Cultivate Problem Solvers
E-LEARNING / VIRTUAL PLATFORM
Our entrepreneurship training course aims at "training the trainer" - educators,
trainers, mentors, tutors, instructors and staff of both formal and informal learning
environments, to nurture learners to become a new generation of entrepreneurial
thinkers at any age and in any stage of life. The course consists of modules delivered
via e-learning mechanisms and methodologies, divided into four phases:
(1)  Exploring an expanded definition of entrepreneurship in all its dimensions
(2)  EntreComp - the European Commission's framework for entrepreneurship
(3)  Acquiring a growth mindset
(4)  Practical Applications
EntreComp
Best-Practice
Entrepreneurship
Education & Training
Model
  • Modules explore an expanded definition of entrepreneurship in all its
dimensions, focusing on the creation or extraction of value, not simply
economic ones, often thought of as business startups. Training is focused
on nurturing individuals as entrepreneurs who take action to create something
new—a new idea, a new item or product, a new institution, a new market, a
new set of possibilities.
  • EntreComp is the European Commission's framework for
entrepreneurship dissected into modules regarding three master sections:
   
IDEAS / OPPORTUNITIES - INTO ACTION - RESOURCES
producing modules for each of carefully-curated rich resources and material
serving as the content of the curricula. We have embraced EntreComp as
its foundational basis, to translate the concept of “entrepreneurship" into a
model with which it is possible to speak about entrepreneurship in a universal
way. EntreComp supports a methodology and corresponding tool that allows
the competency elements in the area of knowledge, attitude and skills to be
measured. The results are the starting point for the further development  of
the underlying competencies and associated indicators. Thus, entrepreneur-
ship is made transparent and understandable. ​Assessments and evaluations
determine whether learners have acquired the competences and skills needed
​for successful entrepreneurship.
  • A growth mindset is the underlying beliefs that orient behaviors and a
way of thinking - a learned cognitive model that is acquired slowly and subtly,
over a long period of time as the result of experiences. Modules explore a
growth mindset versus a fixed mindset that consists of the set of attitudes,
skills and behaviors that individuals need to succeed, not only in entrepreneurship
but also personally, academically and professionally. These complement modules
that explore the Future of Work and the skills in demand by today's employers.

The virtual platform supports open course access with easy creation and updating of course
materials, possibilities for webinars and online meetings, possibilities for collaboration and for
live or offline support
ELECTRONIC WORKSPACE FOR COLLABORATIVE LEARNING
Inquiry-Based Learning is real world learning in problem-solving that complements entrepreneurship
education for knowledge deepening and knowledge creation, as promoted by UNESCO's Competency
Framework for Teaching. Real world learning supported by our training model offers a holistic and
flexible approach to learning in preparation for acquiring 21st Century skills needed in the workforce,
in entrepreneurship and for success throughout the education continuum.  

Inquiry-based learning activity centers around edtech formulated specifically for knowledge building in
the form of the Knowledge Forum, an electronic group workspace designed to support the process of
knowledge building. With Knowledge Forum, any number of individuals and groups can share information,
launch collaborative investigations, and build networks of new ideas…together.

Learning analytical tools include assessment of vocabulary growth and usage. Java applets perform an
internal assessment of reading, writing, vocabulary growth and subject mastery. Teachers can tell
immediately if all students are participating and the extent to which they are referencing material, reading
and building on each others' notes. They can see instantaneous effects on levels and kinds of participation
and increases in vocabulary (both quantity and difficulty levels), and the amount of writing done. Literacy
improves because students in small group collaborative learning environments are constantly reading
and writing. Teaching efficacy can also be assessed in that a universal overview can be viewed of the
progress made by the individual student, the small groups or the entire classrooms in mastering the
subject matter around which knowledge is being built.

