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Commenced in January 2007 Frequency: Monthly Edition: International Publications Count: 30318

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Developing Learning in Organizations with Innovation Pedagogy Methods
Most jobs include training and communication tasks, but often the people in these jobs lack pedagogical competences to plan, implement and assess learning. This paper aims to discuss how a learning approach called innovation pedagogy developed in higher education can be utilized for learning development in various organizations. The methods presented how to implement innovation pedagogy such as process consultation and train the trainer model can provide added value to develop pedagogical knowhow in organizations and thus support their internal learning and development.
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[1] T. Penttilä, L. Kairisto-Mertanen, A. Putkonen, and A. Lehto, “Innovation Pedagogy – A Strategic Learning Approach for the Future,” in Pedagogical views on innovation competences and entrepreneurship, A. Lehto and T. Penttilä Eds. Tampere: Reports from Turku University of Applied Sciences 171, 2013, pp.11-23.
[2] L. Kairisto-Mertanen, T. Penttilä and H. Lappalainen, ”Fostering Capabilities for Continuous Innovation in University Education,” in 2012 Proceedings of 13th International CINet Conference.
[3] J. Kettunen, T. Penttilä and L. Kairisto-Mertanen, “Innovation pedagogy and desired learning outcomes in higher education,” in On the Horizon, 2013, Volume 21, Issue 4.
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[5] R. A. Walker, K. Pressick-Kilborn, L. S. Arnold, and E. J. Sainsbury, “Investigating Motivation in Context: Developing Sociocultural Perspectives,” in European Psychologist 2004, Vol 9(4), Dec, pp. 245–256.
[6] T. Penttilä, and L. Kairisto-Mertanen,”Learning Innovation Competences through Boundary Crossing in a Social Learning Environment,” in 2012 Proceedings of EDULEARN2012 Conference, Barcelona.
[7] T. Penttilä and A. Putkonen, “Knowledge in the Context of Innovation Pedagogy in Higher Education,” in 2013 Proceedings of INTED2013 Conference, Valencia.
[8] E. Wenger, Communities of Practice: Learning, meaning, and identity. New York: Cambridge University Press, 1998.
[9] K. Hakkarainen, K. Lonka, and L. Lipponen, Tutkiva oppiminen. Helsinki: WSOY, 2001.
[10] M. Gibbons, C. Limoges, H. Nowotny, S. Schwartzman, P. Scott and M. Trow, The New Production of Knowledge. The dynamics of science and research in contemporary societies. London: Sage, 1994.
[11] L. Kairisto-Mertanen, T. Penttilä, and A. Putkonen,”Embedding innovation skills in learning”, in Innovation and Entrepreneurship in Universities, M-L Neuvonen-Rauhala ed. Series C Articles, reports and other current publications, part 72, Lahti University of Applied Sciences, 2010.
[12] I. Nonaka & H. Takeuchi, The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation, New York: Oxford University Press, 1995.
[13] H. Nowotny, P. Scott, and M. Gibbons, Re-Thinking Science. Knowledge and the public in an age of Uncertainty. London: Polity Press, 2001.
[14] H. Nowotny, P. Scott and M. Gibbons “Mode 2 Revisited: The new production of knowledge,” in Minerva 2003, 41(3), pp. 179–194.
[15] T. Penttilä, L. Kairisto-Mertanen, A. Putkonen, and A. Lehto, ”Innovaatiokompetensseja innovaatiopedagogiikan avulla”, in Kestävä Innovointi, T. Rautakorpi, A. Mutanen, L. Vanhanen-Nuutinen eds. Helsinki: Unigrafia, 2014, pp. 156-171, modified from the figure p. 165.
[16] E. H. Schein, Process consultation, 1987, volume II. USA: Addison-Wesley.
[17] E. H. Schein, Yrityskulttuuri. Selviytymisopas, Helsinki: Suomen Laatukeskus Koulutuspalvelut Oy, 2001, pp. 131–156.
[18] G. W. LaVigna, L. Christian, and T. J. Willis, “Developing behavioural services to meet defined standards within a national system of specialist education services,” in Pediatric Rehabilitation, 2005, 8:2, pp. 144-155.
[19] P. M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization, United States: Currency.
[20] D. A. Garvin, A. C. Edmondson, and F. Gino, “Is Yours a Learning Organization,” in Harvard Business Review, 2008, March.
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