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Keynote 1 International curriculum development for drone-related education communities Keynote 2Lessons learned from SDG’s related curriculum design in co-creation with students
Thierry Tartarin is presently a researcher of the School of Finance & Accounting of Saxion University of Applied Sciences in The Netherlands (NL).Saxion University of Applied Sciences, international Amrita partner, is divided amongst 13 schools and provide education to 27000 students in three locations.
Mr. Tartarin has a master of education and is currently a doctoral researcher of the Faculty of Technology, Policy and Management at TUDelft (NL) ranking number two as best university in The Netherlands according to the QS World ranking 2022. There he studies drone applications and relation to the circular economy.Besides his PhD, he is a researcher of the Business Models research group specializing in circular economy and digitalisation within the scope of circular innovation, energy transition, key enabling technologies using social-economic innovation methods. Ongoing research he is involved in relates to Internet of Things methodology for Small and Medium Enterprises, Smart City governance toolbox and Business Model innovation for European construction and demolition waste. Since the beginning of the Covid pandemic he has published papers on the impact of Covid on international organization’s business models and digitalization and Romania in particular. He has 15 years experience of education curriculum design and has developed entire programs in full curriculum co-creation with students. One of these program is the Minor “Tomorrow’s world, India” in partnership with Amrita University.
Mr. Tartarin is presently setting up “ Drone Fusion, International platform for drone researchers and schools innovating for a circular tomorrow” to develop curriculum for drone-related education. Drone Fusion web application will enable schools all around the world to develop drone related curriculum together and share with others the results of their work. It will also be a prime environment for drone scholars, researchers and practitioners to find each other, to share and collaborate. The platform, to be launched in March 2022, is meant to accelerate curriculum diffusion of drone-related programs internationally at all education levels and stimulate the up-coming drone revolution. The Drone Fusion movement is supported by “Drone Fusion days” in different countries. In India, as per the intention of Prime Minister Modi to become the number 1 drone technology country in the world, Drone Fusion days are already planned in Calicut, Bengaluru and Goa. In the rest of the world, The Netherlands, Malta, and Malaysia, USA with many more to come. Mr. Tartarin is a visiting professor of Amrita University where he has provided guest lectures about Business Model innovation, Sustainability and Leadership. A teacher at heart, Mr. Tartarin regularly provides online guest lectures, workshops and key notes to Indian universities and management schools. He is an active member of the India Netherlands Business Circle Bangalore (INBCB), member of the Netherlands India Chamber of Trade and Commerce in The Netherlands (NICTC) and Drone cluster member of the European Business and Technology EU India Centre (EBTC). He contributes regularly to the Foundation for Critical Choices for India, Dutch think tank for initiating and implementing studies and programs on issues of strategic importance to India. He is the initiator and co-chair of the International conference on “Emerging trends in Business & Management” (collaboration Saxion/Farook Institute of Management Studies, Calicut) and advisory/panel member of “Seedbrains Innovation awards 2022 (Cambrian Industry Research and Consultancy Centre (Cambrian) part of Cambridge Institute of Technology (CIT)” stimulating 13 under graduate and post graduate schools in Bengaluru to find innovative ideas for the SDG’s.
When curriculum is designed, universities the world over lack a direct involvement with the main stakeholder for whom that education is meant, namely the student. On the one hand, the traditional way to design curriculum relies on educational principles taught, to would be teachers/practitioners at schools. On the other, teachers involved in curriculum design use their experiences over the years based on what works and what does not. However, in most cases curriculum design remains often embedded in a national regulatory top down straight jacket provided to schools as tried and tested educational package to follow to the letter. In the higher education system of The Netherlands, the ministry of education allows for educational programs to be developed by the university themselves for as long as the traditional educational principles led by learning objectives, content and activities are followed. Experimentation over the years working with students on co-creating the curriculum has shown that the student’s involvement create better learning activities, strengthen the teacher/student educational relationship, increases the student’s intrinsic motivation and ultimately improves the quality output of the program. It further enriches the teacher’s perspective on impact of education through an iterative and interactive self reflection process.