Fontys PULSED Minor Embrace Technology Entrepreneurship and Creativity EN V1

EMBRACE TEC

MINOR EMBRACE T E C H N O LO G Y ENTREPRENEURSHIP AND C R E AT I V I T Y

N r. 2-2018 Versie 1.0

EN

pulsed you are a designer

Fontys PULSED, Minor E-TEC Minor embrace technology entrepreneurship and creativity.

This magazine contains an overview of the minor program Embrace TEC; an education program that Fontys PULSED has designed and is currently implementing. The purpose of this magazine is to clarify our design based approach on learning. This creates more insights in which development dimensions exist within the program, and which levels have been applied. In addition, it explains how the test program works. We also hope to inspire the reader to include new ideas in the design of his/her own education.

More info: www.fontys.nl/pulsed or embracetec@fontys.nl

POWERED BY

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F O N T Y S P U L S E D - M I N O R E T E C - E M B R A C E E N T R E P R E N E U R S H I P, T E C H N O L O G Y A N D C R E A T I V I T Y

Content Minor E-TEC embrace technology entrepreneurship and creativity

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The world...

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This minor...

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The learning process...

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Design based education

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With a talent based approach...

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The minimum level of development...

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The development dimensions of a social entrepreneur...

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Learning outcomes

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The starting points of the assessment program

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Arches of the minor embrace technology entrepreneurship and creativity

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Challenges

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The content of the TEC learning lines...

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Design learning experiences

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Roles and responsibilities...

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Appendix: Challenges

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THE WORLD

The world...

Changes quickly and this change is going faster and faster. There is a transition to a learning economy in a world that is becoming increasingly unpredictable and where there are major societal challenges. In that world, adaptability is crucial to maintain yourself as a professional. Social developments require flexibility, adaptability, creativity and agility. That is why new requirements will constantly be imposed on future generations.

This society needs the so-called TEC skills. TEC stands for Technology, Entrepreneurship and Creativity. TEC skills involve "a 'sensitivity' for innovation, for understanding how technology can help to solve problems, for daring to experiment, and for co-creation by different disciplines" (Meijer, 2017).

This minor...

Focuses on educating 'social entrepreneurs' with the DNA of an employee who stands for a certain way of working, thinking, acting, but especially for 'doing'. It concerns an employee who acts as an entrepreneur. He excels in working from his own identity, creative mastery, techno-philosophical awareness and global citizenship.

This employee works from his own unique talent and recognizes and utilizes the talent of others. He can use his own creativity 'inside the box' of a company. He also facilitates creative processes for colleagues based on logic, sustainability, imagination, intuition and systemic reasoning.

A social entrepreneur takes people to an environment where opportunities can be explored. He has a design approach and is solution and action oriented. He also has a positive critical attitude towards new technologies. As a citizen of the world, he is able to weigh strategic and ethical aspects in (technological) innovations. He deals respectfully with other stakeholders and takes their values into a final decision.

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The learning process...

For students is facilitated on the basis of the following principles:

Embrace A student learns to embrace the connection between people and technology through playful and collaborative learning. Together, students learn how technology works, how it will influence studies, professions and lives in the future. It is important that the ethical aspects of the (consequences of) technological solutions will also be highlighted.

People & identity The educational program gives the student the opportunity to develop into an enterprising citizen of the world.

The student has an authentic personality and is able to ask the right questions. By being himself, he contributes to a better world. He always works from his strengths and, at the same time, outside his comfort zone.

Creativity Creativity is a powerful weapon that a student learns how to handle. It is important to get new insights and to be able to design new products or services. He learns that specific methodologies, techniques and processes help to release creativity within himself and others. In this way he brings people together through different ideas and expertise to create an original, unique and authentic product or service.

(Work) entrepreneurship During the program, non-technical students learn to understand technical language and vice versa. Students from both worlds discover skills to understand new worlds, perspectives and words, so that they fit within their own frame of reference. Entrepreneurial skills such as flexibility, curiosity, adaptability and creativity play a role in investigating how both worlds work and what they can learn from each other.

