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Learning diary 8: EduPreneuriship module- presented a mini-lecture 

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Learning diary 8: EduPreneuriship module- presented a mini-lecture 

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On Tuesday, September 19, 2023, we attended the seventh lecture of the EduPreneuriship module- presented a mini-lecture at the Polytechnic University of Suliamani, Pedagogy Centre, Nali Hall, at 9:00 o'clock. Approximately 35 learners participated in the lecture.

In the first part of the lecture, each of us individually presented a five-minute mini-lecture on our specialty, and Mr. Miran gave each of us comments and some important techniques about body language.

In the second part of the lecture, we welcomed a teacher named Dr. Sarkawt, who has been a teacher for thirty years and is still a continuous teacher. He told us about his teaching experience.
The most important things he mentioned were:

·       What does it mean to teach?

·        What does entrepreneurship mean?

·       The importance of taking responsibility.

·       Founder of Sulaimani Technical College.

·       Gaining student love is very important.

·       We must be active.

·       Create a good learning environment.

·        Build very good relationships with students, as well as create barriers (distance).

·       We need to take care of our hearts and feelings.

·       Students know which teachers are loyal, experienced, and capable.

·        Teachers should have their own guidelines for their students, which Dr. Karwan explained to us in detail.

·       Giving 100% confidence to students, which Dr. Karwan has previously explained to us.

·       We must not allow students to exploit us.

·       We should not discriminate between males and females.

·       Using mobile phones and chewing gum are prohibited in class.

·       We need to have a love for our specialty.

·       Get student feedback (you must do it yourself).

·       We need to have a plan, which Dr. Karwan explained to us in detail.

·        We must know the etiquette of lectures and teaching.

·       Teaching methods vary according to culture.

·       We must become the third person.

·        Have a lot of reading in our field of expertise to promote the field of knowledge.

·       teamwork, which Dr. Karwan emphasised earlier on the importance of teamwork

·       You must have your own discipline in the classroom and laboratory.

·       free-time for five minutes in the classroom

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 learning diary 7: EduPreneuriship module, Classroom Management for Learning (part2)

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 learning diary 7: EduPreneuriship module, Classroom Management for Learning (part2)

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How can you encourage students to become engaged?

It can be difficult to determine why quiet students are not contributing: are they shy or introverted by nature, do they suffer from anxiety or depression, or are they simply unprepared?

Here are a few ways to tease out the discussion:

• Give weekly quizzes, reflection papers, or homework.
Many public school pupils are used to tests and grades, so they may not value ungraded work. Preparation for even a low-graded assignment might motivate kids to accomplish homework.

• Clarify concepts and help with problem-solving:
If you work with content in class, acknowledge students' thoughts, and provide feedback, they'll expect to be prepared.

• Class participation graded:
Ask your students to help set class participation standards and score their discussion contributions with a rubric, clickers, or other techniques.

• Flip the classroom: Instead of lecturing on reading, require students to view or read online lectures before class to complete classroom exercises (e.g., group work, case studies, problem-solving).

• Make expectations clear:
Establish discussion guidelines, participation requirements, and models. Provide scaffolding by giving roles or strategies to those unfamiliar with conversation (Brookfield, 2011).

• Call on students by name:
When pupils feel nameless, they may not talk; show them you care and respect them by learning their names.

• Encourage positive responses and elaboration:
Learn to respond to student remarks to promote involvement. Instead of declaring, “No, that’s wrong,” ask a question that helps pupils find the problem. Students are more inclined to contribute when they don’t feel intimidated. Repeat or rephrase statements, and respond immediately.

• Introduce active learning exercises:
Students who feel too on-the-spot to participate in class discussions may benefit from small groups, role plays, etc. Give pupils as many avenues to participate as is feasible.

• Allow students to think before answering questions.
Some of our greatest minds require time to gather and express themselves. Giving kids 10, 15, or 30 seconds to answer challenging questions while making eye contact shows you will wait. Or have them take notes for a few minutes and then ask what they came up with. Consider think-pair-share exercises: Students talk to a peer before sharing their answers with the class after considering and taking notes.

• Show your enthusiasm: Instructors who actively participate in discussions and provide true value will encourage student engagement.

Tips: Remember… Engage, engage, engage!

Don’t let down once the course gets underway.

Arouse students’ curiosity.

Convey your passion for the subject.

Make course material relevant.

Assign challenging but achievable tasks.

Give students some control over their learning.

Be available to meet students before and after class and during office hours.

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 learning diary 7: EduPreneuriship module, Classroom Management for Learning (part1)

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 learning diary 7: EduPreneuriship module, Classroom Management for Learning (part1)

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On Sunday, September 17, 2023, we attended the seventh lecture of the EduPreneuriship module, Classroom Management for Learning, through an online Zoom meeting programme at 7:00 o'clock. Approximately 35 learners participated in the lecture.

-Classroom management for learning

Classroom management refers to the actions an instructor takes to establish and maintain a conducive learning environment. These actions include decisions about structure, organisation, and course activities that support students by moderating their expectations and behaviours.

We  discussed some guidelines, laws, policies, and curriculum in the classroom in addition to higher education on the issue of classroom management with Mr. Dr. Karwan so that teachers do not have confrontations and conflicts with students.
These are the most important points that Dr. Karwan emphasised.
1. Students must enter the classroom on time, and the teacher must be present before the student. (commitment to time)
2. Using mobile phones and chewing gum are prohibited in class.
3. Some strange behaviours should be warned of in advance that are not allowed in the classroom.
4. The student must ask if he or she wants to leave.
5. Students' requirements for attending laboratories and fields, for example, labcoat
6. How to participate in the classroom
7. Classroom rules
8- Teaching methods (lecture, power point, textbook, book)
9. Sending premature lectures to students
10- Discuss course books and syllabi and discuss workload assessment tools, quizzes, learning outcomes, grade distribution, resources, and books.
11- Discussing the daily examination time in the monthly examination
12. Consider the situation of students, for example, in the month of Ramadan.
12. Protection of scientific trust
13. Story-telling and giving examples
14. General discipline: we must inform the student in advance.
15- Time management is very important for teachers and students.
16. When is it appropriate for students to ask questions during the lecture explanation?

