The Experiential Exam as an innovative alternative formal assessments of learning outcomes that encourages memorization of course content. Students move through all four stages of the Kolb experiential learning cycle that starts with an experience which is transformed into meaning through reflection, sense-making and sense-giving. Three different examples of experiential examinations include The DIY Exam, The 11th Secret and The Exam without Words, all of which prompts the student to demonstrate entrepreneurial attitudes and behaviors. The merits of using experiential examinations for entrepreneurship education are compared and contrasted with those of traditional and more unconventional examination formats.
An Innovative Pedagogy for Teaching Entrepreneurship
To demonstrate how experiential activities involving artistic expression (art, painting, drama, music, etc.) enhance the understanding of entrepreneurship in an effective, efficient and enjoyable way.
Several of the games typically played in a classroom concentrate on finding the right answers e.g. Jeopardy, Who wants to be a Millionaire, Cluedo, Bingo, etc. Others create a competitive scenario in which students or groups of students are in a combative situation e.g. simulations. All of these involve a winner and losers. An alternative approach to play in the classroom is one in which students collaborate with instead of compete against each other. A set of activities was developed in which students “create something out of nothing”. He/she has to find out the rules, make the connections and interpretations while creating something materials that are unfamiliar to them. In each instance, the student plays an active and creative role. Each activity engage students in different ways, but all capture their imagination and encourage interaction.
Activities that involve artistic expression (e.g. art, music, drama) have proven to be particularly effective in terms of encouraging a greater degree of both participation and comprehension.
Apart from creating opportunities for students to comprehend fundamental principles, these exercises convey the underlying emotion-filled concepts that cannot be communicated effectively in narrative format. These assignments seem childlike at first and herein lay the secret to their success. Students immediately associate these activities with the things they used to do in kindergarten i.e. remind them of playing and having fun and not caring about the outcomes. When the seemingly unrelated digressions reveal their relevance to the learner there is an aha! moment that needs no further explanation from the instructor.
A painter told me that nobody could draw a tree
without in some sort becoming a tree;
or draw a child by studying the outlines of its form merely…
but by watching for a time his motions and plays,
the painter enters into his nature
and can then draw him at every attitude…
Ralph Waldo Emerson (1803-82)
American writer, philosopher, poet, essayist
Creative work needs the ethos of jazz…
A leader will pick the tune, set the tempo, and start the music, define a style. After that it is up to the ensemble to be disciplined and free, wild and restrained, leaders and followers, focused and wide-ranging…
To integrate the ‘voices’ in the band without diminishing their uniqueness. The individuals are expected to play solo and together.
Max DePree (in Leadership Jazz)
An epic long-distance competition between prospective innovation professionals for the yellow jersey: the greatest challenge of all!
A picture is worth a thousand words…
A purposeful personal collection of artifacts that represents both the learning experience and reflections on that experience in a way that conveys something about you.