Inclusion of Direct Strategic Application

Market Strategy Report 1
“Inclusion of Direct Strategic Application Within the Creative Knowledge
Environments & Their Impact on learners: A Market Strategy Report.”
2019

Market Strategy Report 2
Abstract
This research is a formulation of my understanding on the identification of a research
question that pertains to the problem of lacking in regards to the directly applied strategies
within the annual document of LNU. The case of this research id defined through its division
into the Introduction, Theoretical Framework, Methodology, Empirical Investigation,
Research Analysis, as well as the Concluding Comments.
The stress of the missing information which I have managed to assess within the
research cannot be highlighted enough, as it forms the base for the document that is being
assessed. Without direct strategic application, the whole set of strategies seems generalised
and incomplete. To cater to the matter in a more effective manner, the study of learner
behaviours and attitudes regarding the various proposed strategies that can be applied directly
has been measured, as they will be the prime recipients of it. The final proposed strategies
that are both effective and direct in their application include that of Studying environments,
Gaming designs and simulations, Construction of creative curriculums for the institution’s
educational years, Application of the flipped classroom model, Usage of 3D multi-user
virtual worlds and AI technologies for educating students, Learning that is technologically
enhanced (TEL), Student engagements with the nature, Usage of emotional connection to
solve issues empathetically, Self-reflections of the teachers, Inviting entrepreneurs and
innovators of different domains for interactive and informative class sessions, as well as the
Usage of design thinking process to manage problem-based learnings or PBL.

Market Strategy Report 3
Table of Contents
1. Introduction.......................................................................................................... 5
1. 1. Background of the Study...................................................................................................5
1. 2. Problem Statement and Discussion..................................................................................6
1. 3. Purpose of the Research....................................................................................................6
1. 4. Research Questions............................................................................................................6
1. 5. Delimitations of the Study.................................................................................................7
2. Theoretical Framework........................................................................................... 7
......................................................................................................................................................8
2.1. Learners’/Students’ Evaluation & Reception of the Suggested strategies
(Independent Variable)..............................................................................................................8
2. 2. Narrowed Strategies and their Effective Domains (Dependent Variables)..................9
2. 2. 1. The studying environment:............................................................................. 9
2. 2. 2. Gaming design and application:.......................................................................9
2. 2. 3. Creative construction of the curriculum:............................................................9
2. 2. 4. Flipped classroom model:.............................................................................. 9
2. 2. 5. AI and 3D multi-user virtual worlds:..............................................................10
2. 2. 6. Technology enhanced learning (TEL):............................................................10
2. 2. 7. Nature engagements:.................................................................................. 10
2. 2. 8. Use of emotional connections:......................................................................10
2. 2. 9. Teachers’ self-reflections:............................................................................10
2. 2. 10. Inviting entrepreneurs and innovators:...........................................................11
2. 2. 11. Design thinking process for problem based learning (PBL):................................11
3. Methodology........................................................................................................ 11
3. 1. Methodology Selection & Reasoning..............................................................................11
3. 2. Source Criticism...............................................................................................................12
3. 3. Operationalization...........................................................................................................12
3. 3. 1. Independent Variable (Application of learner preference and inclination):................12
3. 3. 2. Dependent Variable (The narrowed strategies suggested for better creative educational
purposes):......................................................................................................... 13
4. Empirical Investigation......................................................................................... 13
6. Conclusion.......................................................................................................... 19
7. References........................................................................................................... 21
8. Appendices.......................................................................................................... 25
8. 1. The Design Thinking Process:........................................................................................25
8. 2. Stages of ICT Incorporation within Creative Educational Aspects:...........................25

