scholarly journals Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?

2021 ◽  
pp. 333-357
Author(s):  
Fernando M. Reimers ◽  
Francisco Marmolejo
Keyword(s):  
Educational Opportunity ◽  
External Environment ◽  
Educational Innovation ◽  
List Type ◽  
Institutional Integration ◽  
Institutional Processes ◽  
Knowledge Based ◽  
Professional Development For Teachers ◽  
Education Administrators ◽  
Cross Case Analysis

AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools

scholarly journals Developing Critical Implementations of Technology-Rich Innovations: A Cross-Case Study of the Implementation of Quest Atlantis

2009 ◽  
Vol 41 (2) ◽  
pp. 125-153 ◽  
Author(s):  
Michael K. Thomas ◽  
Sasha A. Barab ◽  
Hakan Tuzun
Keyword(s):  
Educational Innovation ◽  
Web Based ◽  
Qualitative Case Studies ◽  
The Core ◽  
Quest Atlantis ◽  
Actual Use ◽  
Continued Use ◽  
Cross Case Analysis ◽  
Intended Use

This study examined the tensions surrounding the implementation of a technology-rich educational innovation called Quest Atlantis (QA) in a local public elementary school. Three qualitative case studies of three classrooms implementing the innovation and a subsequent cross-case analysis were undertaken to illuminate: 1) the reasons why teachers chose to implement the innovation in their classrooms; 2) the core challenges and tensions of implementing this innovation; 3) the supports necessary to successfully implement the innovation; and 4) the adaptation that the innovation underwent in the course of its implementation. The results of this study indicated that teachers implemented QA because of its alignment with their existing curricular goals, its flexible adaptivity, and its emphasis on social commitments. Findings also indicated that teachers persisted in using QA because the students enjoyed it and were enthusiastic for its continued use. Core challenges and tensions in the implementation included security concerns related to QA's use of web-based communication features, providing appropriate technical and social support for implementation, and balancing the innovation's intended use and its actual use.

scholarly journals Approaches to Higher Education Innovation in the Context of Industrial Revolution 4.0

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Nguyen Quynh Huy ◽  
Le Vinh Trien
Keyword(s):  
Higher Education ◽  
Education System ◽  
Industrial Revolution ◽  
Social Innovation ◽  
Educational Innovation ◽  
Literacy Skills ◽  
Higher Education System ◽  
Knowledge Based ◽  
Learning Platforms ◽  
Access To Knowledge

The Industrial Revolution 4.0 has brought about many changes including the higher education system. The main problem is how the education system could adapt to change and promote social innovation. This paper aims to describe the necessary changes and adjustments made in the education system, thereby better meeting the requirements of Industry 4.0, and creating a competitive education system, contributing to socio-economic development. With the research method based on the synthesis of documents, the research results show that, in the context of Industry Revolution 4.0 and the complexity of globalization, the philosophy in educational innovation needs to be changed so that universities can contribute more to society and enhance academic liberalization. Students need to master the knowledge and skills such as critical thinking and problem solving, communication and collaboration, creativity and innovation. In addition, literacy skills related to digital including information and communication knowledge are also important. Students should have access to knowledge based on diversity; and be ready to incorporate new knowledge that brings about positive changes, gradually fighting against injustice, lack of democracy and human rights, fostering an open society where voices are heard; and become responsible citizens. In addition, open learning platforms need to be considered by universities and teachers in deciding how to organize education and learning in the 4.0 Industrial Revolution era.

Organizational Knowledge and Innovation

2015 ◽  
pp. 510-530
Author(s):  
Carlos Páscoa ◽  
José Tribolet
Keyword(s):  
Real Time ◽  
Air Force ◽  
External Environment ◽  
Organizational Knowledge ◽  
Self Awareness ◽  
Flight Plan ◽  
Knowledge Based ◽  
Complete Knowledge ◽  
Informed Decisions ◽  
New Instrument

Having the necessary instruments to steer the organization, allowing constant knowledge informed changes, is extremely important for an organizations, while adapting, in an agile way, to the external environment. Like an aircraft, the organization must have a flight plan and instruments that provide an update of what is happening in real time. As an organization, the Portuguese Air Force needs to make good planning and possessing instruments for assessing, considering innovative manners, the progress made, allowing for a greater self-awareness. Every organization has key elements, essential for its operational success, and vital to plan controlled transformations. The objective of the research described in this chapter is to create a new instrument that provides complete knowledge about an organizational key element, in this case the Organizational Cost per Flight Hour that allows coping with transformation projects, by allowing innovative, knowledge-based, informed decisions.

scholarly journals Can Universities Help “Build Back Better” in Education? The Socially Embedded University Responds to the Covid-19 Pandemic

