Innovation

What educational innovations are required to address new needs and ways of learning?

The technological revolution has largely redefined the ways in which we learn. This is especially true of the new generations, who have been educated in profoundly transformed models of primary and secondary school. Once they reach the higher education level, these generations require different educational formats from those offered by traditional universities.

The educational institutions that manage to innovate and create learning experiences that are more interactive, participatory, interdisciplinary and tech-supported – experiences that combine face-to-face and digital elements and provide a successful journey from theory to practice – are the institutions that will be best equipped to respond to these new needs. Over the course of the academic year, participants in this block will reflect on the main lines of educational innovation and the methodologies capable of achieving the best results.

ESADE Teaching - David Lefevre
Teaching Day: The human factor in educational innovation
Teaching Day: Reinventing education with David Lefevre and Cristina Giménez

Future challenges in this area:

Transform the educational experience.
Contribute to educational excellence.
Identify the main approaches for educational innovation in quality higher education.
Involve lecturers and students in the process of educational innovation.
Encourage the development of ESADE's values among graduates.

Key questions to answer:

Must we radically change our way of learning, or are there past experiences that remain useful?
Will online content become the most important source of knowledge, or will offline learning continue to make sense and be reborn?
What weight in learning experiences should be given to knowing, doing, thinking, and reflecting?
How can we encourage students to learn from authentic and active experiences?
How can we mark and give feedback to students when applying innovative teaching methods?
How can we convince lecturers to apply new educational methodologies in class?
What specific training is needed for lecturers to innovate in class?
How should we recognise and encourage lecturers who innovate in class?
How can we ensure students have an active and committed attitude during the learning process?
How will boundaries between lecturers and students merge?

© 2018 ESADE Business & Law School