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Innovation pedagogy is "a learning approach focused on the development of innovation competences, defining how knowledge is assimilated, produced and used in a manner that can create innovations". Innovation competences are learning outcomes that refer to knowledge, skills and attitudes needed for the innovation activities to be successful. 〔 Kettunen, Juha (2011). Innovation pedagogy for universities of applied sciences, Creative Education, 2(1), 56-62.〕〔Kantola, M. & Kettunen, J. (2012). Integration of education with research and development and the export of higher education, On the Horizon, 20(1), 7-16.〕〔Kettunen, J., Kairisto-Mertanen, L. & Penttilä, T. (2013). Innovation pedagogy and desired learning outcomes in higher education, On the Horizon, 21(4), 333-342.〕〔Lehto Anttoni- Kairisto-Mertanen Liisa – Penttilä Taru (edit.) (2011):TOWARDS INNOVATION PEDAGOGY – A NEW APPROACH TO TEACHING AND LEARNING FOR UNIVERSITIES OF APPLIED SCIENCES. Reports from Turku University of Applied Sciences nr 100.〕 〔 Penttilä Taru, - Kairisto-Mertanen Liisa, -Putkonen Ari – Lehto Anttoni (2013). INNOVATION PEDAGOGY – A STRATEGIC LEARNING APPROACH FOR THE FUTURE. In Lehto Anttoni –Penttilä Taru (eds.) PEDAGOGICAL VIEWS ON INNOVATION COMPETENCES AND ENTREPRENEURSHIP, pp.11-23. Reports from Turku University of Applied Sciences 171. Tampere 2013. 〕 The humanistic way of understanding people as the creators of their own future forms the philosophical foundations of innovation pedagogy. The concept also can be described as follows: innovation pedagogy as “a didactic operational model based on the socio-cultural perception of learning that supports the work of universities of applied sciences as a part of regional competence and innovation networks. Applied research and development activities that support regional development and the production of innovations in working life are integrated into multidisciplinary teaching in accordance with the principles of innovation pedagogy. The education offered by the university promotes entrepreneurship and includes service activities while taking into account both the needs of the region as a whole as well as the constantly changing trends of working life.” 〔Kettunen, J. 2009. Innovaatiopedagogiikka. Kever-verkkolehti. Vol.8, no 3. http://ojs.seamk. fi /index.php/kever/issue/view/68. 〕 Changes in the working life and surrounding global environment necessitate that skills and attitudes matching the new requirements are consciously and systematically developed along with the students’ knowledge bases. Social and interactive skills, cultural abilities, understanding the prerequisites for working with customers, preparedness for entrepreneurship, creativity and problem solving skills as well as tolerance for difference and uncertainty are the kind of attitudes and skills that a future professional should have.〔Kairisto-Mertanen, L., & Mertanen O. 2005. New Ways for Teaching Working Life Related Skills to Engineering Students. International Conference on Engineering Education. Gliwice, Poland.〕〔Kairisto-Mertanen, L., Hänti, S., Kallio-Gerlander, J. & Rantanen, H. 2007. Experiences about entrepreneurship education in gross-disciplinary environment – Case Turku University of Applied Sciences. The 18th AGM SPACE conference in Nicosia Cyprus, 20.–23.3.2007.〕〔Kairisto-Mertanen, L., & Mertanen, O. 2006. Designing new curricula according to the needs expressed by European and local industrial environment. The 9th International Conference on Engineering Education, San Juan, Puerto Rico, 23.–8.7.2006.〕 Learning environments where students of different fields are daily in contact with each other offer new interfaces for working. Such surroundings are known to be best when innovations are expected. In addition, an innovative approach to teaching and learning are also needed as well as enthusiasm for trying new methods. In the context of innovation pedagogy, innovations are seen as an integral part of the process of constantly improving know-how as well as generating new sustainable ideas and practices applicable in working life.〔Kairisto-Mertanen L., Penttilä Taru & Putkonen Ari (2011): EMBEDDING INNOVATION SKILLS IN LEARNING – DEVELOPING COOPERATION BETWEEN WORKING LIFE AND UNIVERSITIES OF APPLIED SCIENCES. In Towards Innovation Pedagogy – A new approach to teaching and learning for universities of applied sciences. Reports from Turku University of Applied Sciences nr 100,pp. 11-23.〕 〔Penttilä Taru, Kairisto-Mertanen Liisa & Putkonen Ari (2011) COMMUNICATIONAL ASPECTS OF INNOVATION PEDAGOGY AND STAKEHOLDER DIALOGUE. In TOWARDS INNOVATION PEDAGOGY - A new approach to teaching and learning in universities of applied sciences, edited by Lehto Anttoni, Kairisto-Mertanen Liisa, Penttilä Taru. Reports from Turku University of Applied Sciences, nr 100, pp. 65-75.〕 A fruitful environment for innovation consists of individuals with different backgrounds working together on similar problems. These innovation communities can be tight teams meeting every day or network-like looser communities. The success of the communities is based on know-how and sharing knowledge as well as on the ability to combine different points of view and approaches. Innovations are more frequently generated where different fields of expertise meet. 〔 () 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Innovation pedagogy」の詳細全文を読む スポンサード リンク
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