Design Based Education The basis of learning is the personal wonder about the unknown, the frustration about a problem or the feeling that something can be better. This motivates students to start the design process and thereby also the learning process. Students choose their own learning path and learn how to use their own talents. In this way they learn to take responsibility for their own learning process. In this process, students can apply research skills and design skills on the basis of their entrepreneurial attitude, in order to develop new products and to gain new knowledge and insights. Students learn* to think like an entrepreneur; to start up research out of curiosity, to talk to people, to try things out, to test, to adjust and to ask for feedback. * there is a separate extensive (evidence-based) explanation of our PULSED approach.

F O N T Y S P U L S E D - M I N O R E T E C - E M B R A C E E N T R E P R E N E U R S H I P, T E C H N O L O G Y A N D C R E A T I V I T Y

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With a talent based approach...

We place students in situations in which they are allowed to take responsibility themselves, but also have to bear responsibility. In this dynamic, students are encouraged to show natural behavior and to avoid all kinds of behavior that has been taught. This dynamic is used to make students curious about personal issues around motivation, impact, learning, qualities and limitations and talent.

Taking responsibility and stimulating curiosity leads to new experiences. In gaining these new experiences, the student receives support in (self-learning) development and securing knowledge, experiences and behavior by means of a personal coach**.

To support the coaching sessions, students are offered assignments that stimulate natural curiosity. In addition to gaining knowledge, students have to learn how to think about the 'why', to dare to take a stand and to link arguments to their own values. ** there is a separate explanation which describes a detailed outline of our working method in relation to talent-developing education of the PULSED approach.

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F O N T Y S P U L S E D - M I N O R E T E C - E M B R A C E E N T R E P R E N E U R S H I P, T E C H N O L O G Y A N D C R E A T I V I T Y

The minimum level of development...

The levels used in the minor are based on Marzano's Taxonomy. The differences between the two levels are described on the basis of three characteristics: context, task and independence. The details of these three characteristics can be found in the table below:

Basic level

Deepening level

Complexity of the context

Multidisciplinary with guidance in alternation between the 'real' and educational world.

Unknown context, interdisciplinary thinking and doing in the 'real' world.

Complexity of the assignments

Strategic thinking: complex and structured, applies methods to changing situations and presents them in the educational world.

Extended thinking: complex and unstructured, combines methods and actively involves the 'user' and launches an end product in the 'real' world.

Suggestion: you launch an innovation in the real world for future problems / opportunities.

Independance

From a coaching learning environment you as a student are in charge of your own development (mix of supply/demand). The guidance on collaboration shifts towards coaching, you get more space as a student to give your own interpretation to the interpretation of collaboration.

From an autonomous learning environment you ask for coaching.

You are responsible for your own development. You justify agreements and the working method for collaboration during and after the learning process.

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THE DEVELOPMENT DIMENSIONS OF A SOCIAL ENTREPRENEUR

The development dimensions of a social entrepreneur ‌ Have direct relation with the previously mentioned DNA profile.

The development dimensions are a derivative of the Dublin Descriptors in which the higher professional education level is described.

DNA of a social entrepreneur A social entrepreneur takes people to an environment where opportunities can be explored. He has a design approach and is solution and action oriented. He also has a positive critical attitude towards new technologies. As a citizen of the world, he is able to weigh strategic and ethical aspects in (technological) innovations. He deals respectfully with other stakeholders and takes their values into a final decision.

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I . L E A R N I N G O U TC O M E I D E N T I T Y:

C O N S C I O U S LY W O R K I N G R E S P E C T F U L LY W I T H O T H E R S O N T H E B A S I S O F U N I Q U E P E R S O N A L I T I E S . I N T H I S C O L L A B O R AT I O N S U S TA I N A B L E U S E I S M A D E O F T H E D I V E R S I T Y A N D U N I Q U E N E S S O F Y O U R S E L F A N D O T H E R S .

IDENTITY ASPECTS ON BASIC AND DEEPENING LEVEL, A SOCIAL ENTREPRENEUR… I 1 I S AWA R E O F T H E VA L U E F O R O T H E R S O N T H E B A S I S O F I N D I V I D U A L I T Y A N D TA L E N T. I 2 K N O W S W H E N P E R S O N A L E F F E C T I V E N E S S I S D I S T U R B E D B Y O W N L I M I TAT I O N S .