Effective classroom management can create a positive learning environment that:

·       Fosters an environment that supports academic, social, and emotional learning;

·       Facilitates a structured and organized environment where students can focus on learning; and

·       Builds trust and healthy relationships between instructor and students, and peer-to-peer among students.

·       Maintains attention and fosters motivation and engagement; and

·       Minimizes disruption and interference with learning.

Ecological Approaches to Classroom Management:

The classroom is a unique learning environment with unique features, processes, and dimensions. Each class has its own history, inner jokes, and comforts and discomforts, even if they are public spaces. Depending on the students, time of day, room layout, and other factors, each classroom has its own unique dynamics.
By structuring courses and lessons around these elements, instructors may greatly impact classroom ecology. Effectiveness:
• Being present: constantly scan the space and be attentive to events.
• Overlapping: multitasking while keeping eye contact and closeness keeps attention.
• Momentum: deliver engaging, well-prepared classes that maintain student attention.
• Maintain team awareness and accountability: maintain student interest and decrease predictability.
• Offer diverse, hard assignments that challenge students to the correct degree of brainpower.

-Important considerations in classroom management
Classroom management might feel like a showdown between students and teachers. If you feel this way, change your strategy.
• Do your regulations match your purpose and learning goals? Help or hinder student motivation? Have any of your policies or processes been too harsh?

• What level of control is necessary and in what areas? How do you balance group order with student autonomy?

• How can you promote individual and collective learning responsibility? How are you building a learning community?

• How do external circumstances (e.g., time of day, classroom location, weather) affect class behaviour?

• What is more important for you in big vs. small classrooms, or lecture vs. lab/studio classes?

• How do you show respect for yourself and your students in your roles?

-Strategies for Starting and Ending Class:

Get Off to a Good Start

Come to class early, if possible, to set up everything you need and be available to chat with students.

Start class on time, every time.

Post a question or problem on the board or screen that they need to start working on right away; this can be related to their homework, a concept from the last session, or kick off a concept for that day’s session.

Use the intro activity to do a think-pair-share exercise with a peer; this gets them talking!

Connect what you will do today with the last class or place it in the bigger picture.

Activate prior knowledge by asking questions, doing a demonstration, or using a student engagement technique.

End class with confidence.

Leave time at the end of class to review what students learned that session and how it connects to the course or unit learning objectives; ask students to summarise.

Use a Classroom Assessment Technique (CAT) to find out what students learned and what was confusing.

Don’t ask for questions at the end of class; no one wants to hold up the class from leaving. Be clear about how and when the best time is to ask questions.

Give instructions and reminders for homework or upcoming deadlines.

Provide a preview of the next class and how it will connect.

We learned that effective classroom management begins with strong organisational skills—preparing your materials carefully, practicing with the technology, and getting a sense of how to best organise and move around in the room—but that’s not where the planning ends.

Consider these techniques as you develop your classroom management style:
A) Begin to establish an effective environment on the first day of class.
Plan your first class carefully since first impressions set the tone for the semester.
• Introduce yourself. Specify your preferred greeting.
• Offer an ice breaker to promote student relaxation and interaction.
· Engage students in the course soon after teaching.
• Use class time to review and highlight key syllabus points. Ensuring the syllabus outlines learning goals, class style, and anticipated behaviour may start student involvement before you meet with them. Teachers who properly and concisely deliver a course overview are appreciated during the initial few frantic add/drop weeks.
• Anticipate late students. Getting lost, too!
• Set community norms with students, like phone, laptop, chatting, sleeping, eating, late arrivals, and early departures. Students will love the democratic approach.
• Learn names immediately to boost student engagement. Use props (name cards, photographs, index cards), take attendance (UConn policy bans grading attendance), and hand back papers and assignments to tie a name to a face.
B) Interact with students regularly.
Regular engagement builds rapport and improves classroom management.
• Welcome students to the classroom.
• Engage in a brief conversation. Start class with a quick chat about a current event or assignment topic.
• Include discussion, group work, or video segments to engage students and relate the lecture subject to real-world events and situations.
• Ask questions and reply to student feedback with sufficient time.
During class, make eye contact with as many students as possible.
C) Be ready to respond to challenges.
Expecting and planning for classroom issues is the best approach to avoiding them.

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On Tuesday, 12/9/2023, the sixth lecture we attended in the EduPreneuriship module, leadership, at the Polytechnic University of Suliamani, Pedagogy Centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in the lecture.

Classroom management for learning.

In this era, the most important competency for teachers is that teachers at universities should be leaders in society. A teacher has an impact on the behaviour, ideas, personality, and desire for learning of students.

General traits of leadership

• To be an entrepreneurial leader, you must have all or most of the following characteristics:

1. Manages risk, not reduces it

Leaders help companies avoid risks and follow safe pathways, but an entrepreneurial leader takes calculated chances when he believes they will succeed. This might give the company the Midas touch for growth if done well. These executives handle risks well.

2. Ability to identify opportunities

Entrepreneurial leaders intuitively spot possibilities others miss. This allows them to exploit scenarios only they could imagine. Saras defined "effectuation" in 2001 to describe how entrepreneurs find chances.

