Goal:
Examination of the influence of the Sincoe training videos for self-assessment of innovation competence combined with the regular content of the course (including learning units on the topics of perception and personality traits) on self-assessment with the Sincoe assessment tool.
Target group:
1st Semester Life Sciences students. More than 60 participants. Age: 18 to 40.
Situation Environment:
50% online-lecture, 50% face-to-face. Tasks for the students are part of a portfolio examination.
Methods:
At the beginning of the semester, only the first two SINCOE training videos are used. Students then evaluate their innovation skills using the SINCOE assessment tool. Detailed feedback on training videos and assessment tool is collected. The third SINCOE training video (Biases and how to avoid them) is then used as an addition to the usual course topics of perception and personality traits. After participating in these learning units the students assess themselves a second time using the SINCOE assessment tool, they compare their results of the first and the second assessment and discuss the reasons for any differences. Detailed feedback from students from students on third training video and self-assessment is collected and discussed.
Additional Methods:
Quasi-experiments – online and face-to-face - on the topic of perception and self-perception as a construction of reality.
Online group work (Mini-groups):
Personality traits according to dimensions such as duration/change and proximity/distance and their influence on collaboration situations and innovation processes.
Analysis of communication situations in video sequences, and comparison of protagonists´. behaviour with own behaviour tendencies in similar situations.
