Format

The DC4DM format contains detailed information on the implementation of a LearningLab applying the DC4DM learning model. Teachers can refer to the format for guidance before, during and after the training. This guide explains the keys to success in applying the DC4DM model: how to select the actors: students, start-ups and companies, how to create active teams, gives advice on logistics and facilitation techniques and describes step by step the phases included in the DC4DM model.
For each item you will find indications and advice on how to carry them out. The points covered :
– How to select learners ready to apply the DC4DM model?
– How to create student Team?
– How to facilitate as a trainer
– What are the logistical elements to plan for a welcoming and energizing place?
– How to define an INSPIRING work Theme
– How to collect the feedback of the different stackholders ?
– How to involve Start Ups et companies
– How to engage the students (Teambuilding activities)
– How to organize in time the process
– How to apply the phase 1
– How to apply phase 2
– How to apply the phase 3
– What effective and relevant communication should be put in place around the Learning Lab ?

Menu Format

Item 1.

How to select learners ready to apply
the DC4DM model?

While there is a lot of advice and tools to help learners choose their course, trainers are at a loss when it comes to select students for a Learning Lab. The choice of your students is an important phase that will influence your learning objectives. Knowing who is attending the LLab is directly related to your objective, the way you arrange the activities and the success of the LLab. Here are some general elements for the selection of students for the training programme:

• which application documents to request
• motivation
• the diversity
• the skills

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Item 2.

How to create student Team?

How to build the student teams? The challenge is important, as each team of students is destined to work and succeed together.
The question to ask yourself is what is your dream team of students: team members who communicate with each other? a team that succeeds? a team where everyone brings their skills? a team that …? Ask yourself this question and with these questions you will be able to refine the criteria for choosing team members.
Here are some general elements for the constitution of student teams:

• Do you define the team or student can choose?
• How many students per team
• How to divide students into teams
• Personalities

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Item 3.

How to facilitate as a trainer?

Facilitating a training session is a big commitment and requires certain soft and technical skills:

• Organising, disorganising and self-organising
• Listening and being listened to
• Using emotional intelligence and using your own
• Engage and commit

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Item 4.

What are the logistical elements to plan for a welcoming and energizing place?

The logistical means are one of the factors of success of the training and a parameter to facilitate your work as an organiser. Do not skimp on this material and logistical aspect, identify the person in charge of these logistical aspects who can support you. The training venue should be accessible, functional and comfortable.

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Item 5.

How to define an INSPIRING work Theme

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Item 6.

How to collect the feedback of the different stackholders?

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Item 7.

How to involve Start Ups et companies

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Item 8.

How to engage the students
(Teambuilding activities)

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Item 9.

How to organize in time the process

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Item 10.

How to apply the phase 1

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Item 11.

How to apply the phase 2

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Item 12.

How to apply the Phase 3

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Item 13.

What effective and relevant communication should be put in place around the Learning Lab ?

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Nam sapien tellus, ultrices nec pellentesque sit amet, auctor a mi. Aenean eu nibh dictum, lacinia nunc at, accumsan mauris. Cras malesuada fringilla sodales. Donec finibus malesuada elit eget pellentesque.

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What are the most relevant documents to ask students to apply for? The curriculum vitae and the motivation letter remain classic tools for learners to apply and for teachers to find the necessary elements for their selection. The purpose of the cover letter is also to test the effort and motivation of the learner. The CV sheds light on the learner’s disciplinary competences, soft skills and experiences. A portfolio can be useful in a second step, after pre-selection, it accompanies and illustrates the CV. It shows the quality of the application and the student’s reflection on the portfolio as a tool for personal development. The content of the portfolio reveals the passion and personality of the student.

One of the primary criteria for success is the motivation of learners to engage in the course. All activities require the learner to be in tune with the training and therefore motivated to discover and learn. The activities require commitment. The learning process creates a cognitive imbalance, so it is important that the learner is as balanced as possible, especially emotionally, to engage in learning.

The DC4DM model is dedicated to multidisciplinary and international teams. This diversity of profiles must be considered from the moment students are selected. This diversity gives rise to the richness of the exchanges and the originality of the work. It is to be taken into account in terms of academic and personal backgrounds, experiences, gender, ethnic and social origins. The different profiles will allow for a broader knowledge of the social and societal environments, where innovation will take place.
The plurality of skills, hard and soft, is also to be considered. The major importance of transversal skills is established in the success of teamwork and innovation. Curiosity, open-mindedness, empathy, the ability to work in a team, active listening are examples of this, which can be seen in the students’ profiles. They create a favourable basis for successful learning.

Each student should be able to put himself/herself in the position of an expert in a given field, this allows each student to value his/her skills but also to trust his/her teammates and rely on them in certain areas. The disciplinary variety brings business knowledge to the innovation process.
For an international configuration, particular attention should be paid to the participants’ level of English. They must be able to communicate, share and express their ideas and concepts without difficulty. This linguistic aspect is important and is one of the keys to the success of teamwork.

What are the most relevant documents to ask students to apply for? The curriculum vitae and the motivation letter remain classic tools for learners to apply and for teachers to find the necessary elements for their selection. The purpose of the cover letter is also to test the effort and motivation of the learner. The CV sheds light on the learner’s disciplinary competences, soft skills and experiences. A portfolio can be useful in a second step, after pre-selection, it accompanies and illustrates the CV. It shows the quality of the application and the student’s reflection on the portfolio as a tool for personal development. The content of the portfolio reveals the passion and personality of the student.

The DC4DM model was applied to a group of 40 students, 8 teams of 5 students. Many people are nervous about public speaking, so it is better to limit the size of each group so that participants are more comfortable speaking and interacting.

What are the criteria for allocating students to teams yourself? The plurality of participants is spread throughout the teams. Social, ethnic, cultural, disciplinary and gender diversity is important in each team. This diversity combined with the complementarity of profiles will make the work richer. By encouraging learners to interact with other learners from other departments, institutions or countries, they can learn to see things from different perspectives. They bring together their ideas around a project. Beyond the learning objectives, the training is intended to a real sharing of knowledge.

To make your team work, the personalities of each need to be carefully matched. Several strong personalities in the same team can cause conflicts. Conversely, a team with many reserved, shy, insecure profiles may struggle to communicate and to move forward. A learner with communication difficulties or who is insecure should be accompanied by a caring person; faced with a strong personality, he will tend to withdraw or feel crushed. It’s a subtle mix…

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