Pedagogy
Starting points
– During a boom administrators in bankruptcy have
established that the entrepreneurs who after all go bankrupt, to a
high degree do it because of insufficient knowledge in economic
linkages and connections. The solution is education. Tests have been made regarding
the knowledge before and after courses. But it has
become evident that the understanding did not change noticeably. The courses
could be strongly recommended but they had no appreciable effect.
Traditional business games are often a part, where you compete on a market. They are
"guessing games" regarding how supply and demand vary, which
must not be revealed.
In the business life another problem is that many want to permissively attend
courses and regard it as a relaxation.
– Courses generally start with a theoretical survey and after that the students are put
into teams. However, studies of group work have shown that the typical
result is that a few students dominate while others are disengaged. But
for those being active it is a good method.
– It has been found that the degree of interactivity, adventures, experiences and feedback
is of decisive significance. The question is how to sandwich theory and
practical experience.
– Students have different bents and should from these be able to choose their pedagogic
onset.
Theory and audio books as a starting point
For those, who traditionally want to start with the theory, the texts
should be combined with audio for listening.
That should be followed up by interactive practical experiences.
Practice as a starting point
The solution of the problems for most of the students, is to
reverse the order between practice and theory, so that that enough
practice, adventures and experiences come before the theory.
After login you can among others choose between "Next practice or game"
or "Audio books with practices". The audio books can be reached in
both cases. In both alternatives the
student can then choose to start with either theory or with practices in
private and business economy.
Audiobooks
Whatever starting point the student chooses, it is a vital advantage to both be able listen
and simultaneously read the texts. More senses are engaged.
The combination of listening and reading is important in order to develop reading ability and understanding
and it facilitates for students with a reading disability to assimilate texts.
Not only the theory texts, the audio books, but also decision bases and questions in practices and games combine text and audio.
Activity
Learn the financial tools in experiential learning.
From a practical experience the students want answers to their
questions. The pedagogy is efficient when activity, adventures and feedback
create motivation. The practical tasks
give rise to questions and reflection leading to interest.
It is obvious that it is not until the students have questions and want information, that
the students are interested and motivated to get answers and
to search for information and receive feedback about the underlying
structure, explanations, concepts,
connections, pattern and relations.
Learn
by business practices and gamification in education.
According to Confucius: I
hear and I forget; I see and I remember; I do and I understand.
See the role of financial structure and performance on business success by adventure based activity
– New knowledge is created by
putting experiences to tests.
Activity always wins over passivity. As an example learning
how to drive a car and finding your way in the traffic requires a
running processing of experience. On the way to Selling and Finance
Diplomas you are confronted with events, adventures, decisions, tasks,
quizzes and feedback. You get and give immediate response in report pictures and put your experience into its context
and finance interrelationships.
| Decisions, events, quizzes etc |
 |
Understand interrelationships, structures and performance |
– Curiosity, interactivity, repetition and reflection build new competence
and professionalism. The
practical experience should be so varied and interactive that it is the
main source of competence. To satisfy the inquiring for more
knowledge, furthermore all tools and means in Profit Games as reports, calculations, strategies and
business simulations etc. have links to the underlying theory and factual
knowledge. The participants can search for more knowledge and build
their competence based on their various prior knowledge and interests. The participant
activity is verified in Selling and/or Finance Diplomas on gradual levels.
Learning = P + Q + A
– Teachers and also participants can act as consultants and
contribute to that the students find the courses "the best they have
experienced".
The teacher should not be too quick answering questions but primarily
distribute them to the student collective to solve.
If a student cannot login or has any other problem trying to blame the system, exhort to redo it and to do it correct this time.
– The participants can also benefit from the tools of the course
afterwards in work (e.g. Executive) giving totally other conditions of having great use
of the knowledge and remember it. Simulate also your own finances and
how they should look like at financial success. At traditional educations much is
forgotten after some weeks.
– Other characteristics of Profit Games are a unique
dynamic structure, meaning that the decisions and strategies of the
participant change the following bases of decisions and events (building
on more than twenty thousand formulas). Profit Games has developed
gaming in learning
starting 1989, at first in DOS, then in Windows and from 1999 for the
Internet.
– This can be completed at lower course fees, no around costs (no travel, hotel or classroom
costs), lower absence costs and less environmental influence at the same
time as the efficiency is higher. The environmental friendly society is
in focus. The web based learning you can divide over time for better
effectiveness and also there where you happen to be.
|
