Testing the concept of School 42 within the Centre for Innovation, Technology, and Entrepreneurship could bring new creative minds, ideas, and innovation. The concept of School 42, which later received global development and has more than 15 schools around the world, including in projects such as School 21 in Russia. The idea behind School 42 is that there are no teachers or teaching material created by the university at all. Students are given assignments, and it is understood that the vastness of publicly available data on the Internet is so wide that everyone can study the material on their own. This method teaches students to search for information, filter it, and put it into practice. This is useful in the 21st century, as most technologies have moved online, and all information available on the Internet is often mixed, is not specific or correct. Thus, it is important for students to learn to search for information on their own, to study it in order to adapt to the realities of the modern world.
Additionally, the School 42 concept implies that students learn from each other based on the peer-to-peer method. This means that School 42 does not provide for individual training, these are classes, both personal and distance, which are held in groups, which allows students to ask questions to each other and share the information already studied. It is this method that establishes good networking and allows students to learn at a high pace (Ala et al. 2). School 42 does not have a specific schedule, students study at any time that they do not independently choose and consider the most productive or convenient for completing assignments. The completed tasks are checked by students among themselves. So students who have already passed a certain level of study check the materials of the junior courses, give explanations and comments. This allows to transfer knowledge from senior to junior courses on an ongoing basis.
School 42’s idea is applicable to both in-person presence on campus and distance learning. Therefore, such groups and materials can be conducted online on any popular platform including Zoom, Skype and Microsoft Teams. Students solve problems on their computers, but at the same time they have the opportunity to consult with each other about solving a particular task, to explain or help. One student can give a mini-presentation for the whole group if he is already familiar with the information (Ala et al. 4). Moreover, it will be effective not only for the group itself that is studying the information, but also for the student who presented the information, as this will develop his teaching and presentation skills. Additionally, this method can reduce costs as there are no trainers or developed teaching material.
In conclusion, the concept of peer-to-peer learning could be useful for the Centre for Innovation, Technology, and Entrepreneurship as a new way of developing communication between students, improving learning processes and creating innovative approaches. Such a concert is applicable to online and offline learning, and allows you to develop students within small groups. Students, in turn, share knowledge and skills, and also learn to independently study and begin to apply information. Such a training system could become a new stage in the development of the Centre for Innovation, Technology, and Entrepreneurship. All that is needed is a developed testing system that can correctly assess the knowledge of students and allow them to study the material on their own or with the participation of their peers.
Works Cited
Ala, Oluwafolakemi Grace, Hongtao Yang, and Ayodeji A. Ala. “Leveraging integrated peer-assisted learning clusters as a support for online learning.” Interactive Learning Environments (2021), pp. 1-13. Web.
Schwarz, Florian. Visiting the Ecole 42 coding school in Paris. Allgemein. Web.