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Using a Blended Online Program to Teach Professional Innovation Skills and Promote Peer Interaction

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Pedagogical Considerations for Teaching Engineering Professionals

Tagged Division

Continuing Professional Development

Page Count

11

DOI

10.18260/p.27120

Permanent URL

https://peer.asee.org/27120

Download Count

166

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Paper Authors

biography

Ronie Shilo Stanford University

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Ronie Shilo is the Director of Professional Programs at the Stanford Center for Professional Development. She works with faculty and partners to extend the Stanford experience to industry, as well as build new and existing professional education programs in a variety of engineering fields. Prior to joining Stanford in 2011, Ronie has had extensive experience as an organizational psychologist and consultant, and was deeply involved in all phases of development and delivery of leadership training programs across a wide variety of organizations. Ronie holds an MA in Organizational Psychology from Bar Ilan University, and a certification in group facilitation from Tel Aviv University.

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Abstract

Teaching innovative and creative skills has challenged educators across multiple industries, and teaching these skills in an online format has often seemed exceedingly difficult. This paper, describes a unique collaboration between ______’s Innovation and Entrepreneurship Certificate program, and a large multi-national company to deliver a blended program to over 700 of its global talent pool of high potential managers. The program was designed to enhance innovative and creative skills, and was delivered through face to face, online, and live virtual educational experiences. One of the key components of the program, was a series of live virtual events, delivered by _______ instructors and company executives, and designed to achieve a few objectives: review the content of each online course completed by participants, demonstrate ways to apply the content to the company’s work environment, and promote peer discussion and group feedback on the content application. The paper will share some key characteristics and design principles that informed the development and delivery of these live virtual events, some best practices that were gleaned from conducting 56 live virtual events of this sort for the program, and some examples of how the peer and team interaction proved vital to the success of these learning experiences focusing on teaching innovative and creative practices.

Shilo, R. (2016, June), Using a Blended Online Program to Teach Professional Innovation Skills and Promote Peer Interaction Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27120

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