lithuanian game “Pinigėnai” and it’s version in other languages – Moneyville, has iPad and Android apps available too.

Language(s)

Pinigėnai is awailable only in Lithanian

For other than Lithuanian language users: http://www.moneyville.co.uk/laerer-about-pengeby Moneyville – English, Irish,  Swedish, Danish, Norwegian, Estonian, Finish.

Published on

Purpose/goal

  • To give an idea for Highier Education Institutions with Initial Teacher Education how EE can be implemented as it shares practical recommendations.
  • To share good experience from different Europen countries, linked to particular Higier Education Institutions, as contact details of responsible people are provided, it is suitable for making new parnerships and for building a national or international network.

Duration

A hundred pages to read a full guide.

Material

http://ec.europa.eu/DocsRoom/documents/7465/attachments/1/translations

Description

Abstract:

In 2012, DG Enterprise and Industry and DG Education and Culture initiated two transnational events targeting teachers’ preparation for entrepreneurship education. The events took place in May 2012 (Dublin, Ireland) and in September 2012 (Brdo, Slovenia). The aim of the events was to bring together actors involved in teacher education and training in entrepreneurship to present good practice, exchange ideas and learn from each other. About 170 delegates from more than 30 countries — European Member States as well as accession countries and partner countries — took part in the two events. Experts presented frameworks and guidelines; and practitioners from schools, teacher training institutions, non-governmental organisations (NGOs) and training providers showcased their methods, programmes and projects. Innovative ideas were explored and discussed in workshops and group working sessions. Altogether, a wide variety of areas of action regarding the implementation of entrepreneurship education in teacher education was covered. This guide aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the success factors of the examples, and provides contact details for more information. Building on this, it provides a selection of practical recommendations developed as a result of the events, hoping to inspire practitioners to take action and continue with their own activities to enable teachers for entrepreneurship education.

Language(s)

20 european union languages, including English, French, German, Spanish, Lihuanian, Swedish, Danish, and Duch.

Published on

Purpose/goal

How can you transform a bottle of water into something that has value for other people?

Duration

3-4 hours

Material

A plastic bottle with water to each group (½ a liter)

Description

How can you create value for others?

In groups of 3-4 persons you must discuss what you will do with the bottle. First you discuss these 2 questions: What is Entrepreneurship as a mindset? What does transformation mean?

Talk about the process. Create and facilitate a creative and entrepreneurial space. Use each other’s skills and competences, and use the surroundings and get out of the room! Come back with a product and present it for the group! You have 1 hour in the group!

Language(s)

English and Danish

Published on

How can trash be used to create new plants? To experience the potentials of trash in a new setting.

Purpose/goal

Trash used to create new potatoes- and tomatoes

Duration

15 lessons plus a growing season of 3 months

Materials

Old potatoes, overripe tomatoes, containers, plant soil, old boards, nails, hammers, saws.

Description

The students make germination boxes from old tins and take care of the germination of plants till they are ready to be replaced in plant containers made from trash wood. The students experiment with watering the plants and take care of them for 3 month or until they will be able to cook a nice soup from their own products. If they create a window in the container they can see, how potatoes develop.

Languages

Danish and English

Published on

Purpose/goal:

Learn how to transform themes from an exhibition into a teaching material. The purpose is to challenge the students to see opportunities and new ways of teaching by using innovative approaches.

Duration:

16 lessons

Materials:

Eksperimentarium (museum), every place and everything you can think of in order to develop a new teaching material.

Description:

Based on the visit at the Experimentarium or similar museum, you must choose one of the themes from the exhibition.

  1. Describe following exhibition and turn it into a teaching material for a chosen level of age (feel free to choose between all classes from 1st to 9th Grade)
  2. Describe your teaching material, which could be a task, game, treasure hunt, project etc. Explain how this material efforts entrepreneurial thinking, what parts of the entrepreneurial process is this material focusing on, what age group it is made for, what subjects could be implemented when using this material, how do you set goals,
    how will this material encourage the teaching differentiation and other didactical issues of interest. In other words you have to write a teacher’s guide to the material you have made!
  3. Make a lesson plan for specific subject(s) (choose what subject(s) you want to implement yourself). The teaching material you have made has to be implemented in the lesson plan. The lesson plan has to contain:
  • learning objects and goals (academic and/or social goals)
  • a specific key-stage-level
  • a specific theme
  • the teaching material you have made
  • description of the exercises
  • description of how the pupils are to work
  • description of how you would evaluate this lesson plan
  1. Explain how this lesson plan teaches entrepreneurial skills e.g. by making use of given theoretical background knowledge about Social Entrepreneurship
  2. Write 6-10 pages each group

Language:

Danish and english

Published on

Purpose/goal

Build your challenge without words! The purpose of this activity is to learn to collaborate without too many words.

Duration

30-60 minutes

Material

Spaghetti and marshmallows

Description

Are you planning a teaching material with an innovative approach or are you making a lesson plan with entrepreneurial thinking? Here you will have a chance to develop creativity and innovation and generate new ideas in a different way. You will learn to design and develop new educational products (resources) using a different kind of materials, in a very creative way and to reflect on the use of everyday material in you teaching.

Languages

Danish and English

  • How can we teach the children to build a bridge?