3. Accepting New Ideas from Anyone

All the finest entrepreneurs are open to fresh ideas from any source. They are content to work with a wide collection of people with different opinions to achieve a shared goal, unlike conventional leaders, who desire a team with similar viewpoints. Entrepreneurial leaders adapt to their shifting settings and quickly understand what works best.

4. Adaptability

Implementing entrepreneurial leadership in a company increases its agility. This lets a corporation use its resources to compete. In other words, their company model adapts and uses all available resources.

5. Talent retention

Entrepreneurial workplaces constantly encourage positive attitudes and help companies develop, inspire, and retain people. Thus, your company loses less talent to competitors.

Entrepreneurial leadership will help future companies weather instability and stay competitive.

6. Competitiveness

not be possible under traditional leadership.

7. Motivation

8. Goals

9. Contribution

10. Teamwork

11. Support

12. Creativity

Who is a leader?
A leader is an individual who has the ability to influence and lead others by example. He is someone who holds a dominant position, has a vision, and stays committed to his goal. The qualities of a good leader are:

Foresightedness

Great communication skills

The art of influencing and motivating others

Stimulates work

Clear goals

Appreciate others

Sets examples

Takes responsibilities

does the right thing

Who is the boss?

A boss is an individual who is in charge of the organisation. He is someone who takes control over employees, orders tasks, and assigns duties to them.

In a company, there is no term called ‘boss’, but the word indicates a person who is the owner of the organization.

Boss vs. Leader: The Difference

·       A leader seeks solutions. A boss gives answers.

·       A leader is generous with praise. A boss expects big results.

·       A leader creates value. A boss counts value.

·       A leader trusts. A boss controls.

·       A leader listens and speaks. A boss commands.

·       A leader creates more leaders.

·       Leaders Listen.  Bosses Talk.

·       Leaders Direct. Bosses Push.

·       Leaders are patient. Bosses Rush.

·       A leader coaches them. A boss drives employees

·       A leader says "we". A boss says "I".

·       A leader fixes the breakdown. A boss places blame for the breakdown.

·       Leaders tech it Bosses expect greatness.

·       Leaders inspire confidence. Bosses cause nervousness.

·       Be a leader, not a boss.

-Entrepreneurial Leadership in Higher Education
Good entrepreneurial leadership in higher education means having the following skills and characteristics:

·        Excellent communication skills

·       Self-aware

·       Resourceful

·       Lead by example (story telling)

·        Power of teaching and learning

·        Having a vision and plan

·        They Are Lifelong Learners

·        They Create Collaborative, Inclusive Learning Environments

·        An understanding of student outcomes

·       The ability to implement large-scale turnarounds

·        An understanding of the variety of tools available to educators

·       The ability and the desire to reform (university) school culture

·       A commitment to quality professional development (updating themselves)

·       An understanding of the variety of tools available to educators

·       Knowledge of the best ways to support staff

·       Control the Experience

·       The ability to measure progress and success

·       Personal use and exploration of new tools

· Which style of leadership should a teacher have in university?

1- Autocratic or authoritarian leadership

attendance of students

strange behaviour
2- Democratic or Participative leadership

Democratic leaders are the first to seek feedback and share decision-making responsibilities. In education, this often means gathering feedback from students, staff, administrators, and families to implement school-wide changes and policies. "Democratic leadership is about believing students, parents, and the community have a voice," says Dr. Scroggins. "This approach helps build community and nurture partnerships among stakeholders."

Different opinions
3- The Laissez-faire or free-rein leadership
4- Paternalistic leadership
5- Strategic Leadership

teamworking

aim, objective, plan, and overcome challenges.
6- Coach-Style Leadership

Coaching leaders take young or struggling teachers under their wings to mentor. This style of leadership is usually time-consuming and requires much empathy and patience on the leader’s part. However, it has significant benefits for teacher development and student academic success.
7- Bureaucratic Leadership
8. charismatic leadership
9- Transformational leadership

motivation, implementation, and creativity
10- Transactional leadership
11- Visionary Leadership
12- Servant Leadership

- How to reduce stress while presenting and teaching (techniques to overcome panic)

• practice. Naturally, you'll want to rehearse your presentation multiple times.

• dress style

• observation
• Well prepared
• Attend Other Speeches
• Arrive Early
• Meet and Greet.
• Transform Nervous Energy Into Enthusiasm
• Adjust to Your Surroundings.
• Use Positive perspectives (Visualization)
• Take Deep Breaths.
• Smile
• Body language
• Food

•Tell a Story & Engage People Emotionally

•  Make a Great First Impression

• Express One Idea in Each Slide

•  Use a pointer.

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On Sunday, 10-9-2023, the fifth lecture we attended was in the EduPreneurship Module: Interpersonal Communication Competencies—Non-verbal Communication, at the Polytechnic University of Suliamani, Pedagogy Centre, Nali Hall, at 9:00 o'clock. Approximately 35 participate in the lecture.

What is communication?

Being able to communicate effectively is the most important of all life skills. Communication is simply the act of transferring information from one place to another. This may be vocally (using voice), written (using printed or digital media such as books, magazines, websites, or emails), visually (using logos, maps, charts, or graphs), or non-verbally (using body language, gestures, and the tone and pitch of voice). How well this information is transmitted and received is a measure of whether your communication skills are good.

-Communication is divided into two types: verbal communication and non-verbal communication.

Verbal communication is any communication that uses words to share information with others. These words may be both spoken and written. Communication is a two-way process. Communication is about passing information from one person to another.

Nonverbal communication means conveying information without using words. This might involve using certain facial expressions or hand gestures to make a specific point, or it could involve the use (or non-use) of eye contact, physical proximity, and other nonverbal cues to get a message across.

