Practice-Based Knowledge on System Innovation and Climate Change. A Learning Approach for Practitioners through Active-Blended Format
Cristian Matti, Copernicus Institute of Sustainable Development – Utrecht University (The Netherlands)
Cornelia Rietdorf, Provadis School of International Management and Technology Ag (Germany)
This study provides evidence of the application of a practice-based knowledge in educational activities in the field of innovation, climate change and sustainable transitions based in active-blended format. The learning approach follows a modular knowledge framework where the varied needs of practitioners and different bodies of knowledge (i.e. transitions management, innovation management, systemic thinking, design thinking and project management) are combined and adapted to create a dynamic learning process. Modules are presented through practice-based visual tools with the aim of facilitating concept mapping and contextualization to practitioner’s activity.
This learning format got tested, in two different education programmes as well as six professional training workshops, across different European locations. The learning approach is based in Flipped and Seamless learning with the aim of being tailored to the diverse professional education programmes of Climate-KIC. Classroom and eLearning activities are combined in order to take information out of the classroom and introduce more practical and problem oriented exercises to finally facilitate learning by problem solving. The tools are presented through different types of activities, at different times and with multiple resources. Collaborative learning is also introduced by group work, project development related activities and peer to peer interactions driven by practitioners needs and priorities.
Based on participant and various stakeholder feedback learning materials and activities are continuously adapted, striving towards well tested innovative new practitioner oriented learning methods. Evidence shows that practitioners demand adaptable and flexible tools easy to transfer to their challenges and problems as well as new learning methods in which experts and mentors work more horizontally with practitioners and problem owners. Thus, this study is aimed to contribute to understand the potential of complementarities between experiential and experimental knowledge as a critical element for a learning approach.