FLiP Entrepreneurship Challenge

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CertifiedEducation quality

01/2021

Erste Financial Life Park - Erste Group Bank AG

Business & entrepreneurship

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FLiP Entrepreneurship Challenge is an online course on entrepreneurship. It comes with an app to teach about Design thinking.

FLiP Entrepreneurship Challenge teaches the young people on how business and product ideas are formed and develop to meet the needs of th customers. The challenge starts off in the proven browser format, that the learners can go through independently at their own pace. Users click their way through the first phase as if playing a game, learning a lot about famous and not-so-famous entrepreneurs and about the entrepreneurial mindset. They are also asked, for example, to guess which inventions were created by children and young people: ear muffs or fizzy powder?
After the course, they then start working with the FLiP Entrepreneurship app. Here, the emphasis is totally on the design thinking innovation methodology. The pupils work in small groups and learn the importance of teamwork, of listening empathetically, identifying needs and moulding these into ideas. Developing prototypes and making presentations are also part of the process. The app guides the users step-by-step through the process.

Age groups

Middle school

High School

Tertiary Education

Professional education

Languages

German

Platform

Browser-based

Mobile Android

Mobile iOS

Registration

Required

Offline play

Internet required

Pictures

Pedagogy

Educational Quality

Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

Passive

Active

FLiP Entrepreneurship Challenge is fully interactive and the division between written instructions/information and activating tasks is in a great balance. In the web course, Immediate feedback after each activity motivates the user to gain information and reflecting your own answers. The design thinking approach in the mobile app activates through more creative tasks and requires more collaborative real-life activities.

Rehearse

Construct

he solution tells the users what they have learned, which helps students to feel they're progressing and also reflect their own learning outcomes. A good amount of new information is given, but through the rewarding-system and plenty of activities, the solution aims to keep up the user's interest during the progress. Reflecting on strengths and development areas is a good way to guide the student thinking about their own possibilities to become an entrepreneur.

Linear

Non-linear/Creative

The difficulty level raises nicely. In the beginning, there is no score and the tasks get a little bit harder as the user progresses. In the design thinking application, the user is given the freedom to choose between design cases, which allows the student to choose topics of one’s own interest. Since the learning path is linear, the learning progress is directly comparable between users. This helps the teacher to plan and schedule students' progress accurately and predict the learning outcomes.

Individual

Collaborative

The course works well for independent online learning. Even though the solution is gamified and the scoring is a centric part of the use, students are not encouraged to compete against each other. The user can act and progress autonomously and make all the decisions individually, it provides flexibility in the use and allows use outside of school hours. The design thinking tasks are teaching key social skills since they require the student to position oneself into the role of someone else.

The following are the high educational quality aspects in this product.

Flip Entrepreneurship Challenge works as an inspiration and as a first step to introduce the topic of entrepreneurship to students of different ages.

The learning experience is progressive and the user is kept active throughout the learning journey.

All learning content and activities are of high-quality. Example stories of entrepreneurs and innovations are well-chosen and the dynamic between learning content and activities is perfect.

The Design thinking course promotes creative hands-on learning tasks.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

The difference between target markets and market segments

Characteristics of the market in which an organization operates

How organizations target and segment their market and create consumer profiles

The importance of research and development for a business

The student understands the problems that a new business or enterprise may face

The student understands the main business functions and their roles: human resources, finance and accounts, marketig and operations

The student understands the role of entrepreneurship (and entrepreneur) and intrapreneurship (and intrapreneur) in overall business activity

The student understands the common steps in the process of starting up a business or an enterprise

The student understands the reasons for starting up a business or an enterprise

describe the principle of profit maximisation as a goal and recognise that business organisations may have different goals

define total and average revenue and perform simple calculations

The student understands the role of businesses in combining human, physical and financial resources to create goods and services

The importance of developing goods and services that address customers’ unmet needs (of which the customers may or may not be aware)

The importance of having a unique selling point/proposition (USP)

Role of finance for businesses: capital expenditure and revenue expenditure

Soft skills learning goals

Practicing memorizing skills

Using technology for interaction and collaboration

Using technology as a part of explorative process

Enabling the growth of positive self-image

Practicing to find ways of working that are best for oneself

Practicing to take responsibility of one's own learning

Practicing to evaluate one's own learning

Practicing to observe spoken and written language

Practising visual recognition

Practicing to improvise

Using technology as a part of explorative and creative process

Encouraging the growth of positive self-image

Learning to listen other people’s opinions

Realizing the connection between subjects learned in free time and their impact to skills needed at worklife

Practicing to use information independently and interactively

Learning to acquire, modify and produce information in different forms

Practicing keyboard skills and touch typing

Practicing to find, evaluate and share information

Connecting subjects learned at school to skills needed at working life

Encouraging students to be innovative and express new ideas

Developing problem solving skills

Practicing to notice causal connections

Practicing to look things from different perspectives

Practicing strategic thinking

Learning to build information on top of previously learned

Encouraging to build new information and visions

Learning to combine information to find new innovations

Encouraging positive attitude towards working life

Learning consumer knowledge and smart economics

FLiP Entrepreneurship Challenge