I 3 I N C O L L A B O R AT I O N S , I S A B L E T O L E T TA L E N T S E X C E E D B Y P R O V I D I N G T H E P E R F E C T C O N D I T I O N S F O R T H E M T O GROW. I 4 U S E S S U C C E S S A N D FA I L U R E T O D E E P E N T H E I R O W N K N O W L E D G E A B O U T TA L E N T A N D L I M I TAT I O N S .

I 5 C A N S E L E C T S U I TA B L E W O R K F O R H I M S E L F A N D O T H E R S O N T H E B A S I S O F O N E ' S TA L E N T S .

C . L E A R N I N G O U T C O M E C R E AT I V I T Y:

C R E AT I N G A N D S T I M U L AT I N G O P P O R T U N I T I E S I N A P R O F E S S I O N A L E N V I R O N M E N T W H E R E I N T E R D I S C I P L I N A R Y C O L L A B O R AT I O N A N D C R E AT I V I T Y A R E U S E D T O S O LV E C O M P L E X L O C A L A N D G L O B A L I S S U E S . E X P L A I N I N G D I F F E R E N T P E R S P E C T I V E S I N W H I C H D I V E R S E F O R M S O F C R E AT I V I T Y L E A D T O C O N C R E T E W O R K A B L E S O L U T I O N S .

C R E AT I V I T Y A S P E C T S O N B A S I C A N D D E E P E N I N G L E V E L , A S O C I A L E N T R E P R E N E U R …

C 1 A P P L I E S P R O V E N S T R AT E G I E S T H AT P R O M O T E C R E AT I V I T Y O F H I M S E L F A N D O T H E R S .

C 2 R E C O G N I Z E S D I F F E R E N T F O R M S O F E X P R E S S I O N O F C R E AT I V I T Y T H AT A R E R E L AT E D T O T H E H U M A N S E N S E S .

C 3 A P P O I N T S H I S O W N U N I Q U E C R E AT I V E ( I M ) P O S S I B I L I T I E S A N D A L L O W S T H E M T O FA C I L I TAT E T H E M A C C O R D I N G LY .

C 4 G I V E S T I M E A N D S P A C E A S A FA C I L I TAT O R O F A D E S I G N P R O C E S S T O A L L D I F F E R E N T F O R M S O F C R E AT I V I T Y. C 5 C O M B I N E S M U LT I P L E C O N C E P T U A L A P P R O A C H E S F O R A C R E A T I V E P R O C E S S T O R E A C H I T S P R E D E F I N E D G O A L .

E. LEARNING OUTCOME ENTREPRENEURSHIP:

S H O W S A N E N T E R P R I S I N G A N D C O N N E C T I N G AT T I T U D E I N F O R M A L A N D I N F O R M A L C O L L A B O R AT I O N S T H AT I S R EC O G N I Z A B L E BY A S O LU T I O N A N D A C T I O N O R I E N T E D A P P R O A C H . T H E I M PA C T O F T H E P R O J EC T, L I N K E D TO T H E E C O N O M I C S U C C E S S R AT E O F P O S S I B L E F U T U R E S O L U T I O N S , C A N B E S U B S TA N T I AT E D .

ENTREPRENEURSHIP ASPECTS ON BASIC AND DEEPENING LEVEL, A SOCIAL ENTREPRENEUR… E 1 G A I N E S E X P E R I E N C E W I T H R O L E S A N D R E S P O N S I B I L I T I E S W H E N I T C O M E S T O W O R K I N G T O G E T H E R I N R E S U LT - O R I ENTED TEAMS. E 2 C O N N E C T S P E O P L E I N A N A C T I V E WAY T O W O R K T O G E T H E R O N T H E S E L F- D E F I N E D F U T U R E S O L U T I O N .

E 3 D E M O N S T R AT E S A R E A L I S T I C C A L C U L AT I O N / A P P R O A C H T H AT I S R E L AT E D T O T H E I M PA C T A N D T H E R E A L I Z AT I O N O F T H E F U T U R E S O L U T I O N .

