Study Guide

Objectives

Objectives: Students understands and is capable (in theory and praxis) of using of: core terms, concepts and models of innovation product development /modern tools of innovative product development / possibilities allowed by new techonologies / innovation as a value adding element to all the other key business activities // Student knows how to: apply tools cost effectively and goal orienteedly of innovative product development / argument and pitch his/hers own views to all the other professional stakeholder groups / capitalize on all the possibilities in NPD that the technological development has provided // Student is: an efficient and unprejudiced innovator of his/hers own organization / a skilled doer who is capable of applying innovative methods in order to develop tangible and intangible, multiprofessional skill demanding products/services/processes/business models / active and responsive, autonymous team player

Learning outcomes comply with EQF7-level.

Content

This course is a project oriented “learning by doing” type course. The key idea is to make innovative design projects in teams. Focus is on project work and innovation; innovative (advanced) materials, innovative solutions, innovative (emerging) technologies, innovative design process, tools and methods. The topic of the project will be set by teams or given by our partners (company etc.). Target is to make development of a new product or improvement of existing products.During the innovation project course the students work in peer-groups and provide a real, commercialiseable innovation (tangible, intangible or their combination), which is based on a self-acquired business assignment or the students' own creativity / processing. Tangible innovation is, for example, a device or part of a device with a novelty value that performs its task better than previous ones. An intangible innovation can be, for example, a design that intelligently combines a business idea and revenue logic. The combination of these, in turn, can be, for example, a better managed productization process. / The project is implemented in a relatively free form: the peer-groups decide on their internal rules that govern their overall work. Otherwise, the processing follows a rhythm: in each class, a separate substance package is accessed by means of various pedagogical methods and of which peer groups thus taking a catch and reflecting it each in their own, specific way towards the subject they have chosen - constantly adding value and promoting their subject towards the finished innovation. At the very beginning, critical thinking is exercised, looking at one's own work as objectively as possible, while creating one's own Intelligent design. The purpose of the model is to support processing and enable the implementation of numerous aspects of innovation – more widely than one usually might, while maintaining systematicity. Aspects include, for example, stakeholder analysis, user analysis, competitor analysis, value network analysis, bottleneck analysis, revenue logic analysis, cost and profit margin calculations supporting pricing, innovation methods themselves, problem solving models and the versatile exploitation of digital tools such as bots / Parallelly, students contribute to a portfolio i.e. a documentation of the entire process - not just the findings, but the utilized theoretical material, the key stages and results of processing, and also evaluation of their own development and peer-group work’s outputs. The course ends with a seminar where students pitch their innovations to other peer-groups.

Assessment criteria, satisfactory (1-2)

Student will achieve the minimum acceptable level by: participating the minimum required amount on face-to-face classes / written report (portfolio) includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess basic knowledge & skills, parallelly presenting and emphasizing information relevant to objectives / students have also proven that they possess a wide range of information regarding course's topics / contents (Bloom's taxonomy level 1) and that they also understand the meaning of all the possessed information (Bloom's taxonomy level 2)

Assessment criteria, good (3-4)

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess good knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge / students have also proven that are (in addition to Bloom's levels 1 and 2) capable of applying all the acquired knowledge in to them relevant, working life situations (Bloom's taxonomy level 3) and that they are capable of analysing, breaking information into sub-parts and drawing conclusions based on this data (Bloom's taxonomy level 4)

Assessment criteria, excellent (5)

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess exceptional knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge in such a manner that this process will provide entirely new information (deductions, implications, applications, discoveries, summaries) /students have proven that they master all the earlier described Bloom's taxonomy levels (1-4) and are additionally capable of innovating and differentiating in their work all the acquired knowledge (Bloom's taxonomy level 5) - The highest level possible to acquire is Bloom's taxonomy level 6 which is to state that learner has obtained the highest level maturity possible - meaning that the learner can also critically observe his or hers learning process's outcomes and is autonomically capable of enhancing his or hers cognitive mental schemas, further to enhance learning efficiency.