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Innovative solutions in TU Haapsalu College - integration between fields of study:

Innovative solutions in TU Haapsalu College - integration between fields of study:. From an innovative idea to implementation: a challenge and solutions Case: Learning Games Eva Makienko, TU Haapsalu College, Lecturer, Enterpreneurship expert. Sources of innovation.

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Innovative solutions in TU Haapsalu College - integration between fields of study:

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  1. Innovative solutions in TU Haapsalu College - integration between fields of study: From an innovative idea to implementation: a challenge and solutions Case: Learning Games Eva Makienko, TU Haapsalu College, Lecturer, Enterpreneurship expert

  2. Sources of innovation A great idea is an advantage for innovation Innovation is an initial test of implementing an innovative idea in practice(Roolaht, 2008) An idea’s implementation success is affected by: enthusiasm, courage to take risks and thought-out action

  3. The three components of creativity (Amabile, 1998): Creativity

  4. Case: Learning Games • In 2010 TU Haapsalu College teacher training students took part in an entrepreneurship competition “Ajujaht” • Competition “Ajujaht” is Enterprise Estonia's entrepreneurship competition • This competition aims to help young entrepreneurs to set up innovative companies

  5. Innovation begins from a great idea Solutions are guided by challenge: • Today it is a serious issue that pupils’ interest in learning is low, they fear to fail (Piht, 2011) • A challenge - how to increase pupils’ motivation in the learning process • The team had a business idea to create, publish and market new learning games for I and II school levels

  6. How to implement the idea? • Haapsalu College’s teacher training students saw an opportunity in “Ajujaht” competition.It was a possibility to get: • more publicity for the topic of learning games • financial resources to implement the business idea • They formed a team called “Õpime mängides” (“Learning by Playing”)

  7. Strenghts and weaknesses of the team Strenghts: • the learning games’ team consisted of experts • the team had compiled 25 learning cames, according to the national basic school curriculum’s learning outcomes • the team was highly motivated Weaknesses: • the team didn’t have any knowledge or experience in the field of entrepreneurship

  8. Business plan compiling process The more complex issues were: • How to define the target groups • How to find the best marketing channels • The financially essential issues regarded: • learning games’ production costs • revenue projections

  9. Business plan – the results The compiled business plan showed that teacher training students’ business idea was not the most profitable one, but had an important social meaning

  10. The Learning Games team – a finalist! • The team won a third place in the entrepreneurial competition “Ajujaht” • Today this business is known as Ciconia Õppemängud OÜ www.oppemangud.ee

  11. In conclusion: • Expert knowledge + Motivation + Creative thinking skills  Creativity • Creativity Great Idea + Implementation  Innovation Thank you for your attention!

  12. References: • Amabile, T. M. (1998). How to kill creativity. Harward Business Review. September-October 1998, 77-87. • Piht, M. (2011). Õppemängude olulisus õppeprotsessis. [Magistritöö]. Haapsalu: TLÜ Haapsalu Kolledž • Roolaht, T. (2008). Innovatsioon kui majanduse edutegur. Rmt. Arrak, A. (Toim.) Eesti majandus – lõimumine Euroopa ja globaalses kontekstis. Tartu: Avatar Holding OÜ, 127-158.

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