Sammanfattning
INCREDIT aims to make deep tech more approachable for both students and educators across Europe, creating more opportunities for students to connect with the deep tech sector, supporting deep-tech start-ups, and driving innovation within the field.
Experiential and problem-based learning are central to the mission and goals of INCREDIT. Problem-based learning (PBL) is a form of experiential learning, where students work in teams to solve real-world challenges. In PBL, a group of students are assigned a real-world and ill-structured problem, and students must work together to develop a solution. The work is largely self-directed and reflexive, requiring students to engage in “collaborative elaboration and questioning”. In large part due to this student-centred approach, PBL has been shown to stimulate learning, autonomy, and adaptability, as well as the development of problem-solving, research and collaboration skills. By engaging in PBL, the consortium aims to introduce students of multiple backgrounds (both tech and non-tech) to deep tech organizations and the challenges they face. Through PBL, students and educators (taking on the role of ‘mentor’) engage deeply with deep tech, building knowledge through preparatory background research and first-hand engagement with project partners. PBL has been shown to create value for both students, in terms of skills and experience, and also for the industry partners as it can lead to changes, as well as innovation, in tools and practices used by the organization and strengthen connections to academic partners.
By connecting HEIs (Higher Education Institutions) practising experiential and interdisciplinary learning with industry partners and start-ups, INCREDIT develops knowledge and skills relevant to deep tech, bolstering the employment pool for the deep tech industry.
Experiential and problem-based learning are central to the mission and goals of INCREDIT. Problem-based learning (PBL) is a form of experiential learning, where students work in teams to solve real-world challenges. In PBL, a group of students are assigned a real-world and ill-structured problem, and students must work together to develop a solution. The work is largely self-directed and reflexive, requiring students to engage in “collaborative elaboration and questioning”. In large part due to this student-centred approach, PBL has been shown to stimulate learning, autonomy, and adaptability, as well as the development of problem-solving, research and collaboration skills. By engaging in PBL, the consortium aims to introduce students of multiple backgrounds (both tech and non-tech) to deep tech organizations and the challenges they face. Through PBL, students and educators (taking on the role of ‘mentor’) engage deeply with deep tech, building knowledge through preparatory background research and first-hand engagement with project partners. PBL has been shown to create value for both students, in terms of skills and experience, and also for the industry partners as it can lead to changes, as well as innovation, in tools and practices used by the organization and strengthen connections to academic partners.
By connecting HEIs (Higher Education Institutions) practising experiential and interdisciplinary learning with industry partners and start-ups, INCREDIT develops knowledge and skills relevant to deep tech, bolstering the employment pool for the deep tech industry.
| Originalspråk | Engelska |
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| Utgivningsort | https://incredit-project.eu/news/ |
|---|---|
| Antal sidor | 4 |
| Status | Publicerad - 09.12.2023 |
| MoE-publikationstyp | D4 Publicerad utvecklings- eller forskningsrapport eller -utredning |