scholarly journals Innovation in education: what works, what doesn’t, and what to do about it?

2017 ◽  
Vol 10 (1) ◽  
pp. 4-33 ◽  
Author(s):  
Peter Serdyukov
Keyword(s):  
Education System ◽  
Teaching And Learning ◽  
Large Scale ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Time Efficiency ◽  
Educational Innovations ◽  
Content Type ◽  
Technology Applications

Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

Bringing formative classroom assessment to schools and making it count

2014 ◽  
Vol 22 (4) ◽  
pp. 339-352 ◽  
Author(s):  
Edmund W. Gordon ◽  
Michael V. McGill ◽  
Deanna Iceman Sands ◽  
Kelley M. Kalinich ◽  
James W. Pellegrino ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Classroom Assessment ◽  
Theory And Practice ◽  
District Leaders ◽  
Policy Makers ◽  
Content Type ◽  
School District Leaders ◽  
The Usa ◽  
Current Assessment

Purpose – The purpose of this article is to present alternative views on the theory and practice of formative assessment (FA), or assessment to support teaching and learning in classrooms, with the purpose of highlighting its value in education and informing discussions on educational assessment policy. Methodology/approach – The method used is a “moderated policy discussion”. The six invited commentaries on the theme represent perspectives of leading scholars and measurement experts juxtaposed against voices of prominent school district leaders from two education systems in the USA. The discussion is moderated with introductory and concluding remarks from the guest editor and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article. Findings – While current assessment policies in the USA push for greater accountability in schools by increasing large scale testing of students, the authors underscore the importance of FA integrated with classroom teaching and learning. They define what formative classroom assessment means in theory and in practice, consider barriers to more widespread use of FA practices and address what educational policy makers could do to facilitate a FA “work culture” in schools. Originality/value – The commentators, representing scholar and practitioner perspectives, examine the problem in a multi-faceted manner and offer research-based, practical and policy solutions to the observed issues in FA. Dialogue among stakeholders, as presented here, is a key first step in enacting assessment reforms in the directions discussed.

scholarly journals Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amit Joshi ◽  
Muddu Vinay ◽  
Preeti Bhaskar
Keyword(s):  
Home Environment ◽  
Education System ◽  
Interpretative Phenomenological Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Negative Attitude ◽  
Technical Support ◽  
Content Type ◽  
The Future ◽  
The Government

Purpose In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India. Design/methodology/approach Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data. Findings The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments. Practical implications The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future. Originality/value Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

Dietary patterns and nutrients associated with metabolic syndrome

2019 ◽  
Vol 50 (2) ◽  
pp. 253-268 ◽  
Author(s):  
Reema Tayyem ◽  
Rawan Al-Qawasmeh ◽  
Nahla Khawaja
Keyword(s):  
Metabolic Syndrome ◽  
Dietary Patterns ◽  
Dietary Pattern ◽  
Fast Food ◽  
Large Scale ◽  
Theory And Practice ◽  
High Protein ◽  
Omega 3 ◽  
Protein Patterns ◽  
Content Type

Purpose This paper aims to evaluate macro- and micronutrient intake among Jordanian adults who have metabolic syndrome (MetS) and those MetS-free. Design/methodology/approach A total of 154 Jordanian adults aged 20-55 years were enrolled from The National Center for Diabetes, Endocrinology and Genetics in this case control study. In total, 77 newly diagnosed cases of MetS and 77 controls were recruited and matched by age and sex. Dietary data were collected by face-to-face interview using a validated food frequency questionnaire. Findings After adjustment of the energy intake and macronutrients, the cases reported significantly higher intake of the amount of protein (p < 0.001), carbohydrates (p < 0.001), fiber (p < 0.001), sugar (p < 0.001), fat (p < 0.001), saturated fat (p < 0.001), monounsaturated (p < 0.001), polyunsaturated (p < 0.001), trans-fat (p < 0.029), omega-3 (p < 0.001) and omega-6 (p < 0.001) as compared to the controls. The results also showed that the intake of some micronutrients was significantly higher among cases when compared to the controls. In this study, three dietary patterns have been itemized; “fast food dietary pattern”, “Mediterranean dietary pattern” and “high-protein dietary pattern”. Only a direct significant trend between MetS and fast food pattern was detected (p-trend = 0.001). Neither significant associations nor trends were detected in the Mediterranean and high-protein patterns with MetS risk. Originality/value The study findings highlighted the presence of associations between fast food dietary pattern, total energy and some macro- and micronutrients intake and the risk of MetS among population living in the Middle East. Even though the findings of this study bridge the gap between theory and practice, a large scale population-based study is warranted to confirm these findings.

