Next-Generation Teaching and Learning Using the Virtual Theatre

2016 ◽  
pp. 281-291
Author(s):  
Max Hoffmann ◽  
Katharina Schuster ◽  
Daniel Schilberg ◽  
Sabina Jeschke
Keyword(s):  
Teaching And Learning ◽  
Next Generation

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Designing Curricular Games

2018 ◽  
pp. 213-232
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

When Internships Goes Virtual

2021 ◽  
pp. 22-38
Author(s):  
Shanetia P. Clark ◽  
Lynne G. Long
Keyword(s):  
Teaching And Learning ◽  
Next Generation ◽  
Field Placement ◽  
University Supervisor ◽  
Digital Platforms ◽  
Post Secondary ◽  
Face To Face ◽  
The World ◽  
Black Field ◽  
Faculty And Staff

In early 2020, the coronavirus (COVID-19) pandemic ravaged countries across the world, causing them to essentially shut down. Communities had to retreat indoors and socially distance from one another. One aspect of life that drastically changed was schooling. It moved from traditional face-to-face spaces to online digital platforms. Students, faculty, and staff across all levels of schooling shifted to teaching and learning vis-a-vis online digital platforms. Those of us connected to the training of the next generation of teachers navigated through the uncertainty of the COVID-19 pandemic at the preschool to post-secondary levels as well. This chapter focuses on the authors' experiences as a Black university supervisor and as a Black field placement coordinator.

scholarly journals Innovations and best practice in undergraduate education

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 646
Author(s):  
George R. Littlejohn ◽  
Graham Scott ◽  
Mary Williams
Keyword(s):  
Science Education ◽  
Best Practices ◽  
Undergraduate Education ◽  
Teaching And Learning ◽  
Best Practice ◽  
Collective Responsibility ◽  
Experimental Biology ◽  
Next Generation ◽  
Scholarship Of Teaching

University-based scientists hold the collective responsibility for educating the next generation of citizens, scientists and voters, but the degree to which they are individually trained and rewarded for this pursuit is variable. This F1000Research channel has its origin in a Society for Experimental Biology Conference held in Prague, 2015 and brings together researchers who excel at undergraduate education or the scholarship of teaching and learning to discuss challenges and best practices in contemporary higher science education.

scholarly journals Pendidikan Masa Kini Untuk Generasi Penerus Perjuangan Nabi Muhammad SAW.

2021 ◽  
Vol 10 (1) ◽  
pp. 115-127
Author(s):  
Mihmidaty Ya’cub
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Optimal Level ◽  
Next Generation ◽  
Educational Media ◽  
Learning Methods ◽  
The World

To be able to realize the next generation of the Prophet's struggle, professional Islamic teachers are needed, namely teachers who are able to educate their students to become the next generation of the Prophet's struggle. It also requires the ability of teachers to use varied learning methods, productive learning strategies and modern educational media. It is also necessary to provide adequate infrastructure that can support teachers in carrying out the teaching and learning process well and attract students' interest. By knowing the characteristics of this millennial generation, the world of education can play a role and adjust learning strategies in such a way as to bring this millennial generation to an optimal level of success.

Letter to editor on the editorial titled “NCLEX Next Generation: Threat or Opportunity,” published in Teaching and Learning in Nursing (14), A2

2020 ◽  
Vol 15 (1) ◽  
pp. 109-110
Author(s):  
Marsal P. Stoll ◽  
Nell Ard ◽  
Sharon F. Beasley ◽  
Keri Nunn-Ellison ◽  
Suzette Farmer
Keyword(s):  
Teaching And Learning ◽  
Next Generation

Administrasi Peserta Didik

2020 ◽  
Author(s):  
Ulfiafirzatinnajmi
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Goals ◽  
Next Generation ◽  
Quality Of Teaching ◽  
New Students

The purpose of student administration is to regulate the activities of students from the start to enter school. The arrangement of the students' activities is directed at improving the quality of teaching and learning activities both intra and extracurricular, so that it contributes to the achievement of the vision, mission, and goals of the school as well as the overall educational goals (Risnawati, 2014).This article was compiled in a way that was as efficient as possible. This article can be written with the existence of sufficient literature found so this article was created. The author hopes that with this article, it can help readers understand, add and make it easier to do things related to the theme of this article, even more so for future educators who will educate the next generation of intelligent nations in the future.Student administration is the process of organizing and services in matters relating to students in a school starting from planning the admission of new students, coaching while students are in school, until students complete their education.Student coaching is done so students know the environment in which they are learning and can adjust to the guidance of the school.