How much of our communication is non-verbal?

According to Albert Mehrabian, a researcher of body language, who first broke down the components of a face-to-face conversation. He found that communication is 55% nonverbal, 38% vocal (human sounds), and 7% verbal word-only.

The 7%-38%-55%Rule

Different Categories of Non Verbal
• Three types
• Body position (posture)
• Eye contact
• Gesture and movement

• seven types
• Eye contact
• Facial expression (happiness, sadness, anger, and fear)
• Gestures
• Posture and stance
• Space relationship
. Touch (tactile)
• Vocal(sounds)

-Why it’s important to be aware about non-verbal communication in the classroom?

-What is non-verbal communication?
• Nonverbal communication (NVC) is the nonlinguistic transmission of information through visual, auditory, and kinesthetic (physical) channels.
• Nonverbal communication is the transmission of messages or signals through a nonverbal platform such as eye contact, facial expressions, gestures, posture, and the distance between two individuals.

-How should your posture (body language) be in the classroom?

-should be formal.

The body of the person shouldn't be strange (negative) and shouldn't grab the attention of students.

-In general, posture is different between cultures and environments.

-There are substantial cultural differences in how people use body language to communicate.

Posture is equally important. Standing tall with your shoulders back and your head up and walking with purpose conveys confidence and authority. Students respond positively to that type of body language and realise innately that you are the leader.

Direct eye contact is also important.

Posture conveys information about interpersonal relations. Personality traits such as confidence, submissiveness, and openness.

-Types of eye contact

-There are three basic types of gazing:

a- Social gazing

The social gaze is often described as a friendly gaze, which involves moving your eyes around an imaginary inverted triangle on someone's face.

b- Intimate gazing,

The intimate gaze allows individuals to convey feelings of closeness, trust, and vulnerability. While triangular gazing involves the movement of the eyes between the eyes and mouth in a triangular pattern, the intimate gaze goes beyond this pattern by focusing on maintaining eye contact for an extended period.

c- power gazing

The basic principle of the power gaze is to lock eyes with the other person and gaze intently into them. Even without words, this can be devastatingly powerful in making the other person feel that you are superior and should be believed and obeyed. Do not stare too hard. (business)

-The duration of gaze conveys different signals, such as focusing on a student to reduce bad behavior or being aware of all students and showing gratitude with a facial expression.

-can face speak

A face supports the message a speaker is trying to convey to the audience.

sadness

happiness (neutral; it's important in class)

anger

surprised

interested

tired

sleepy

fear

displeasure

-Gesture and movement (hands or heads)

·    Essentially, gestures are a form of nonverbal communication and can involve any part of the body, from nodding your head to facial expressions to hand movements.

· Gesturing is a powerful tool in the classroom. It helps teachers explain and assess, and it helps students recall information and solve problems more efficiently.

-Interpersonal spaces and how to use them effectively

-Relationships space

-Zone and distance

-appropriate people and situations

Zone 1: intimate distance zone (0–18 inches)

parents and children, lovers, husband and wife

Zone 2: personal distance zone (18–14 inches)

close friends

Zone 3: social distance zone (4–12 inches)

Co-workers, social gatherings, friends, work situation

Zone 4: public distance zone (12+ inches)

actors, total strangers, important officials, and teachers

Types of boundaries

·     verbal: how others talk to us

·     physical: personal space, your body, privacy

·   internal: self-regulation skills, limit on energy expended on self vs. others

·  emotional/mental: thoughts, feelings, values, views, and opinions

·   financial: giving or lending to others; monetary decisions

·   sexual: giving consent, sharing details, setting limits

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EduPreneurship Module                                                1.0 Market Oriented Education (part 2)  

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EduPreneurship Module                                                1.0 Market Oriented Education (part 2)  

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In general, in the Kurdistan region, we have two types of universities.

Public universities are government-funded.

while private universities rely more on tuition and market-oriented education.

-What is marketing orientation?

Market orientation is a strategic focus on identifying consumer needs and desires in order to define new products to be developed. Established businesses like Amazon and Coca-Cola use market orientation principles to improve or expand their products or services. Even consumer demands that are impractical today can inform long-range decision-making.

-The characteristics of a market-oriented mode in universities

Universities are required to generate additional needs.

It focuses on customer’s needs.

marketing and research

design of the curriculum

must cater to the requirements of the students

The student requirement must be respected and satisfied.

market needs

Under market orientation, universities must service market demands to gain additional revenue.

The majority of those who offer these services are academic staff members who deal with practical issues.

Academics need more autonomy without administrative meddling.

Academic professionals deliver exceptional teaching and research for students and business clients.

Teachers create revenue for the institution, so their academic power is respected, which gives them a big say in decisions.

Administration should assist teachers, not dominate them.

Students pick a university for job opportunities; its educational offerings must meet their needs.

The curriculum and additional activities must be redesigned with student interests in mind.
Respect and meet student needs.

Free markets require competition. Universities with the greatest higher education at a lesser cost will be more competitive and popular with students and research customers.

Universities must focus on efficiency and waste reduction. Internal procedures must be streamlined and resource use prioritized.

Government-funded universities are the least effective, whereas market-oriented ones are the best.

Unnecessary public financing fosters bureaucracy.

Grant-dependent universities must give up their independence to receive government funding.

Applied science universities, or polytechnic universities, in some universities in Europe have a link with companies through government directors.

Task 1 : We make an activity by teamwork.

Advantages of market-oriented universities

provide job opportunities for graduates.