Published on

Purpose/goal

  • To develop new ideas or thoughts - regardless of the task/problem.
  • The same process that leads to radical innovation will also enhance self-esteem and thus the joy of participation by the individual human. Therefore, the Creative Platform can both be used for innovation, development of job satisfaction through higher self-esteem and in any situation where new thoughts or ideas are needed. 
  • The Creative Platform can be used for teaching creativity, creative teaching in all subjects from primary school to PhD level, developing self-esteem, generation and development of ideas for new products, services, organizational setups, marketing plans, what to do in the weekend, where to go for holiday or any other context where a new idea or thought is needed in a group.

Duration

It depends on the modules and/or activities you decide to implement. There are activities for minutes or modules to be developed during weeks.

Material

The Creative Platform (University of Aalborg)

Other related links:

CECI Youtube channel.

CECI issuu

Description

The Creative Platform is a paradigm for unlimited application of knowledge in processes. It is practiced by a creative process in groups. Through the creative process humans develops an ability to be themselves - thus freeing them from limitations of disciplinary (academic/professional), social or cultural character.

The basic element of a creative process is the idea. An idea is a unique situation-specific representation of knowledge - and the process consists of ideas - on ideas - on ideas until the solution in the form of a product, project, procedure, an appointment, idea concept, a professional understanding or course of action is a reality.

The Creative Platform is an approach for teaching creativity and/or running creative processes. It is the idea of an ideal mental workplace for interdisciplinary, inter-social and intercultural groups. On the platform it is possible for professionals from all kinds of disciplines and cultural backgrounds to unlimited apply their knowledge for solving a common task/problem. Therefore The Creative Platform is a learning environment, where people apply their knowledge unlimitedly to create new knowledge constructions in terms of ideas for products, services or new perspectives on their thinking.

As a didactic approach the creative platform forms a shift in paradigm compared to most didactic approaches. While the core in traditional didactic approaches is about reflecting experiences
 or literature, the core in The Creative Platform is about engaging in the experience of creatively creating something together with other people. This notion builds on the premise that only through total engagement it is possible to let go of the dominating patterns of thinking that are bound by disciplines, social structures and cultural traditions.

Examples of application ranges from organizational development, product/service development, teaching creativity at all levels of education, creative teaching at all levels of education, cross disciplinary work, self-esteem development and much more. In the video below you can see an introduction to The Creative Platform.

6-PHASE MODEL

The process on The Creative Platform and the work done on it always follow the same phases - no matter what the purpose might be:

1. Preparation for facilitating the process, composition of participants, physical frames and writing down a minute-by-minute program of the process
2. The Red Carpet is a ritual in which participants get onto The Creative Platform and have the motivation, concentration and confidence to engage in the process
3. The problem/task is presented briefly and without professional/academic input of any kind
4. Idea development is where knowledge is applied unlimited in a creative generation and development of solutions for the problem/task

5. Professional/academic input is brought into the process when we have found a direction/an idea that we want to develop further
6. The Blue Carpet is a ritual in which participants are taken down from The Creative Platform and will be prepared for the ordinary world again

3D CASES

The process includes a number of 3D cases from the 3D Didactic. These exercises provide a change in behavior and thinking of the participants needed on The Creative Platform. The 3D cases are context independent. A process consists of alternating 3D case - working on task/problem - 3D case - working on task/problem, and so on. Therefore, the 3D cases are only used to create a specific behavior and thinking that is needed for the following work on task/problem – a bit like a training before doing. You can read more about 3D didactic in by following the link "3D Didactic" in the menu on the right.

PRINCIPLES

The entire process of The Creative Platform including 3D cases, the work on task/problem, the 6-phase model and everything else - are uncompromisingly following four fundamental principles:

All have the same kind of thinking and behavior at all times (parallel thinking)
One should only focus on the task (task focus)
There should be no experience of judgement (no experienced judgement)
Stimulating the use of all kinds of knowledge (horizontal thinking)

BEFORE USING THE PLATFORM

It would be a good idea to familiarize yourself thoroughly with it before you start. A good idea is to experiment with using it in situations where you have only little at stake. The more confident you become about using it, the more your participants will understand, feel it and eventually get onto The Creative Platform. In the menu "The Creative Platform" under "What is it" (https://www.uka.aau.dk/The+Creative+Platform/What+is+The+Creative+Platform/) you will find videos and literature to read before you start using it. The Creative Platform uses the 3D Didactic as an important part of the processes. It would be interesting to study this concept further. You can find more information on the 3D Didactic in the menu "3D Didactic" (https://www.uka.aau.dk/3D+Didactic/) .

There are process modules and tools for processes that are available in the menus "The Creative Platform" under:

* "Process modules": All processes (courses) on The Creative Platform are made by mixing standard modules in different ways. This means that one can make a course on creativity by mixing the modules in one way, an innovation process by mixing in a different way and a completely third mix can create a process for self-esteem development, and
* "Tools for processes": In the following you can find the tools needed for using The Creative Platform yourself. All materials are open source and you are allowed to print/copy as many as you would like for private/organizational use, however, you are not allowed to print/copy for sales.

See https://www.uka.aau.dk/The+Creative+Platform/

Language(s)

  • English
  • Danish