Successful bottom-up faculty collaboration during institutional change

2015 ◽  
Vol 7 (2) ◽  
pp. 308-330 ◽  
Author(s):  
Hsuying C. Ward ◽  
Ming-Tsan P. Lu ◽  
Brendan H. O'Connor ◽  
Terry Overton
Keyword(s):  
Institutional Change ◽  
Teaching And Learning ◽  
Large Scale ◽  
Institutional Transformation ◽  
Bottom Up ◽  
Content Type ◽  
Faculty Collaboration ◽  
Teaching And Learning Environment ◽  
Starting Point

Purpose – The purpose of this paper is to outline findings from practitioner research with a university faculty learning community (FLC) that organized itself to effect bottom-up change. The study explores beliefs about the efficacy of collaboration among members of the FLC and serves as a best case of grassroots faculty collaboration during a period of institutional change. Design/methodology/approach – This is a case study using semi-structured interviews with FLC members and document review of short-term learning data from students who participated in workshops offered by the FLC. Findings – Creative faculty responses to challenges posed by large-scale institutional transformation improved the teaching and learning environment for faculty and students. This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions. Research limitations/implications – This is a preliminary, self-reflective study with a small number of participants working at a unique institution. Findings are presented not as strictly generalizable truths about faculty collaboration in higher education, but as “lessons learned” that may be valuable to other faculty seeking to take a more proactive role in contexts of institutional change. Practical implications – This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions. Social implications – This study illustrates how bottom-up, faculty-led collaboration can address institutional problems in a university setting. Creative faculty responses to challenges posed by large-scale institutional transformation can improve the teaching and learning environment for faculty and students. Originality/value – This study documents one FLC’s innovative responses to institutional challenges and shifts the conversation about university-based teaching and learning away from bureaucratic mandates related to faculty interactions and productivity and toward faculty’s organic responses to changing institutional conditions.

scholarly journals TRAINING IN DIGITAL ENTREPRENEURSHIP AS A BASIS FOR FORMING THE INTELLECTUAL CAPITAL OF NATION

2021 ◽  
Vol 81 (1) ◽  
pp. 210-221
Author(s):  
Олег Євгенович Камінський ◽  
Юлія Олександрівна Єрешко ◽  
Сергій Олександрович Кириченко ◽  
Ростислав Володимирович Тульчинський
Keyword(s):  
Intellectual Capital ◽  
Education System ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Technologies ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Higher Education System ◽  
Entrepreneurship Theory ◽  
Digital Entrepreneurship

Nowadays, digital technologies have a significant impact on how business perceptions change and how new businesses are created. The new technological paradigm harnesses the potential of collaboration and intellectual capital to develop and implement more robust and sustainable entrepreneurial initiatives. However, while a research in digital entrepreneurship is relevant and timely, there is a limited amount of studies on the real impact of digital technology and intellectual capital on entrepreneurship education, although inquiries into digital entrepreneurship theory and practice have drawn more attention in the recent years. Moreover, at the current level of globalization, society, as practice shows (the situation with COVID-19), is not protected from global shocks in the form of chain crises and pandemics. Therefore, digital entrepreneurship is also able to help solve the economic problems caused by the above phenomena. The purpose of the article is to analyse and clarify various aspects of training students of economic specialties in digital entrepreneurship; formulate the tasks that arise while using digital technologies in the economy, and determine the ways to solve them in the education system. Among many forms of digital entrepreneurship training, online courses are one of the strongest trends and they do affect the content and flow of teaching and learning. This article also focuses on better understanding the skills, opportunities, and risks involved in using the online courses as a new way of training entrepreneurship in higher education system. The authors empirically study the problems and drivers for developing such courses as a new pedagogical concept. The results show that such a course is flexible in time and space and can therefore contribute to the accessibility of entrepreneurship education.

Tourism demonstration system for large-scale museums based on 3D virtual simulation technology

2020 ◽  
Vol 38 (2) ◽  
pp. 367-381
Author(s):  
Yongcai Hu ◽  
Wei Sun ◽  
Xigang Liu ◽  
Quan Gan ◽  
Jie Shi
Keyword(s):  
Large Scale ◽  
Three Dimensional ◽  
Virtual Simulation ◽  
Simulation Technology ◽  
Large Space ◽  
Content Type ◽  
3D Network ◽  
Wide Range ◽  
3D Scene

Purpose The purpose of this study is to enhance audience experience in museum by using three-dimensional (3D) virtual simulation technology. Design/methodology/approach In this study, a large space museum building tourism demonstration system based on 3D virtual simulation technology was proposed. Starting from the concept of virtual reality (VR), the characteristics of VR and the classification of VR systems were introduced, and the research status of VR technology at home and abroad and the application of 3D virtual simulation were discussed. Then the key technologies of 3D modeling, 3D scene optimization and 3D simulation driving of 3D virtual simulation were expounded, and the characteristics and application scope of different technical methods were analyzed. Finally, an example of the Hongzhou Kiln 3D network museum was listed. Findings The research results showed that 3D virtual simulation has a wide range of applications in the field of VR. Different elements need to be considered for different types of applications, and different contents need to be integrated to achieve the corresponding interaction modes. Originality/value Virtual image; multimedia; large space museum; tourism demonstration system; 3D virtual simulation technology.