E4 COMBINES EXISTING BUSINESS CONCEPTS/APPROACHES TO REALIZE THE FUTURE SOLUTION E 5 T U N E S E C O N O M I C A N D E T H I C A L A S P E C T S I N T H E C H O I C E O F M AT E R I A L S F O R T H E R E A L I Z AT I O N O F I T S F U T U R E S O L U T I O N , TA K I N G A S C A L E- U P I N T O A C C O U N T.

T. T EC H N O LO GY:

P L AY F U L LY E X P L O R E N E W T E C H N O L O G I C A L A P P L I C A T I O N S W I T H A D E S I G N - B A S E D A P P R O A C H , S O T H A T F R O M A C R I T I C A L A N A LY S I S T H E B E S T C H O I C E C A N B E M A D E F O R T H E O P T I M A L R O L E T H A T T E C H N O L O G Y C A N P L AY I N T H E DESIGN OF A FUTURE SOLUTION. TECHNOLOGY ASPECTS ON BASIC AND DEEPENING LEVEL, A SOCIAL ENTREPRENEUR… T 1 L E A R N S F R O M A C U R I O U S AT T I T U D E A N D H A S A L A S T I N G R E S E A R C H S T R AT E G Y T O K E E P R E C O G N I Z I N G N E W T E C H N O L O G Y. T 2 T E A C H E S H I M S E L F T H E O P E R AT I O N A N D A P P L I C AT I O N O F T E C H N O L O G Y, B Y W O R K I N G O N I T I N A P L AY F U L WAY. T 3 L E A R N S T O S P E A K T H E L A N G U A G E I N H E R E N T I N T E C H N O L O G I C A L A P P L I C AT I O N S .

T4 B U I L D S T E C H N O L O G I C A L P R O T O T Y P E S T H AT C O N S I S T O F A C O M B I N AT I O N O F T E C H N O L O G I E S T H AT A R E U S E D T O S O LV E A D E F I N E D ' C H A L L E N G E '.

T 5 A N A LY Z E S F R O M A D E S I G N - B A S E D A P P R O A C H W H I C H T E C H N O L O G Y F I T S T H E D E F I N E D G L O B A L C H A L L E N G E B E S T.

G. GLOBAL CITIZENSHIP:

TA K E I N I T I AT I V E T O C O M M I T T O O T H E R S A N D D E M O N S T R AT E A C R I T I C A L A N D E M PAT H I C AT T I T U D E . C O N S TA N T C O N S I D E R AT I O N O F E C O N O M I C A N D E T H I C A L A S P E C T S , B E L O N G I N G T O D I F F E R E N T S TA K E H O L D E R S , B E F O R E TA K I N G A POSITION WITH ACCOMPANYING DESIGN DECISIONS. GLOBAL CITIZENSHIP ASPECTS ON BASIC AND DEEPENING LEVEL, A SOCIAL ENTREPRENEUR… G1 MAKES PERSONAL CORE VALUES EXPLICIT AND VISIBLE IN PRODUCTS. G 2 A R G U E S I N A W E L L- C O N S I D E R E D M A N N E R W H I C H M AT E R I A L C H O I C E S H AV E B E E N M A D E D U R I N G T H E R E A L I Z AT I O N O F FUTURE SOLUTIONS. G 3 C R I T I C A L LY A N D P O S I T I V E LY U S E S D I F F E R E N T P E R S P E C T I V E S R E G A R D I N G T H E C O N S E Q U E N C E S F O R T H E W O R L D I N S O LV I N G G L O B A L C H A L L E N G E S G 4 T H I N K S C R O S S - B O R D E R W H E N TA K I N G A P O S I T I O N A N D T H U S S H O W S T H E R E L AT I O N S H I P W I T H T H E D I F F E R E N T LEVELS OF ABSTRACTION AROUND THE IMPACT OF OUR WORLD PROBLEMS. G 5 U S E S K N O W L E D G E A B O U T T H E C U R R E N T O P E R AT I O N O F E X I S T I N G P O L I T I C A L A N D E C O N O M I C S Y S T E M S T H AT I N F L U E N C E T H E D E V E L O P M E N T O F W O R L D P R O B L E M S .

