Abstract
This work focuses on the re-structure work of a module previously delivered face-to-face to more interactive approaches, capable to adapt to both online and/or blended learning environments and accommodating the changing needs of the learners due to the variable health and safety guidelines in relation to teaching in Higher Education during 2021–2022 due to the COV-19 pandemic. Several complex threshold concepts were identified, and the learning objectives of the module were modified and aligned with new learning activities and assessment strategies to create meaningful and clear associations for the learners. The principles of universal design for learning (UDL) were applied when re-designing new online/blended materials. The module included asynchronous delivery of theoretical contents related to business that served as the main scaffolds supporting active learning group work. The group work was organized as a research-based scenario in which the learners develop a business idea and specify all the different elements needed for a realistic business to work by the completion of a “business canvas”. The alignment of the new learning objectives, activities and assessments was evaluated by a peer-observation of a session and the student’s feedback. Overall, the design of a flexible module that could be delivered in both fully online and blended learning environments facilitated the delivery of the content and promoted active learning in a way that was suitable and capable to adapt and engage with the learners during the challenging and ever-changing learning environment created by the COV-19 pandemic.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Alae-Carew, C., Green, R., Stewart, C., Cook, B., Dangour, A.D., Scheelbeek, P.F.D.: The role of plant-based alternative foods in sustainable and healthy food systems: consumption trends in the UK. Sci. Total Environ. 807, 151041 (2022)
Bailin, S.: Critical thinking and science education. Sci. Educ. 11(4), 361–375 (2002)
Basham, J.D., Blackorby, J., Marino, M.T.: Opportunity in crisis: the role of universal design for learning in educational redesign. Learn. Disabil. Contemp. J. 18(1), 71–91 (2020)
Biggs, J.: Enhancing teaching through constructive alignment. High. Educ. 32(3), 347–364 (1996)
Biggs, J.: Teaching for Quality Learning at University (2003)
Biggs, J.: Constructive alignment in university teaching. HERDSA Rev. Higher Educ. 1, 5–22 (2014)
CAST: Universal Design for Learning Guidelines version 2.2 (2018). http://udlguidelines.cast.org. Accessed 10 Feb 2022
Choo, W.S.: Student perspectives of various learning approaches used in an undergraduate food science and technology subject. J. Food Sci. Educ. 20(4), 146–154 (2021)
Colurcio, M., Wolf, P., Kocher, P.Y., Spena, T.R.: Asymmetric relationships in networked food innovation processes. Br. Food J. 114(5), 702–727 (2012)
Crowe, A., Dirks, C., Wenderoth, M.P.: Biology in bloom: implementing bloom’s taxonomy to enhance student learning in biology. CBE. Life. Sci. Educ. 7(4), 368–381 (2008)
Duffrin, M.W.: Integrating problem-based learning in an introductory college food science course. J. Food Sci. Educ. 2(1), 2–6 (2003)
Gagnon, G.W., Jr., Collay, M.: Constructivist Learning Design: Key Questions for Teaching to Standards. SAGE Publications, Thousand Oaks (2005)
Garcia-Vaquero, M.: Design thinking online: approaching constructive learning in food science. In: 18th International Conference on Cognition and Exploratory Learning in Digital Age (2021)
HLPE: Nutrition and food systems. HLPE, Rome (2017)
https://support.microsoft.com/en-us/office/improve-accessibility-with-the-accessibility-checker-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f. Accessed 10 Feb 2022
Jideani, V.A., Jideani, I.A.: Alignment of assessment objectives with instructional objectives using revised bloom’s taxonomy—the case for food science and technology education. J. Food Sci. Educ. 11(3), 34–42 (2012)
Kim, B., Kim, H., Jeon, Y.: Critical success factors of a design startup business. Sustainability 10(9), 2981 (2018)
Meyer, J., Land, R.: Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines. Citeseer (2003)
Morris, S.A.: Basic Elements of Food Processing and Packaging Food and Package Engineering, pp. 3–16 (2011)
Napoleon, L., Freedman, D., Seetharaman, K., Sharma, P.: An educational needs assessment of pennsylvania workforce: opportunities to redefine secondary career and technical education to meet food industry needs. J. Food Sci. Educ. 5(2), 19–23 (2006)
Oliveira, L., Cardoso, E.L.: A project-based learning approach to promote innovation and academic entrepreneurship in a master’s degree in food engineering. J. Food Sci. Educ. 20(4), 120–129 (2021)
Osterwalder, A., Pigneur, Y.: Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers, vol. 1. John Wiley & Sons, Hoboken (2010)
Padden, L., O,Connor, J., Barrett, T.: Universal Design for Curriculum Design: UCD Access and Lifelong Learning (2017)
Pelech, J.: The comprehensive handbook of constructivist teaching: from theory to practice. IAP (2010)
Sambell, K., McDowell, L., Brown, S.: “But is it fair?”: an exploratory study of student perceptions of the consequential validity of assessment. Stud. Educ. Eval. 23(4), 349–371 (1997)
Sjöö, M., Östman, E., Rayner, M.: Concept circuit training: a new pedagogic approach for better teaching and learning. In: LTHs 6:e Pedagogiska Inspirationskonferens (2010)
Tyler, R.W.: Basic Principles of Curriculum and Instruction. University of Chicago Press, Chicago (2013)
Vardi, I., Ciccarelli, M.: Overcoming problems in problem-based learning: a trial of strategies in an undergraduate unit. Innov. Educ. Teach. Int. 45(4), 345–354 (2008)
Wijnia, L., Loyens, S.M.M., Derous, E.: Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemp. Educ. Psychol. 36(2), 101–113 (2011)
Acknowledgement
Marco Garcia-Vaquero acknowledges the funding received from the Ad Astra Start Up Award from UCD to attend this conference. Marco Garcia-Vaquero would like to thank his family, specially Blanca Vaquero Martín and América Martín Mezquita for their constant support, wisdom and passion for education that was passed on to everyone around them. América Martín Mezquita “Study, learn and get educated! Money can come and go; Knowledge will always stay with you and it will help you forever”.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Garcia-Vaquero, M. (2022). Food Sector Entrepreneurship: Designing an Inclusive Module Adaptable to Both Online and Blended Learning Environments in Higher Education. In: Meiselwitz, G. (eds) Social Computing and Social Media: Applications in Education and Commerce. HCII 2022. Lecture Notes in Computer Science, vol 13316. Springer, Cham. https://doi.org/10.1007/978-3-031-05064-0_7
Download citation
DOI: https://doi.org/10.1007/978-3-031-05064-0_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-05063-3
Online ISBN: 978-3-031-05064-0
eBook Packages: Computer ScienceComputer Science (R0)