Curriculum Design with Needs and a Job Offer

Grades are less effective than the passion and desire of students to choose college.

autonomy in decision-making and change

autonomy in the change of curriculum design according to the market

reduce the additional routine

graduate students according to market needs that lead to the economic development of the region.

A student is an active participant and engages in the study because they pay money to the university.

employ teachers according to their ability and skill.

disadvantages of market-oriented universities

It does not focus on grades and has less ability, performance, and knowledge because it focuses only on business.

The quality of the university is weak.

Students have less engagement and motivation.

Studying at the university only focuses on the English language, culture, and social relations issues.

Their certificates are not recognized.

The aim of studying is only for personal issues, not for finding a job.

They don't have research centers.

pay money for the university.

Disadvantages of government-funded universities

1. Teachers or universities depend on government services.

2. The salaries of teachers and staff depend on the government.

3. Students are waiting for the government to provide employment and find a job.

4. A university of government graduate student with base knowledge education, then graduates can study masters and PhDs.

5. may face challenges in maintaining and upgrading their infrastructure, including laboratories and research facilities. This can hinder the quality of research conducted by graduate students.

Advantages of government-funded universities

1. Provide free tuition for students to study.

2. Admission to colleges is based on grades and intelligence.

3. The aim of learning is for education and teaching rather than for business.

4. Provide a job offer for teachers.

5. Students in public universities study more programmes and modules than in private universities because they have more time.

6. The ability of scientific teachers in public universities to have more advanced abilities and skills

7. The certificate of a public university is recognised around the world.

8. Universities and colleges play a vital role in expanding opportunity and promoting social justice.

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Learning diary 4: EduPreneurship Module                                                1.0 Market Oriented Education (part 1)      

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Learning diary 4: EduPreneurship Module                                                1.0 Market Oriented Education (part 1)      

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On Tuesday, 5-9-2023, the fourth lecture we attended was the EduPreneuriship-theme 1.0 Market-Oriented Education lecture at the Polytechnic University of Suliamani, Pedagogy Centre, Nali Hall, at 9:00 o'clock. Approximately 35 participate in the lecture.

A seminar has special characteristics that different teaching and should be mediated to other audiences.

-(objectives) characteristics of presentation

presentation delivers the message (to the public, people, or students).

job interview (passion, plan, experience)

type of presentation (slide)

providing information

teaching skill

reporting progress

selling product services (promotion of the university)

Making a decision (negotiating with the student)

Solving a problem (safety)

critical thinking

presenting some things and delivering information (knowledge).

skill (body language, teamwork, interpersonal)

-key element of the presentation

context (physical requirement, structure, class, board, size, equipment)

presenter to be successful in classroom management (dilver the message, body language,eye contact, facial expression, style, dress, stance, impression, voice (volume, tone, pace, punctuation), gesture, and posture), TV Progarram, Plan.

look

clothes

well prepared

audience (mutual)

message (relevant, clarity, structure)

method

impediments

food and water

size

time management

Market-Oriented Education:
Market-oriented education refers to the relationship between education and careers in all fields.
Market-oriented education should become a central principle for the academic institutions in Kurdistan, and it’s one important aspect of the Bologna process that allows students to tackle opportunities through project-based learning and independent work.

Entrepreneurship and Edupreneurship

Entrepreneurship is both the study of how new businesses are created and the actual process of starting a new business; the terms are used interchangeably. An entrepreneur is someone who has an idea and works to create a product or service that people will buy by building an organisation to support those sales.

Edupreneurship is the practice of entrepreneurship in the education sector.

- (entrepreneurial skill)

creative

communication skill

critical problem solving

entrepreneurial mind-set

-characteristics of an entrepreneur

motivator

self-confident

problem solver

intiator

risk taker

goal setter

long-term involvement

communication ability

technical knowledge

human resource ability

descision maker

adaptability

-Who can be an entrepreneur?
• Who can take risks
• Who has the ability to work hard
• Who feels the need for achievement
• Who has a desire for responsibility
• Who has some financial strength
• Who seeks for opportunity
• Who may have previous experience
• Who has a desire for independency

-Entrepreneur's Background and Characteristics

·        Family environment

·       Education

·        Age

·        Working history

·        Family contacts

·       Professional contacts

·        Lifestyle

·       Culture

Building an entrepreneurship framework with having cultural, political, and country circumstances in mind will brings creative idea into reality and provide opportunity for youngsters to develop themselves and even the community as well.
Entrepreneurship Framework

Idea

Market

Research

Prototyping (the first version of the product)

Production

-We form four groups for the entrepreneurship framework task. Our group has chosen an idea.

Our idea is about a practical example for herbal product production.

Idea: The entrepreneur envisions creating a line of all-natural herbal skincare products catering to eco-conscious consumers seeking chemical-free and sustainable alternatives to mainstream skincare items.

Market Research: Comprehensive market research is conducted to identify the target market, customer segments, and industry trends. This includes competitor analysis, an assessment of herbal ingredient demand, pricing strategies, and distribution channels.

Prototyping (the first version of the product): A small batch of herbal skincare products is developed, incorporating selected herbs and natural ingredients. These prototypes are tested on potential customers to gather feedback and refine the product formulation, scent, texture, and packaging.

Production: Upon finalising the product, the entrepreneur sources high-quality herbal ingredients, ensures sustainable harvesting practices, establishes a production facility, and creates a production plan. Eco-friendly packaging is adopted, and a distribution strategy is devised. Continuous monitoring and adaptation to market trends and customer feedback are key to successful production and scalability.