G 6 P R O V I D E S I N S I G H T I N T O T H E N E W P R O B L E M S A N D C O N S E Q U E N C E S T H AT M AY A R I S E D U E T O T H E REALIZED FUTURE SOLUTION. F O N T Y S P U L S E D - M I N O R E T E C - E M B R A C E E N T R E P R E N E U R S H I P, T E C H N O L O G Y A N D C R E A T I V I T Y

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Learning outcomes In this module you gain experiences that enable you to achieve certain learning outcomes. A learning outcome is a result of your learning. The learning outcomes include things you need to know, understand and being able to function properly in your future career. With these educational programs you can develop as a Social Entrepreneur.

The learning outcomes were used in the design of the educational program. For you as a student, the learning outcomes make clear what you could get out of the curriculum. By participating in the curriculum you will have all sorts of learning experiences. Through these learning experiences, you can build up enough expertise to achieve the desired learning outcomes.

Note: If you can demonstrate the achievement of the learning outcomes, the corresponding level has also been achieved and thus you will receive credits.

Concretization of the learning outcomes in aspects The learning outcomes are described globally and in a comprehensive way. For you as a student, they have been described in specific aspects. Based on these concrete elaborations, you can decide for yourself with which products/evidence you will demonstrate the realization of the learning outcomes.

The starting points of the assessment program Is based on a positive feedback culture. This contributes to a sustainable learning process for the student. We support this learning process by measuring and assessing. The measurements will give you insight into your development, so you can identify what you are good at and on wich points you can develop yourself. As a student you will receive a continuous flow of feedback, feed-up and feedforward, which you can take with you to the next challenge. In addition, you will gain insight through assessments to what extent you have reached the desired final level and this will also determine whether you will be awarded credits.

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Overview of the assessments ARCH

RT

BB

CHALLENGE

ASSIGNMENTS

R E TA K E

Shitty Robot

Formative

Does not apply

3DADA

Formative

Does not apply

Basic

Meaningful Challenge

Formative

Does not apply

Basic

Portfolio Assessment

Summative

1x prior to FS

Basic

Future Solution

Formative

Does not apply

Deepening

Portfolio Assessment

Summative

1 x w i thi n 1 5

Deepening

LEVEL

ECTS

Basic

MC

I N T E G R AT I O N

FS

I N T E G R AT I O N

w o r k i ng day s

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20

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Minor Embrace Technology Entrepreneurship and Creativity

DEVELOP SOCIAL ENTREPRENEURSHIP

RedeďŹ ne future profession image, detox education mentality, discover new technology, explore creativity and awareness of personal identity

Recognizing Technologies

Detox

Embrace Tech

Blue Banana

Disruptive Thoughts

Core Values

Shitty Robot

F

ASSESMENT FORM: I

Ipsative

S

Summative

F

Formative

Integration

Meaningful Challenge

Design Thinking

Visioning

3DADA

F

Test + Prototype

Iteration Passport

Test + Prototype

Iteration Passport

Idea Developm

Portfolio

Launch Prototype (groupwork)

Portfolio

F

S

I

pulsed

THROUGH DESIGN BASED LEARNING

DESIGN A FUTURE SOLUTION FOR A GLOBAL CHALLENGE WITH THE HELP OF TECHNOLOGY, WHICH IS COMMUNITY READY AND HAS A MEASURABLE IMPACT ON THE TARGET GROUP

Future Solution

Prepare for launch

Do it & fine - tuning

Ideate + Prototype

Empathize + Define

ment

Test

Test + Redesign

Redesign

LAUNCH

Idea (groupwork or individual)

Concept (groupwork or individual)

Prototype 1 (groupwork or individual)

Prototype 2 (groupwork or individual)

Portfolio

Launch (groupwork or individual)

F

F

F

F

S

F

EMBRACE TEC ARCH

I

In the figure above you see a visual overview of the entire minor. Several arches have been appointed for each challenge. There are also overarching goals that we want to achieve across multiple projects. The assessment moments are also mentioned including the chosen assessment form.

www.pulsed-edu.com

CHALLENGES

Recognizing technologies (3 weeks) In this project, students get to know each other through an enterprising program. They visit companies that shape their organizational structure and culture in an innovative way. In addition, external speakers will confuse the future professional images of the students by telling them about the influence of technology (emphasis on Robotics) on the world. They will also experience technology by working and tinkering with it in a playful way.

