Team Learning and Business Models (8cr)

Objectives (course unit)

The student will be able to:
- recognize the possibilities of team learning and is able to learn in a team.
- act constructively in dialogues.
- create and evaluate new, up-to-date skills with the team.
- evaluate strengths and weaknesses of different business models.
- use various business modeling tools.

Content (course unit)

What is the meaning of learning organization?
What are the advantages of team learning?
How can you learn in a team?
What kind of business models exist and what are the possibilities and challenges of those models?
What kind of tools are used when creating and developing business models?

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the principles of team learning and dialogue in theory. They understand how new knowledge is being produced together. They know different kinds of business models and related tools and knows some of their strengths and weaknesses.

Assessment criteria, good (3-4) (course unit)

The students know the principles of team learning and dialogue and has tried them out in real life. they have experienced how new knowledge is produced together and they are able to evaluate their own development. They know possibilities of different business models and are able to use some related tools.

Assessment criteria, excellent (5) (course unit)

The students show their competence in team learning and dialogue in practice and in theory. As active participants, they build new knowledge in their team. They are able to put business models in practice and know how to use tools to develop them. They are able to evaluate their skills realistically.

Assessment criteria, pass/fail (course unit)

Failed, if
The student knows the basics of team learning and dialogue only cursorily. He/she is not committed to the rules of his team and does not participate in knowledge creation. He/she knows some business models but none of their characteristics. His/her ability to use related tools is minimal.

Location and time

To be notified, see group's Teams

Exam schedules

No traditional exams; see assessment critereria

Assessment methods and criteria

In order to complete the course, the student will have to participate in training sessions, carry out the given homework or pre-tasks and submit the required exercises. The students will be graded on a scale from 0 to 5, and the evaluation will be based on participation and learning process.

Assessment scale

0-5

Teaching methods

Team learning, essays, training sessions, dialogue

Learning materials

The literature and topic for the group essay will be determined in the groups. The coaches will give additional information on how to find appropriate literature if needed.

Student workload

1 cr = 27 h of student's work

Completion alternatives

To be negotiated with the coaches before the course starts

Practical training and working life cooperation

The course will include a lot of practical hands on learning and the themes discussed during the course will be taken into practice the following spring semester.

International connections

The course is a part of the English study programme, so international aspects are always present.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student knows the basics of team learning and dialogue only cursorily. He/she is not committed to the rules of his team and does not participate in knowledge creation. He/she knows some business models but none of their characteristics. His/her ability to use related tools is minimal.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student knows the principles of team learning and dialogue in theory. They understand how new knowledge is being produced together. They know different kinds of business models and related tools and knows some of their strengths and weaknesses.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The students know the principles of team learning and dialogue and has tried them out in real life. they have experienced how new knowledge is produced together and they are able to evaluate their own development. They know possibilities of different business models and are able to use some related tools.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The students show their competence in team learning and dialogue in practice and in theory. As active participants, they build new knowledge in their team. They are able to put business models in practice and know how to use tools to develop them. They are able to evaluate their skills realistically.