- Universities should have relationships and collaborations with the market and industry. This collaboration benefits both academia and the business world in several ways:

1. Relevance: It maintains the alignment of education and research with real-world requirements, making graduates more employable.
2. Innovation: Partnerships can foster innovations, solutions, and new technologies.
3. Internships and Job Opportunities: Collaborations with the business community provide students with internships and employment opportunities.
4. Funding: Industry partnerships can generate funds for research, infrastructure, and scholarship programmes.
5. Networking: Students and faculty can make connections with professionals, thereby enhancing future opportunities.
6. Entrepreneurship: Universities can assist entrepreneurs by connecting them with mentors and other resources.
7. Problem-Solving: Universities can assist in resolving industry issues through research and innovative solutions.

8. Lifelong Learning: Continuing education workshops and conferences co-organised with industry can assist professionals in staying current with the newest trends and abilities in their field.

9. Economic Impact: Strong collaboration between universities and industry can stimulate economic development in the local and regional areas, attracting businesses, creating jobs, and promoting growth.

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On Sunday from 3-9-2023, First Lecture we were attended, in this lecture of EduPreneuriship module, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture.

-Video-based learning is a type of e-learning that allows you to gain knowledge and skills via video.Video-based learning is a remote training method that relies on live or prerecorded video to teach new skills and knowledge. Video-based learning uses images, graphics, on-screen text, and audio to deliver a multi-sensory learning experience that fosters engagement and knowledge retention.

Video-based learning has become increasingly popular due to the pandemic happening. With the ability for people to learn through video and at their own pace.

We learn How to create video-based learning (lecture)

What is online learning?

Online learning, also known as distance education or eLearning, refers to the delivery of educational content and instruction through the internet. It allows students to take courses and earn degrees remotely, without the need to be physically present on campus.

What is digital learning?

What are the digital ways of learning?

Digital learning is the practice of learning using technologies in an effective way, combining different elements such as blended or virtual learning using, e.g., mobile technologies or e-learning.

A digital learning strategy may include any of or a combination of any of the following:

-Video learning

-Sound learning

-Online learning

adaptive learning.

Badging and gamification

blended learning.

classroom technologies.

e-textbooks.

learning analytics.

learning objects.

mobile learning, e.g., mobile phones, tablet computers, laptops, and computers.

personalized learning

Online learning (or e-learning)

open educational resources (OERs)

technology-enhanced teaching and learning

virtual reality

augmented reality

-Is digital learning replacing face-to-face learning?

Digital learning complements face-to-face learning (class learning). (paper)

Task 2

Why can't digital learning replace face-to-face learning?

1.    Adaptation difficulties.

2.    Technical issues (lack of access to digital devices and internet connections).

3.    Poor time management.

4.    Lack of human contact or social interaction.

5.    Lack of motivation and competition.

6.    Too bulky chunks of information.

7.    Limited access to resources and support.

8.    Lack of practical knowledge.

9.    Lack of university environment

Task 3

Benefits of video learning in the present day

1. Easy to access anytime.

2. Learn whenever you want.

3. Learning at an individual pace.

4. Many ways to use.

5. Easy to deliver.

6. More effective learning.

7. Opportunity for self-study.

8. Chance for self-testing.

9. Encourage creative thinking.

10. Reduced Costs.

-Some things need to be taken into consideration during the lecture. (presenter, seminar)

1: Don't rely on slides or paper.

2. Voice (tone, level, pace)

3. speaking (punctuation, fluctuation).

4. Body language (body position, standing, eye contact, gesture, posture, and eye contact): it is important that body language align with verbal communication.

- Final project (video based learning lecture)

-How to create video-based learning

Power Point

Slide (clarification, explanation)

Lab or field exercises

Silde to video (shit +tab)

picture, chart, or table

sceen recorder

online platform (Zoom, Google Meet)

Create a video by using animation.

software editing programme (Adobe Premiere Pro, Camtasia)

-Essential facilities for recording video learning

Laptop, mobile

lighting.

Use the camera you have.

screen recorder

microphone

beautiful backgrounds

stands

online platform (Zoom, Google Meet)

-Editing video (you cut is an application on mobile)

-Time of video lecture (5–10 minutes)

- How to make effective video learning
• Activate students, generate interest, and add value to course content.
• Provide real-life examples, case studies, or storytelling. Students learn skilled distinction via contrasting case demonstrations.
• Encourage instructor-led discussion and debate.
• Ensure students have access to an archived resource for review and remediation, from initial exposure through anytime.
• Use video to simplify learning for novice students with limited prior knowledge.
• Offer several viewpoints on a topic rather than relying on one.
• Allow students to remark and reply to videos, promoting reflection and the integration of new material into their knowledge.
• Offered instructive material as an alternative to in-class lectures. The teacher can be "a guide on the side" in an active learning environment while using their subject knowledge and experience. Note that this does not mean digitising an in-class lecture but repurposing it.
• Add to a multimedia setting like online lessons or classroom presentations.
• Encourage students to create media to measure their comprehension. Student-led media projects foster creativity, accountability, and subject mastery.

Risks when choosing video learning

· Lecture-based video education is less engaging than other methods. It should go along with a worthwhile activity because it does not guarantee in-depth learning.
Why Video material, such as text or images, is difficult to easily scan with the naked eye.

·        Students with more prior knowledge may benefit more from text or visual training rather than video. known as the expertise reversal effect.

·        Poor content design and message hinder video effectiveness, regardless of media type.

·       Worked examples in text may be more useful and efficient for learning than in video format. Text is another effective communication tool. Good text design makes it easy to read. Providing several examples for comparison can make this especially true. Based on instructional content and audience understanding, choose media judiciously. A good literature assessment of educational research on your topic will save you time from picking the wrong presentation structure or instructional method.

characteristics of an effective communicator

active listening

adaptability

clarity of the message

Confidence and assertiveness

constructive feedback—giving and receiving it

emotional intelligence

empathy

interpersonal skills - social skills

interpersonal of body language

open-mindedness

patience

Simplifying the complex

storytelling

·        read more

·        Think about words.