Challenge: 1. Shitty Robot Blue Banana (2 weeks) In these two weeks, students start working on their identity. Who am I in my comfort zone and how do I translate my core values ​​into a vision? Creativity and technology (in particular 3D-printing) is used as a work form. Field trips, master classes and mini-projects are also part of the Blue Banana. Companies are visited who reason from identity and vision. Disruptive, abstract thoughts are triggered (diverging).

The results show patterns that are converted into personal values. The values will be transfered into a personal vision.

Challenge: 2. 3DADA Meaningful challenge (3 weeks) These weeks are in fact the preparatory program for the future solution. The students will design in groups a meaningful solution to a local problem or a local challenge. Moreover, they focus on two specific technologies for this challenge: Intelligent Light and Virtual Reality.

In three weeks they follow the steps of design based learning and working to eventually be able to present a solution to each other and to the public. The focus is on the (design) process and therefore there is extra attention for creativity, collaboration, involvement of and testing with the target group, and rapid prototyping.

Challenge: 3. Meaningful Challenge Future Solution (12 weeks) In The Future Solution students design a solution for a so-called global challenge, in which a product is developed with a great impact on the user. In a process of 11 weeks they follow the steps of design thinking and at the same time they use their experiences of the meaningful challenge. Every week represents a part of a step in the design thinking process. Students are constantly in contact with their target group, design a product with impact and finalize the future solution with a prototype that is ready for the world to be used. Typical areas of work are care, education, energy, entertainment and food.

Challenge: 4. Future Solution

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IDENTITY LINE pulsed

TALENTCLASS & INDIVIDUAL COACHING: BECOME WHO YOU ARE!

OBSERVE

intake

talent

talentclass individual coaching

individual coaching

ASSESMENT FORM: I

Ipsative

S

Summative

APPLY

dragon

talentclass individual coaching

individual coaching

energy

talentclass individual coaching

individual coaching

collaboration

talentclass individual coaching

individual coaching

portfolio (individual)

portfolio (individual)

S

S

I

I

Identity (19 weeks) Within the learning line Identity students are supported, stimulated, challenged and, if necessary, obliged to link their experiences to their personal and professional identity development. The main goal of this learning track is that the student can become who he/she really is.

The development dimension identity has its own structure that is aligned with the other learning lines. A special feature of the learning line identity is that it continues throughout the minor.

Another feature of this learning line is that two different kinds of contact/working moments are used: 1.

Talent classes in groups of 18 persons

2. Individual coaching (every 2 weeks) Challenge: 7. Show 8. Grow

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THE CONTENT OF THE TEC LEARNING LINES

The content of the TEC learning lines...

Is for 70 percent determined in a supply-oriented program. The remaining 30 per cent will be determined each minor tranche on the basis of the needs of the student that we pick up in a demand-oriented way.

This allows us to respond to the learning needs of the student, but also to new developments in the world in the field of technology, entrepreneurship and creativity and the changing situations in the field of global challenges.

Examples of content themes are the following: Technology: HTML 5, blockchain, 3D printing, interconnectedness, Internet of Things, big data, energy, material science, security, wearables, augmented reality, virtual reality, Intelligent lighting design (dmx), LED. Creativity: Mental hygiene, Design Thinking, Brainnovation, LEGO play, gamification tactics, social design models, human centered design models, concepting, reflective transformative design, Intelligent lighting design, rapid prototyping, spiral of creativity.

Entrepreneurship: Business Model Canvas, cross-innovation, cross-industry, holacracy model, customer development, propositions, customer engagement, break even point, customer journey, revenue models.

Global citizenship: Vertical farming, interconnectedness, exponential thinking, Global Challenges, fair phone, crisis CAS9, privacy & big data, robotics, meat consumption, online shopping, algorithms, ecological calamities, global warming, artificial intelligence.

Design learning experiences To do justice to the different learning strategies in the group, we design an educational program in which different learning activities alternate during a week so that the chance of learning experiences is greater for everyone. We have chosen to group these learning activities in the following sections.