Market Strategy Report 4
1. Introduction
1. 1. Background of the Study
In the sector of education, the trend of incorporating strategies that aid creative
development and thinking aspects of the students/learners have been gaining much favour
and popularity. The reason for this is the advantageous linkage of creative thinking with
innovative teaching and educating methods that are applied (Davies et al., 2013). When the
aspect of creative knowledge environments is discussed, there needs to be an understanding
of what learner behaviours are highly influenced by it. Studies reveal that students and
learners of all kinds show a more positive approach towards the structures and learning
environments that are far from portraying an educational one (Boys, 2010). Instead, the
learners of modern time and earlier ones as well, much prefer to give their creative senses an
exercise when they are free from places that remind them of studying in general. Promotion
of creative learning is an essential aspect of teaching, where the educational institution’s
management and teaching faculty have the responsibility of shaping the young and creative
minds through teaching and management techniques which fuel such innovative behaviours
(Ferrari et al., 2009). Hence, it can be said that the strategies that are used to make classrooms
and study times more flexible and creative thought inducing are much more important than
we realise and are capable of ignoring at times.
The research will go through these two similar problems that have been identified and
will be discussed throughout its course from the Vision & Strategy document of the LNU,
where the major case if finding out different direct strategies that can be applied for creative
behaviour inducing, as well as the development of measurement and understanding when it
comes to the perception of the learners that will be involved throughout the process. The
involvement of strategic distribution of actions throughout the three goals that have been
mentioned within the LNU document will represent a more defined action plan giving

Market Strategy Report 5
parents, learners as well as the associated teachers a more focused vision and goal
achievement criteria regarding the creative knowledge environment at LNU.
1. 2. Problem Statement and Discussion
The problem statement for this research takes on the topic of “Inclusion of Direct
Strategic Application Within the Creative Knowledge Environments & Their Impact on
learners”, and how it is one of significant discussion through the vision and strategy
document of LNU. The topic leads towards the missing areas within the document when it
comes to the Institution’s strategic goals regarding their creative learning/knowledge
environment establishments, and shows that there is a need of identifying the more specific
strategies that will streamline the process and show the ones that are most favourable when it
comes to students becoming more receptive and appreciative of them.
The essence of good research begins with an appropriate topic and a list of questions
that guide its purpose, which is the way of conducting research in this case. The application
of direct strategies and their inclusion in the annual report of LNU is vital to the success of
their establishment’s portrayal of how the institute will go about strategizing in different
manners to attain their general goals in the aspect of Creative knowledge environments at
LNU. Without this critical information of how direct strategies will play their part in the
effectiveness of the Creative knowledge environments, there will a loophole in the
understanding of the vision and general goals that have been mentioned within the document.
The inclusion of directly applicable strategies will ensure a more prominent learning path that
will be fruitful for the understanding in both teaching and learning aspects. Where learners’
inputs and perceptions regarding the strategies will influence their level and domain of
effectiveness in terms of what the students concisder more beneficial ways of inducing
creativity and innovation, the strategies will also give the faculty of LNU an insight into how
they will have to mold their own teaching methodologies to get them in line with the creative

Market Strategy Report 6
enhancement curriculum and definition of these two aspects will give the institution a more
purposeful take on describing what their general goals are and exactly what strategies will
they directly apply throughout the process to attain them.
1. 3. Purpose of the Research
The purpose of this research is in the portrayal of a more demanding aspect of the
vision and strategy document of LNU, which has not been included in it. The significance of
including the more evident and direct strategical distribution is to establish an understanding
from the perspectives of both the learners as well the management, as it will help give them
both much clear insight into how the creative knowledge environment provided by the
institution will help nurture their creative thinking and growth process throughout the study
time.
1. 4. Research Questions
The questions that will guide the purpose of this research are as follows;
 What are the strategies that show the direct application of a management and teaching
process to fuel creativity within learners through this establishment?
 What strategies are more or less effective, depending on the learner’s viewpoint and
perception?
 What is the way in which the narrowed strategies can positively impact the course of
Creative knowledge environment within LNU?
1. 5. Delimitations of the Study
The few delimitations of this study that hindered maximum effectiveness are
as follows;
1. Lack of directly applied data that would provide a definitive insight into the minds of
learners when it comes to the perception of different ways of teaching within a
creative knowledge environment.