Eight educators from Metropolitan University College and the University of Copenhagen have just completed the course in incorporating health challenges into teaching and are now preparing to put their new knowledge into play.
It is the third and last day of the course, and the participants are eagerly debating. The past two days they have listened to presentations and participated in workshops on incorporating innovation and entrepreneurship into their own teaching. Now they are bringing their new knowledge into play while discussing how to act as educators in this new context.
Students are presented with challenges from practice
The participants from Metropolitan University College will all be teaching a cross-disciplinary course on People with Cancer. Here 35 of the 140 students will receive a different form of teaching focussing on innovation. The students will be presented with a challenge from practice on the subject People with Cancer, and during a ten-week period they will work on the challenge and spend four days at a practice institution.
From expert to FaciliMaster
The educators therefore focus on getting a more facilitating role and not having to know everything, but instead being able to support the students and assist them in their innovation process.
‘I do not like the word facilitator. It sounds like there are no boundaries. On the other hand, the boundaries should not be too narrow – there must be room for innovation through working with solutions’, says one of the participants. After some discussion, they agree that they will function as FaciliMasters – a combination of facilitator and game master – which indicates planned facilitation within a framework that is not too specific, but where there is room for playing with crazy ideas.
Presentations by all knowledge institutions
Over the past three days the educators have listened to presentations by a diverse group of experts, each of whom has offered their unique professional approach to innovation and entrepreneurship. In the true spirit of CHI, the experts have come from both the University of Copenhagen, Copenhagen Business School, the Technical University of Denmark and Metropolitan University College to inspire the educators to consider the new methods used in the course. And it has worked. The educators are happy to have gained insight into other perspectives: ‘E.g. coupling ideas and value creation was new to me. But taking real life as one’s starting point and considering value creation in that context is quite interesting’, says another participant. The others agree, adding that the combination of educators from Metropol and the University of Copenhagen have provided valuable inputs and external perspectives.
Great insecurity replaced by practical insight
Innovation Consultant at Metropolitan University College Werner Sperschneider, who is an integrated part of CHI, is responsible for the course. He says that the educators showed great insecurity on the first day with regard to incorporating innovation into their teaching. But they have become more comfortable with that reality. One of the participants adds: ‘The course has shown us how to do it in practice. And that it may not be such a radical change, but instead an adjustment of some of the things we are already doing’, she says.
The educators from Metropolitan University College will introduce innovation in the form of a challenge from practice into their teaching in the course People with Cancer, which runs from February to April.