Direct instruction: These are preferably interactive dialogues in which a TEC expert (internal or external) enthusiasts, amazes and gives guidance to students on a specific TEC theme related to the project.

External TEC experts affiliated with the minor: Yori Kamphuis (Futurist and owner of Storro), Ramon Vullings (Idea DJ), Philip Ross (Light engineer), Doris van Haeren (designer), Rens van der Vorst (techno-philosopher), Jurgen Brucker (Creation spiral expert), Erik Frey (concepting & idea development), Peter Biekens (design process expert) and Tim Pubben (Strategy maker).

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Field trips: In relation to the Global challenges and the TEC learning routes, we visit companies throughout the Netherlands. The aim is that students understand what companies expect from current and future employees in the field of entrepreneurship. There is also an alternation between an informative company visit or a design visit to a company. During such a design visit, the students start with a 'challenge' for which the company wants a solution.

Companies we visit include: Shapeways, ASML, TMC, BODEC, bol.com, SIZA, Kytopia, Smart Robotics, Code Qube, Storro, Momentum and Greenberry.

Playful learning: These are active contact moments in which students work together on fictitious or authentic assignments under the guidance of a process facilitator.

There are times when the goal of playful learning is primarily focused on wonder and discovery. But regularly we also implement it very purposefully so that students develop difficult and or 'boring' knowledge / skills with a different approach.

Individual learning: During these moments we give space in the program to work individually in the physical learning environment. For example, students can relax at these moments by doing something that they get their own energy from (playing guitar or gaming) but it is also possible that we have a literature morning in which they read books / articles or watch interesting documentaries.

Coaching: Individual coaching takes place at two fixed moments per week. During these discussions the emphasis is mainly on the development of the student, the insight and conscious use of his talent linked to different contexts (school, work and private) is discussed here.

Show moments: These are moments when the student takes the stage and often the spotlights. There are show moments where the student gets feedback on his professional product but also specific moments in which he shows his personal show / grow development in relation to his own identity.

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Roles and responsibilities...

Have been made explicit in such a way that ownership can arise among the lecturers in the implementation of the program. Learning starts with curiosity. One of the most important elements of our education is therefore 'to inspire'. This can be done by teachers and their educational stories, experiences and teaching methods, or by our educational partners from the business world. We also focus on the 'social process' during learning because we also believe that students can mutually inspire each other.

An education program contains experiences! We see it as our task to provide these experiences, making the future of a student increasingly interesting. In the E-TEC program, a teacher works on designing experiences that help the student during his learning process.

These experiences are of course linked to work forms such as: group dialogue, field trip, master class, skills workshop, working time, talent session, personal coaching.

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Role

Responsibility

- searching for ways to let the coachee learn from the experiences during the minor program.

- guiding coachee in learning from and through experiences. The guidance is focused on reflection and learning through pattern recognition. In addition, it is aimed at consciously searching for specific experiences to try out new behavior and skills.

- guiding coachee in taking responsibility for his own success or failure in the minor program. In doing so, continue to challenge the coachee to achieve maximum learning gain in both successes and failures.

- supervising the coachee so that he can record his own personal development and present the outcomes at the end of the minor.

- participate in the periodic coach consultation.

- sharing questions, doubts and best practices with other coaches via online communication.

Coach

- introducing specific knowledge in an interactive way; - respond to the needs of the student in relation to the project; - make used learning materials available to the students; - being online available for the student; - refer to underlying literature and other source material.

TEC expert

- attending the jury meeting at the start and completion of the Future Solution; - applying feedback / feedup / feedforward in relation to their TEC expertise area.

TEC master

Educational partner (fieldtrip)

Portfolio Assessor

- ensuring an interactive / varied program in the company; - challenge the students to think about a problem or challenge in the company; - provide lunch in case of a one-day stay where students actively contribute to business problems / challenges.

The assessor of the portfolio is preferably an independent coach.

This means that the teachers who were involved in the interim measurement moments are not the ones who will take the final decision to turn the credits. This ensures that a student has to think carefully about the way in which the portfolio and accompanying evidence are being shared. These must be so clear and concrete that an independent teacher sees the competences.

