CE  Vol.2 No.1 , March 2011
Innovation Pedagogy for Universities of Applied Sciences
Abstract: This study presents the concept of innovation pedagogy, which is a pedagogical approach developed for the universities of applied sciences. Innovation pedagogy emphasises efficient learning and the institution’s external impact on regional development. It is based on customer-oriented and multi-field needs of working life; integrates applied research and development and entrepreneurship with education in a flexible way; and promotes regional and international networking. This approach is clearly wider than the traditional individual-based learning, because it emphasises group-based and networked learning to promote innovations in working life.
Cite this paper: nullKettunen, J. (2011). Innovation Pedagogy for Universities of Applied Sciences. Creative Education, 2, 56-62. doi: 10.4236/ce.2011.21008.

[1]   Barrow, L. H., (2010). Encouraging creativity with scientific inquiry. Creative Education, 1, 1-6. doi:10.4236/ce.2010.11001

[2]   Beers, P. J., Boshuizen, H. P. A., & Kirschner, P. A. (2007). The analysis of negotiation of common ground in CSCL. Learning and Instruction, 17, 427-435. doi:10.1016/j.learninstruc.2007.04.002

[3]   Bennet, D., & Bennet, A. (2008). The depth of knowledge: surface, shallow or deep? VINE: The Journal of Information and Knowledge Management Systems, 38, 405-420.

[4]   Bessant, J., Lamming, R., Noke, H., & Phillips, W. (2005). Managing innovation beyond the steady state. Technovation, 25, 1366-1376. doi:10.1016/j.technovation.2005.04.007

[5]   Bonabeau, E., & Meyer, C. (2001). Swarm intelligence: A whole new way to think about business. Harvard Business Review, 79, 106-114.

[6]   Bourner, T. (2003). Assessing reflective learning. Education + Training, 45, 267-272.

[7]   Cassidy, S. (2006). Learning style and student self-assessment skill. Education + Training, 48, 170-177.

[8]   Dewey, J. (1925). Experience and nature. LaSalle. IL: Open Court.

[9]   Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the age of the computer. Oxford: Basil Blackwell

[10]   Engestr?m, Y. (2005). Developmental work research. Expanding activity theory in practice. Berlin: Lehmanns Media.

[11]   Fowell, S. P., & Levy, P. (1995). Computer-mediated communication in the information curriculum: An initiative in computer supported collaborative learning. Education for Information, 13, 193-210.

[12]   Freyens, B., & Martin, M. (2007). Multidisciplinary knowledge transfer in training multimedia projects. Journal of European Industrial Training, 31, 680-705. doi:10.1108/03090590710846666

[13]   Hakkarainen, K., Lonka, K., & Lipponen, L. (1999). Tutkiva oppiminen. ?lykk??n toiminnan rajat ja niiden ylitt?minen. Porvoo: WSOY.

[14]   Hammond, M. (1997). Developing networked learning within higher education: A case study of an electronic forum for university staff. Teaching in Higher Education, 2, 243-257. doi:10.1080/1356215970020306

[15]   Hautala, J., Kantola, M., & Kettunen, J. (2008). Challenges of multidisciplinary and innovative learning. In G.F. Ollington (Ed.), Teachers and teaching: Strategies, innovations and problem solving (pp. 377-389). Hauppauge, NY: Nova Science Publishers.

[16]   Huang, Y-M., & Liu, C-H. (2009). Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning. Computers & Education, 52, 789-799. doi:10.1016/j.compedu.2008.12.002

[17]   Kallioinen, O. (2008). Oppiminen learning by developing -toimintamallissa. Laurea publications, A 61. Helsinki: Edit Prima.

[18]   Kennedy, J., Eberhart, R. C. & Shi, Y. (2001). Swarm intelligence. San Francisco: Morgan Kaufmann Publishers.

[19]   Kettunen, J. (2004). Bridge building to the future of Finnish polytechnics. Journal of Higher Education Outreach and Engagement, 9, 43-57.

[20]   Kettunen, J. (2006). Strategic planning of regional development in higher education. Baltic Journal of Management, 1, 259-269. doi:10.1108/17465260610690917

[21]   Kettunen, J. (2008). A conceptual framework to help evaluate the quality of institutional performance. Quality Assurance in Education, 16, 322-332. doi:10.1108/09684880810906472

[22]   King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, K. Ingo, H. Mandl and J.M. Haake (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 14-37). New York: Springer. doi:10.1007/978-0-387-36949-5_2

[23]   Kirschner, P. A., Beers, P. J., Boshuizen, H. P. A., & Gijselaers, W. H. (2008). Coercing shared knowledge in collaborative learning environments. Computers in Human Behavior, 24, 403-420.

[24]   Kirschner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25, 306-314. doi:10.1016/j.chb.2007.01.028

[25]   Kuula, A. (1999). Toimintatutkimus: Kentt?ty?t? ja muutospyrkimyksi?. Tampere: Vastapaino.

[26]   Leit?o, S. (2000). The potential of argument in knowledge building. Human Development, 43, 332-360. doi:10.1159/000022695

[27]   Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

[28]   Mason, R., & Kaye, A. (1990) Towards a new paradigm for distance education. In L. Harasim (Ed.), Online education: Perspectives on a new environment. New York: Praeger.

[29]   Munneke, L., Andriessen, J., Kanselaar, G., & Kirschner, P. A. (2007). Supporting interactive argumentation: Influence of representational tools on discussing a wicked problem. Computers in Human Behavior, 23, 1072-1088. doi:10.1016/j.chb.2006.10.003

[30]   Puntambekar, S. (2006). Analyzing collaborative interactions: Divergence, shared understanding and construction of knowledge. Computers & Education, 47, 332-351. doi:10.1016/j.compedu.2004.10.012

[31]   OECD (2007). Higher education and regions: Globally competitive, locally engaged. Paris: OECD Publishing.

[32]   Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4. doi:10.1207/S15326985EP3801_1

[33]   Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8. doi:10.1023/B:TRUC.0000021806.17516.d0

[34]   Piaget, J. (2001). The psychology of intelligence. London: Routledge.

[35]   Raij, K. (2007). Learning by developing. Laurea publications, A 58. Helsinki: Edit Prima.

[36]   Ramsden, P., Beswick, D., & Bowden, J. (1986). Effects of learning skills interventions on first year university students’ learning. Human Learning, 5, 151-164.

[37]   Sanchez, R. (2002). Understanding competence-based management, Identifying and managing five modes of competence. Journal of Business Research, 57, 518-532. doi:10.1016/S0148-2963(02)00318-1

[38]   Shaheen, R. (2010). Creativity and education. Creative Education, 1, 166-169. doi:10.4236/ce.2010.13026

[39]   Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2, 3-10.

[40]   Stauffacher, M., Walter, A. I., Lang, D. J., Wiek, A., & Scholz, R. W. (2006). Learning to research environmental problems from a functional socio-cultural constructivism perspective: The transdisciplinary case study approach. International Journal of Sustainability in Higher Education, 7, 252-275. doi:10.1108/14676370610677838

[41]   Tidd, J., Bessant, J., & Pavitt, K. (2001). Managing innovation: Integrating technological market and organizational change. Chicester: Wiley.

[42]   Veerman, A. L., Andriessen, J. E. B. & Kanselaar, G. (2000). Learning through synchronous electronic discussion. Computers & Education, 34, 269-290. doi:10.1016/S0360-1315(99)00050-0

[43]   Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner and E. Souberman (Eds.), Cambridge, MA: Harvard University Press.