·        prepare

·        listen and are interested

·        Be aware of nonverbal communication traps.

·        Honesty is the best policy.

·        show and seek some understanding.

·        Think about perspectives.

·        Develop your skills.

Task 4

How do you list public communication "speeches" in higher education according to objectives or goals?  Which types are needed in universities, and why?

The most important types of public communication:

1) Speaking to Inform (informative, argumentative speech)

Can be used in the lectures to impart knowledge and skills.

2) Speaking to Persuade, Motivate, or Take Action (persuasive, argumentative, controversial, policy speeches)

can be used in the lecture to convince students about an idea or thought, especially for humanitarian science.

3) Speaking to Entertain (funny, special occasion speeches)

In the lecture, it makes the lecture more leisurable and effective and helps in remembering, especially using hooks during the lecture.

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On Tuesday from 29-8-2023, Second Lecture we were attended, in this lecture of EduPreneuriship module, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture.

Blogger is a personal website.

Social media is a digital technology that allows the sharing of ideas and information, including text and visuals, through virtual networks and communities. Social media typically features user-generated content that lends itself to engagement via likes, shares, comments, and discussion.

What is the most important purpose of social media?

With social media, you can share information and ideas in a variety of ways. Different outlets allow you to publish your own ideas in writing, with pictures, or through videos and voice recordings; and you can also hyperlink your audience to interesting articles, pictures, and videos.

What is Blogger?

-We learn how to make a personal blog during class.

-A personal blog is an online platform where individuals share their thoughts, experiences, interests, and hobbies.

It free for everyone

-Having a personal website is a great way to get noticed. It allows you to showcase your work and tell people who you are.

-For teachers, blogging provides a way to reach a wider audience and share their knowledge and expertise. It also provides an opportunity to receive feedback and engage in ongoing discussions with their students and other educators. Furthermore, blogging can be used as a powerful assessment tool.

-Common uses of Blogger include teaching, educational, and corporate use. Your blog can be a personal diary, a project collaboration tool, a guide, lecture, academic article,  or any other means of communicating and publishing information on the web. Its uses are as limitless as your imagination.

-It's important that each teacher have a Wikipedia, Google Scholar,  Research Gate, or Academia account.

-Social networking sites, such as Facebook, Blogger, Twitter, and Instagram.

-A teacher should engage with technology 100%.

Why is it important for teachers to know how to use technology?

Technology can help teachers facilitate an easier, more productive learning experience. Some examples of this in play are: preparing for an ever-increasing digital world. Jobs, especially, often rely heavily on computer skills and online modes of communication, such as email.

Technology is an important aspect of a teacher's success.

If you don't have the skill, we should make it.

What is the role of the teacher in each society?

They pass on valuable knowledge, skills, and values to the students they teach, helping to create informed and responsible citizens in our society. Beyond academic skills, teachers also help to foster important life skills such as problem solving, critical thinking, and communication.

Task one

we make a teamwork

How to gain the competencies to become a successful teacher in university?

1.    Critical thinking skills.

2.    Collaboration.

3.    Communication and interpersonal skills.

4.    Organization and planning.

5.    Classroom Management.

6.    Facilitation and Engagement.

7.    Assessment and coaching.

8.    Collaboration and teamwork.

9.    Caring and inclusiveness.

10. Be well prepared.

11. Set specific goals.

12. Technologies.

13. Manage your time.

14. Set your rules.

15. Patience.

16. Give simple and clear instructions.

Ways to Build Entrepreneurial Competencies

1. Take a different path.
2. Start a business.
3. Stick with challenges.
4. Delay gratification.
5. Manage your own finances.
6. Volunteer to lead.
7. Practice communication skills: (body language, speaking to others, eye contact, gesture, movement, intrapersonal skills).
8. Learn from a mentor.

The mentor guides and supports the mentee as they navigate their journey of learning or discovering something new. Mentees can be of any age, but they typically look up to the mentor as an authority figure who can help them gain insight and wisdom in their chosen field.

9. Work in sales.

10. Get involved with other entrepreneurs.

11. Help others with their businesses.

12. Keep learning.

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Learning diary 1: EduPreneuriship and University Work Environment Cooperation module (part2)

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Learning diary 1: EduPreneuriship and University Work Environment Cooperation module (part2)

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Competencies in entrepreneurship

Combine creativity, initiative, problem-solving, resource management, and financial and technological knowledge. These skills help entrepreneurs and workers create and adapt to change. Entrepreneurship education and training that focus on entrepreneurial thinking and behaviour can foster them.

Schools, vocational and higher education institutions, colleges, and universities are adding entrepreneurial education courses as standalone modules or curriculum components. Problem-based teaching and assessment work well

Entrepreneurship competencies

·       Autonomy/ self-determination

·       Risk assumption

·       Search and analysis of information

·       Quality of work

·       Communication: eye contact, listening, speaking, body language, intrapersonal, interpersonal

·       Self-confidence: cultivating and maintaining self-confidence, Embrace self-reflection: Regularly assess your strengths, skills, and accomplishments. Celebrate your achievements, however small they may seem, and use them as fuel for self-belief. Set realistic goals. Establish clear and attainable objectives.

·       Develop social networks and the generation of support networks: telling stories.