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APPENDIX: CHALLENGES

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Shitty Robot challenge Simone Giertz gets up every morning with a lot of real shitty robots. These robots fail horribly when it comes to waking up, brushing teeth or preparing breakfast. This Swedish robot nut uses her shitty robots for a very successful YouTube channel, and so, a fulltime job.

Your challenge is to make a shitty robot just like Simone does. The robot can be as shitty as possible, as long as it works. It needs to be built for young children and will therefore be judged by young children. Your Shitty robot needs to meet the following requirements: 1. The robot needs at least two combinations of software and hardware.

2. The robot needs to have a double function or two separate functions.

3. The robot needs to be made from recycled materials.

4. The robot needs to have an impact on the life of children.

5. The robot needs to involve some kind of playfulness.

The show moment will be like a TECH expo where all the different Shitty Robots will have their own space to be shown to the audience. Audience and a jury of children will come by each robot. Your Shitty robot will be judged on the requirements stated above and a top 3 will be chosen.

3DADA Challenge Each person has its own identity that consists of his / her own core values. With these core values you can create a personal vision that you can translate into a message to the world. However, most people are not always aware of this capability. This awareness will be created during the 3DADA challenge.

Your challenge is to create a collective piece of art where the core value of each group member is represented. Your piece of art needs to meet the following requirements: 1. The artwork needs to exist of five different parts, but all connected.

2. The artwork needs to be completely 3D printed.

3. The artwork needs to be an eye catcher for the audience.

4. The artwork needs to be gallery proof.

5. The artwork needs to be a minimum of 20 centimetres and a maximum of 50 centimetres.

The show moment will be a gallery where all the pieces of art will be shown for an audience. A professional jury of 3D printing experts and of artistic experts will come by each 3D printed artwork and judge them on the requirements of the 3DADA challenge.

Meaningful Challenge Eindhoven is a very multicultural city that is leading in technology and innovative solutions within their community. However, there are more than enough possibilities to improve the quality of living in Eindhoven. Regarding safety, logistics, social or entertainment.

Your challenge is to make an attribution to the city of Eindhoven in an innovative way. You will choose either intelligent light or virtual reality as a technology to create your improvement. Your project needs to meet the following requirements: 1. Your prototype needs to be experienceable by an audience.

2. Your prototype needs to contain either intelligent light or virtual reality.

3. Your prototype needs to be a specific contribution to the city of Eindhoven expressed with a one liner / tagline.

You will show your prototype with a real audience during the Dutch Design Week on the last day of the Meaningful challenge. Here you will let the audience experience your prototype as they come by.

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Future Solution challenge Probably, the minor has been quite a journey up to now. You have been recognizing new technologies and global challenges. You have discovered more about yourself and how to relate to all the changes and challenges we are facing as humankind. You know what drives you. You also experienced what it feels like to design for a real target group within a real context and with a meaningful purpose. In short, you have all the ingredients to follow your own path and to design a future solution for a global or local challenge of your choice.

You are a designer!

The challenge you get is to design a solution for a specific problem within a specific global challenge. Your solution needs to meet the following requirements: 1. Your future solution is community ready You will decide when your product will be community ready. With community ready we mean that you decide when your end product is ready to launch into the world. This could be a prototype. It doesn’t have to be ready for sale, but it could be. It is up to you to decide which requirements the end product needs to fulfil.

2. The end-product relates to the concept of your Future Solution.

During the process you will create a complete concept regarding your solution and towards a global goal. Afterwards you will build and test a prototype. At the end it needs to be clear how your prototype relates or fits into your complete concept.

3. Your Future Solution has an impact on a global/local goal.

Your future solution will contribute to a global/local goal. The more impact it will have, the better. To be able to measure the impact of your end product you will have to determine what kind of impact you want to achieve with your solution and how you will measure it.

4. Your Future Solution has at least one technology incorporated.

Throughout the minor you have embraced new technologies and witnessed new applications of existing technologies. Now you decide which technology you will use for your solution. Use one you got inspired by within the minor or find a new one yourself.

5. Your Future Solution contains a vision on how you could continue developing it after the minor.

Eleven weeks is a short time for creating a completely worked out future solution. Therefore, you will create a vision on how you could continue developing your future solution. What are the goals, ambitions and next steps?

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