College Student Reception of Next-Generation Learning and Effective Approaches for Instructors

2018 ◽  
pp. 306-324
Author(s):  
Donna M. Farina ◽  
Natalia Coleman
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Success ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Next Generation ◽  
Diverse Student ◽  
New Learning ◽  
Student Reactions ◽  
Diverse Student Population

Next-generation learning (NxGL) approaches have been applied to improve learning outcomes for the diverse student population of New Jersey City University (NJCU), one of the top hundred most diverse institutions of higher education in the country. This chapter focuses on the variety of reactions that diverse students, both undergraduate and graduate, can have to unknown or unfamiliar learning experiences, as they move through different stages of adjustment to the next-generation classroom. The chapter discusses how instructors can anticipate common student reactions and what they can do to guide students toward successful participation in NxGL. The improved skills of the instructor will allow students to benefit to the fullest possible extent from new learning opportunities. If the instructor feels at home with next-generation teaching and learning, this will increase the potential for student success as well as satisfaction with these approaches.

Developing Next Generation Petrotechnical Professionals in the Age of AI

2021 ◽  
Author(s):  
Armstrong Lee Agbaji
Keyword(s):  
Teaching And Learning ◽  
Oil And Gas ◽  
Energy Transition ◽  
Digital Transformation ◽  
Learning Needs ◽  
Next Generation ◽  
Business Decisions ◽  
Science Courses ◽  
The Future ◽  
The Right

Abstract The most common challenge facing the oil industry in the Age of AI is talent scarcity. As digital transformation continues to redefine what it takes to work in the industry, staying relevant in the industry will require knowledge and understanding of the underlying technologies driving this transformation. It also requires a re-evaluation of how next generation petrotechnical professionals are nurtured, educated, and trained. The human talent that is needed in the Age of AI is different, and simply obtaining a science or engineering degree will no longer suffice to survive and thrive in the industry. While it is vitally important that students continue to take fundamental engineering and science courses and learn industry-specific skills, we must recognize when an existing curriculum or way of teaching and learning has either run its course or has evolved. This paper examines how artificial intelligence will impact the training and development of the industry's future workforce and what organizations must do to retain existing talents while at the same time developing new ones, so they are not rendered irrelevant by AI. It proposes novel ways by which practical digital transformation and energy transition technologies can be integrated into core oil and gas education and training curriculum. It also outlines various innovative ways that academic institutions can join forces with industry to educate and train technical professionals, who, right out of college are sufficiently grounded to analyze, evaluate, and communicate data findings to drive better business decisions. For students and young professionals, it lays out the roadmap to readiness, and how to thrive in a digitally transformed world, as well as several ways to robot-proof their career and stay ahead of the curve. The task of training industry leaders of the future is enormous, sensitive, and demanding. The ability of next generation petrotechnical professionals to succeed in the digital age, and compete in a data-centric world, depends on their ability to develop, adopt, and apply next generation skills. Having the right mix of skills is not only essential to their success, it is critical to the survival of the industry. In the Age of AI, classroom learning needs to be deemphasized and experiential learning needs to be emphasized. The workforce of the future will be dominated by people with analytics skills and capabilities. Preparing next generation professionals for the future of work calls for a re-evaluation, re-design and recasting of the synergy between academia and industry. Universities and industry will need to routinely intersect to create symbiosis and enhance our educational system. Success will depend on sustained partnership and collaboration, not merely shifting the problem to one another.

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