·       Dynamism

·       Leadership:

·       Change management:

·       Initiative:

·       Innovation

·       Integrity

·       Self-control

·       Results orientation:

·       Social mobility:

·       Troubleshooting:

·       Negotiation:

·       Responsibility: justice

·       Teamwork

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Learning diary 1: EduPreneuriship and University Work Environment Cooperation module (part1)

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Learning diary 1: EduPreneuriship and University Work Environment Cooperation module (part1)

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Written by: Shvan Ramzi Salih

Group -A-

Learning diary for EduPreneuriship and University Work Environment Cooperation module

- Entrepreneurship -

On Sunday from 27-8-2023, First Lecture we were attended, in this lecture of EduPreneuriship and University Work Environment Cooperation, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture.

What is entrepreneurship?

Entrepreneurship is the pursuit of opportunity beyond the control of resources. The essence of an entrepreneur is someone who "identifies a problem that needs to be solved and takes the risk to make a business from the solution. An entrepreneur is a person who sets up a business, taking on financial risks in the hope of profit.

Entrepreneurship is a way of thinking that enables students to work on interdisciplinary teams, identify opportunities, learn how to add value, and create a company, idea, or impact.

Entrepreneurship education is practical education that empowers students’ mind-set. Entrepreneurship pedagogies and practices are designed to improve leadership, creativity, self-insight, self-efficacy, or attitudes such as perseverance, risk-taking, pro-activeness, and uncertainty tolerance, often understood as the entrepreneurial mind-set.

Entrepreneurship education:  refers to an individual’s ability to turn ideas into action. It includes creativity, innovation, and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports everyone in day-to-day life at home and in society, makes employees more aware of the context of their work and better able to seize opportunities, and provides a foundation for entrepreneurs establishing a social or commercial activity.

Entrepreneurship education can take different forms: lectures from alumni and guest speakers, seminars, workshops, roundtables, challenges, competitions, business idea contests, boot camps, hackathons, festivals, summer courses, and online activities.

Entrepreneurship may be in business, education, leadership, or innovative science.

Entrepreneurship Education: Someone who is a pioneer, takes initiative, and is different in the field of education and teaching.

Students nowadays learn these skills: the art of speaking, communication, teamwork, leadership, motivation, and critical thinking.

We think excellent entrepreneurship education consists of three ingredients:

1. Creativity: creating all kinds of ideas

2. Innovation: find the value in selected ideas.

3. Entrepreneurship: develop a business from an innovative idea.

-How to be different and what to learn

-interpersonal skills, language, body language, and intrapersonal skills

-A leading teacher: what does he do? How does he behave inside the university? How does he behave with his surroundings?

-Teachers in universities Only working at the university is a problem. The issue is with the teacher problem, the environment, social media, marketing, and the education system. marketing of teachers (lecture, seminar, conference, workshop, panel discussion media, and social media).

-An entrepreneur is someone who starts or owns a business. Whether it's in farming, retail, manufacturing, or the service sector, entrepreneurs are businesspeople who find success by taking risks.

Definition of Entrepreneurship

·       Thinking differently

Thinking differently in education, scientific innovation, business, and politics became a practical

·       How turn idea into action (practical)

Knowledge, attitude, skills, and competencies

·       Social media (media content generated)

·       Online (face to face), video based learning

Entrepreneurship education, which is a collection of formalized teachings, informs, trains, and educates anyone interested in participating in socio-economic development through a project to promote entrepreneurship awareness, business creation, or small business development.

Why is a polytechnic university better than a classical university?

Learn practical skills

There is a huge focus on teaching practical and work-ready skills at polytechnics. Programmes are often developed alongside industry to ensure students graduate with in-demand skills. Universities tend to be more theoretical.

Connect with the industry

Industry speakers, work experience, placements, and well-connected tutors all help bridge the gap between study and the world of work. There’s a real push to help students land their first job after graduation, and the industry connections made during study can help them as they navigate their future in the industry.

What is Entrepreneurship Education?

Entrepreneurship education focuses on developing real-world skills that will help students lead exceptional lives in a rapidly changing world.

Entrepreneurship education teaches students crucial life skills, such as:  (copy)

·       How to collaborate and work with a team

·       How to speak in public and prepare an effective presentation

·       How to collect and analyze data

·       How to use social media as an advocacy tool

·       How to solve real, complex problems that don’t have a definitive answer

·       How to use curiosity and creativity to find an innovative approach to difficult problems

Entrepreneurship education is about

·       Managing Skills (9%)

·       New Business (18%)

·       Personal Skills (32%)

·       Opportunity Recognition (9%)

·       Attitudes, intentions, values, and behaviour (32%)

Basic characteristics of entrepreneurship education

·       It is a function of innovation.

·       It is a function of fostering (enhancing) leadership.

·       It is an organizational-building function.

·       It is a function of high achievement.

·       It involves the creation and operation of an enterprise.

·       It is the process of creating value for customers by exploiting untapped opportunities.

·       It has a strong and positive orientation towards growth in wealth, knowledge, and employment.

·       It is concerned with attitudinal change, risk-taking abilities, and turning ideas into actions.

Approaches to Entrepreneurial Education
Three methods of entrepreneurial education are common:
1) Teach "about" entrepreneurship.
a theoretical and content-rich approach to analysing the phenomena. This is the most used strategy in schools. Ability to develop student soft skills, managerial, personal, and small group abilities.

infrastructure issues
Lack of Internet, laboratories, facilities, supplies, location, and an excellent teacher are examples.

2) Teach "for" entrepreneurship.
Shows a career-focused approach to teaching potential entrepreneurs.

3) Teaching "through" is a process-based, experiential method that immerses students in entrepreneurial learning.

Benefits of Entrepreneurship Education for Students

1. Prepare students for a future filled with uncertainty.

2. Allow room for innovation and collaboration.

3. Teach students how to identify problems.

4. Develop resilience (courage and resolve).

5. Improve the state of the planet.