2021 ◽  
Vol 2 ◽  
Author(s):  
Fernando M. Reimers
Keyword(s):  
Social Innovation ◽  
Educational Opportunity ◽  
External Environment ◽  
School Of Education ◽  
Convenience Sample ◽  
Social Challenges ◽  
Societal Needs ◽  
Probabilistic Survey ◽  
University Leaders ◽  
Alternative Delivery

The high impact disruptions in the external environment caused by the Covid-19 pandemic revealed the socially embedded character of many universities around the world. University collaborations with schools during the pandemic suggest that they are institutions open to their external environment, capable of learning from and with their environment, and capable of influencing their external environment, helping to address significant social challenges. Drawing on a non-probabilistic survey administered to a convenience sample of 101 universities in 21 countries, I examine how they built partnerships with schools to sustain educational opportunity during the pandemic. The results are informative of the evolving nature of higher education and its mission. They illustrate the responsiveness of universities to societal needs. The findings show that universities are socially connected to their surrounding context, and that they see themselves as engines of social innovation at a time of great unexpected need. The study found the majority of universities to be engaged with schools supporting education during the pandemic. They see such engagement as part of their mission and strategy, even though they perceive it as challenging. Most of such engagements do not have a formalized “theory of action,” but are evolving as the crisis created by the pandemic itself evolved. While such engagement during the pandemic builds on pre-existing engagements with schools, the response during the pandemic provided an opportunity to integrate different efforts across various units. The majority of the universities in the study had a school of education, and about half have a program of pre-service teacher education and few of the collaborations established during the pandemic were new, most were based on pre-existing collaborations. In two thirds of the cases the collaborations with schools during the pandemic were initiated by University leaders. Most of the collaborations consist of developing alternative delivery channels and supporting teachers in developing new skills to teach remotely.

scholarly journals Inward tubulation of the plasma membrane expedites membrane exchange and receptor presentation

2018 ◽  
Author(s):  
Long-fang Yao ◽  
Li Zhou ◽  
Ruilin Zhang ◽  
Liang Cai
Keyword(s):  
Plasma Membrane ◽  
Actin Filaments ◽  
Calcium Concentration ◽  
Membrane Vesicle ◽  
External Environment ◽  
Glucose Deprivation ◽  
List Type ◽  
Membrane Structures ◽  
New Type ◽  
Material Exchange

AbstractThe plasma membrane is a crucial barrier between the cell and its external environment, and it also enables efficient passage of materials and information. Membrane vesicle trafficking allows precise delivery of materials but is rather inefficient. The mechanism for efficient membrane exchange remains elusive. Here we describe inward tubulation of the plasma membrane (PM tubes) that extends deep into the cytoplasm. These widespread PM tubes elongate along microtubules and are stabilized by actin filaments and cholesterol. PM tubes are preferred sites for connection between the endoplasmic reticulum and the plasma membrane. PM tubes facilitate receptor presentation at the surface of cells, possibly also shortening the distance for transported cargo to reach the external environment.In BriefA new type of tubular membrane structures was discovered in cells, revealing a shortcut that cells employ to expedite material exchange with their external environment.HighlightsInward tubulation of the plasma membrane (PM tubes), transiently interacts with the Golgi apparatusMicrotubule side-binding proteins pull PM tubes, while actin filaments and cholesterol stabilize PM tubesPM tubes are preferred sites where ER-PM contacts form in response to increased cytoplasmic calcium concentrationPM tubes are preferred sites for the surface presentation of GLUT1 upon glucose deprivation

Educational Innovation in Higher Education

2020 ◽  
Author(s):  
Mugenyi Justice Kintu ◽  
Aslan Aydin ◽  
Chang Zhu
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Social Development ◽  
Educational Innovation ◽  
Developed Countries ◽  
Education Systems ◽  
Development Trends ◽  
Knowledge Based ◽  
Innovation In Education ◽  
Economic Imbalances

Education systems are required to train human capital on skills befitting knowledge-based economies. This calls for innovative systems in education to meet the ever-increasing demand for skilled workforces in these economies. Education systems should enhance quality in teaching and learning processes and prepare future citizens for life and work through innovative policies. In education systems, higher education may be more innovative than primary and secondary education levels as higher education is at the center of education and research focusing on innovation and creativity. In this regard, institutions of higher education encounter innovation trends and challenges in the era of the knowledge-based economy. Innovation trends are currently climbing upward and are mainly driven by factors such as the need for automation, globalization, and competitive waves of change. Economic development with regard to these innovation trends is closely associated with countries’ ability to produce, acquire, and apply technical and socioeconomic development. The main challenges lie in the rate at which countries are advancing vis-à-vis social development trends. The Social development trends do not seem to match up with the speedy onset of global acceleration, the processes in developing and developed countries, and economic imbalances that occur within the developed world itself. There are implementation difficulties regarding innovations as well as selecting the relevant innovation to apply in some contexts. Adoption of innovation is another challenge, especially when it comes to changing mindsets toward innovations like technology in education. This applies to the developing world as well as to infrastructural impediments common in the African and other developing economy contexts, such as Turkey. To overcome these challenges, research-intensive universities could promote research and innovation. Some examples of innovation in education include e-learning, audio-media usage for distance learning, online education, MOOCs, blended learning, and information communication technology utilization. Teachers should be trained as competent users of these innovative technologies to initiate and sustain innovation in education. Once harnessed, educational innovation could catch on rapidly and improve service delivery in educational institutions. Developed and developing countries should work together to foster and mass produce these technologies in higher education institutions.

