Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
0Digital and Data Skills
Venture Development MSc International Management and Entrepreneurship Year 1
The eduware (STEM subjects plus encyclopaedia, videos, games, etc.) provides a rich source of learning materials to pupils that do not even have mobile phones; and their only access to the internet tends to be through their school. Thus, RUMIE, social enterprise, partnered with Chris Moon via his company CSR Global to provide tablets to one school in the Gambia and evaluate the learning benefits. This is an example of disruptive educational technology as access to the educational technology and materials is direct between the user and the data; bypassing potential obstacles. The USP is that this mode of educational delivery avoids major infrastructure investment, governmental bureaucracy; and provides a wealth of resources not available to under resourced pupils in developing countries. Often these pupils do not even have textbooks.
Work in teams of four to five to project manage the introduction of eduware, loaded on tablets, provided free to a new school:
The impact was significant as students learned about the different facets of running a social enterprise in the field. By identifying suitable schools in South Sudan and Nigeria respectively, and undertaking primary research, students were able to write a coherent business plan to launch the use of the eduware in these contexts. The academic background on disruptive educational technology was reviewed and this provided a platform for developing a plan to ensure that the new tablets built on traditional teaching methods rather than be seen as a threat to schools and teachers. The team approach to project management provided real life skills including cross cultural analysis of unique contexts and risks. The impact on the students was to inspire them to scale up the projects in their host countries and develop new content for uploading onto the tablets.