The assessment tools can provide formative assessments that are valuable for gauging students
achievements and reflects a research-based novel approaches for real-time assessment that
contributes toward effective in-classroom education.
Virtual
Open
Badges
VIRTUAL PLATFORM
We have adopted the Open Badges standard for the Knowledge Building in Action Open Badge Platform
that serves as a common support system for qualification transparency of skills acquired during training
and upon completion of internships and other work experiences sponsored by Erasmus+ KA1 Actions.
Digital badges in reference to "training the trainer" are issued upon completion of training courses, either
as tutors knowledgeable about entrepreneurship and/or knowledge-building pedagogy or as mentors
capacitated as knowledge facilitators. Open Badges are information-rich visual records of verifiable
achievements earned by recipients and easily shared on the web and via social media. The Open
Badges standard describes a method for packaging information about accomplishments, embedding
it into portable image files as digital badges, and includes resources for web-based validation and
verification. Open Badges describe who earned it, who issued it, the criteria required, and in many
cases even the evidence and demonstrations of the relevant skills.
VIRTUAL PLATFORM
Knowledge Building in Action accommodates teachers and instructors from different learning environments
charged with teaching diverse disciplines and subject matters with diverse groups of learners in an
international network referred to as a Community of Practice. Members share an interest in promoting
entrepreneurship education in its broadest definition and interact regularly through a virtual platform.
Benefits of membership include being able to network with other educators in the field. They are able to
participate in videoconferencing to discuss best practices, for project management in projects that are
centered around entrepreneurship and inquiry-based learning, for mentoring and collegial support. The
Community of Practice archives a range of material accessible to members 24/7, including case studies,
research and data from funded projects, and other virtual publications. The Community of Practice also
offers a mechanism for collaboration, either in forming applicant consortia for funding opportunities,
partnering classrooms around the world, or accessing ongoing professional development and education
that upgrades skills and enhances the teaching profession.
Communities
of
Practice
One Plan
4
One Planet
VIRTUAL PLATFORM
We refer to problem-solvers at One Plan 4 One Planet as "trench warriors" - individuals with innovative
ideas to solve the societal problems articulated by the United Nations Sustainable Development Goals,
the "Global Goals". The OP4OP virtual platform closes the collaboration gap between global citizens and
global causes. With its databases, calls to action and support for co-creating solutions to the SDGs, the
virtual platform is created as a third-generation social media platform for problem solving and advocacy.
It supports several convergence points between crowd-sourcing and petition-signing to identify solutions
forged through entrepreneurship. It motivates a cross-pollination and interchange of knowledge, opportunities
and ideas. It connects interests and geography, and brings attention to the SDGs and the solutions being
crafted to accelerate them. It bridges the gap between Trench Warriors and global citizens wanting to
become engaged in finding solutions to the Global Goals they bring to life.
Crisalus
Telecollaborations
TELECOLLABORATION
Crisalus partnerships for virtual interactions connect people to learn from each other. Crisalus makes
and nurtures global connections through technology, utilizing the latest IT tools such as videoconferencing
and webinars. We specialize in people-to-people interactions that promote opportunities for group
participants to express unique perspectives and points of view in dialogue around issues. These
interactions foster an exchange of ideas and insights often leading to working together toward
collaboraiton in fruitful endeavors.
Knowledge Building in Action
A Project of Global Skills Network S.L.
www.GlobalSkillsNetwork.com
Contact:  Sandra Lund-Diaz, M.Ed.
Director of Strategic Partnerships, Instructional
Design and Training
Email:  
info@GlobalSkillsNetwork.com
Inquiry-Based
Real-World
Collaborative
Learning
Social Network
Tool
Vocabulary Growth
Tool
Writing Measure
Tool
Narrative Contribution
Tool
Planting Seeds To
EDUCATIONAL PRACTICE
Inquiry-Based Learning is built on the foundational pedagogical constructivism theories of
Knowledge Building. The Knowledge Building International Project has been ongoing since
2006, utilizing the model of teacher training + ed tech + telecollaboration to
partner primary,
secondary, post-secondary and informal learning classrooms in 17 countries around the world.
Knowledge Building in Action
A Project of Global Skills Network S.L.
Facilitator
Manual Summary