Knowledge Transfer

2013 ◽  
pp. 88-107 ◽  
Author(s):  
Alina Mihaela Dima
Keyword(s):  
Knowledge Transfer ◽  
Knowledge Exchange ◽  
External Environment ◽  
Research Activity ◽  
Business World ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Innovation Processes ◽  
Forms Of Knowledge

In order to overcome the challenges posed by globalization, an increasingly complex business world, and the transition to the knowledge-based economy, both academia and practitioners need to reinforce the importance of knowledge transfer activities between universities and other stakeholders and the development of new forms of transfer activities between academia and the external environment. As businesses, economies, and society in general become more global, and as the pace of change increases, they become more dependent on science and technology, on new and innovative forms of knowledge transfer, which are provided partially by universities. The knowledge in academics is an asset but also a liability. The innovation processes on knowledge management in education through knowledge transfer activities will facilitate the shift from teaching as the transmission of knowledge to teaching as the facilitation of learning. Drawing from the literature on knowledge exchange and foregoing observations, this chapter explores the innovation side of KM in education, based on knowledge transfer partners and activities. As academics continuously evolve collaborative forms of research activity and re-imagine the nature of academic-practitioner exchange and knowledge transfer, this chapter considers key contributions in the area and details important avenues that warrant further research.

scholarly journals Book Review

2016 ◽  
Vol 1 (1) ◽  
pp. 50-55
Author(s):  
Peggy McCardle
Keyword(s):  
High School Teachers ◽  
Adolescent Literacy ◽  
Literacy Learning ◽  
Relevant Research ◽  
School Teachers ◽  
Content Areas ◽  
Professional Development For Teachers ◽  
Class Room ◽  
Education Administrators

This highly readable volume should be required reading for all middle and high school teachers across all content areas. Education administrators and those who provide education and professional development for teachers should also find it quite useful. Parents will also find the information valuable and clearly presented. The overviews of relevant research in each chapter are succinct and helpful information for class- room implementation. The volume, with its impres- sive cadre of contributors, represents a crucial contri- bution to moving the information learned over recent decades into practice. Reed and Santi have done an admirable job of achieving their goal of providing re- search-based evidence on adolescent literacy learning that moves toward a blending of general and special education and better learning gains for all students, including those with learning disabilities.

scholarly journals Inclusive Education in Indonesia: Teachers’ Perceptions

2022 ◽  
Vol 18 ◽  
pp. 27-36
Author(s):  
Sowiyah Sowiyah ◽  
Ryzal Perdana
Keyword(s):  
Inclusive Education ◽  
Educational Opportunity ◽  
Descriptive Statistics ◽  
Future Research ◽  
Equal Educational Opportunity ◽  
Positive Perception ◽  
Research Subjects ◽  
Complex Issue ◽  
Teachers Perceptions ◽  
Professional Development For Teachers

In recent years, extensive research has been conducted on the management of inclusive education. Globally, ensuring equal educational opportunity for all continues to be a significant challenge, and inclusive education continues to be a complex issue. In regard to inclusive education, teachers’ perception, to our knowledge, is surprisingly understudied in the Indonesian context. Therefore, this paper aimed to investigate teachers’ perceptions of inclusive education in Indonesia. This study, which enrolled a total of 157 teachers as research subjects, adopted a quantitative approach and collected data via a questionnaire. The collected data were descriptively analysed through descriptive statistics, which was performed using IBM SPSS Statistics Version 25 for Windows, summarising responses of participants to the questionnaire items. The findings indicate that this current study has finally unravelled teachers’ perceptions of inclusive education in Indonesia. They have a positive perception of inclusive education regardless of their demographic backgrounds. The findings also imply that it is crucial to continue and expand teacher education as inclusive education is still in its infancy. Professional development for teachers to improve their knowledge of inclusive education, benefiting all students, is required. Suggestions with recommendations for future research are also discussed.

Book Reviews

Tempo ◽  
1995 ◽  
pp. 29-36
Keyword(s):  
List Type

Volume I of Messiaen's ‘Traite’, ‘Music and Color’, and organ recordings Christopher DingleRobert Craft's Stravinsky memoirs and recordings Rodney Lister

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