•  18
    Authors' Response: Challenges in Studying and Teaching Innovation: Between Theory and Practice
    with M. F. Peschl, M. Hartner-Tiefenthaler, and K. Rötzer
    Constructivist Foundations 9 (3): 440-446. 2014.
    Upshot: This response focuses on the following issues, which summarize the points made by the commentaries: (i) further reflection on and details of the methodological framework that was applied to studying the proposed design of our innovation course, (ii) the issue of generalizability of the findings for teaching innovation (in this context the question of generic or transferable skills will become central), and (iii) finally, more precise explanation of what we mean by “learning from the futu…Read more
  •  100
    Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation
    with M. F. Peschl, M. Hartner-Tiefenthaler, and K. Rötzer
    Constructivist Foundations 9 (3): 421-433. 2014.
    Context: Radical constructivism (RC) is seen as a fruitful way to teach innovation, as Ernst von Glasersfeld’s concepts of knowing, learning, and teaching provide an epistemological framework fostering processes of generating an autonomous conceptual understanding. Problem: Classical educational approaches do not meet the requirements for teaching and learning innovation because they mostly aim at students’ competent performance, not at students’ understanding and developing their creative capab…Read more