The importance of John Dewey's philosophy for global learning theory and practice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hilary Landorf ◽  
Catherine Wadley
Keyword(s):  
Conceptual Framework ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Careful Analysis ◽  
Theory And Practice ◽  
Global Learning ◽  
Content Type ◽  
Education Philosophy ◽  
Solid Foundation ◽  
Historical Methodology

PurposeThe purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose and practices of global learning.Design/methodology/approachThis study used a qualitative historical methodology to analyze John Dewey's education philosophy and its relevance to the theory, practice and purpose of global learning. The study accomplished this analysis through an in-depth examination of the Deweyan concepts of a quality educative experience and reflective thinking, and their applications to global learning in K-16 education.FindingsThrough a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provide a solid foundation for its essential processes, practices and purpose.Practical implicationsImplications of this research include the awareness of Dewey's influence in teaching and learning for an increasingly interconnected world and the use of Deweyan philosophy as a basis for global learning innovations throughout the K-16 curriculum and co-curriculum.Originality/valueIn this article, the authors uncover the work of John Dewey's education philosophy and vision of learning to highlight its relevance to global learning. Through a careful analysis of Dewey's definition, explanations and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices and purpose.

scholarly journals Real-time learning analytics system for improvement of on-site lectures

2018 ◽  
Vol 15 (4) ◽  
pp. 314-331 ◽  
Author(s):  
Atsushi Shimada ◽  
Shin’ichi Konomi ◽  
Hiroaki Ogata
Keyword(s):  
Real Time ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Large Scale ◽  
Feedback System ◽  
Learning System ◽  
Content Type ◽  
New Strategy ◽  
Teachers And Students ◽  
Scale Experiment

Purpose The purpose of this study is to propose a real-time lecture supporting system. The target of this study is on-site classrooms where teachers give lectures and a lot of students listen to teachers’ explanations, conduct exercises, etc. Design/methodology/approach The proposed system uses an e-learning system and an e-book system to collect teaching and learning activities from a teacher and students in real time. The collected data are immediately analyzed to provide feedback to the teacher just before the lecture starts and during the lecture. For example, the teacher can check which pages were well previewed and which pages were not previewed by students using the preview achievement graph. During the lecture, real-time analytics graphs are shown on the teacher’s PC. The teacher can easily grasp students’ status and whether or not students are following the teacher’s explanation. Findings Through the case study, the authors first confirmed the effectiveness of each tool developed in this study. Then, the authors conducted a large-scale experiment using a real-time analytics graph and investigated whether the proposed system could improve the teaching and learning in on-site classrooms. The results indicated that teachers could adjust the speed of their lecture based on the real-time feedback system, which also resulted in encouraging students to put bookmarks and highlights on keywords and sentences. Originality/value Real-time learning analytics enables teachers and students to enhance their teaching and learning during lectures. Teachers should start considering this new strategy to improve their lectures immediately.

Practical challenges of BIM education

2016 ◽  
Vol 34 (4/5) ◽  
pp. 351-366 ◽  
Author(s):  
Taija Puolitaival ◽  
Perry Forsythe
Keyword(s):  
Teaching And Learning ◽  
Design Methodology ◽  
Theory And Practice ◽  
Learning Resources ◽  
Construction Project Management ◽  
High Quality ◽  
Building Information Modelling ◽  
Content Type ◽  
Building Models ◽  
Building Information

Purpose Building Information Modelling (BIM) is becoming the new norm in the AEC industry and also part of many construction project management (CPM) programmes. The purpose of this paper is to address the difficulty and challenges in walking the narrow line between an industry-ready BIM and a BIM that is good for student learning and offers a realistic and practical, but simultaneously achievable, learning environment. Design/methodology/approach An action research was conducted in an undergraduate CPM education setting. Findings Key challenges encountered were availability of appropriate teaching and learning resources for BIM; finding the balance between theory and practice, technology and process, and traditional and emerging CPM methods; and facilitating staff’s professional development. Closer look was given to the teaching and learning resources for BIM. Theoretical resources that are available for education in the form of books, articles and websites are easy and straightforward to locate. Likewise, a good share of various tools are available for educational purposes. On the other hand, actual building models represent a challenge in terms of preparing and optimising usage of the model for high-quality educational purposes. Several different approaches for obtaining BIM resources were identified with various challenges and benefits. Originality/value The results and recommendations will assist educators to better understand and overcome the practical challenges related to BIM education, especially those related to teaching and learning resources.

scholarly journals Improving graduate outcomes

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Elisha Nwonu Elom ◽  
Paul Agu Igwe ◽  
Michael Olayinka Binuomote ◽  
Chinyere Augusta Nwajiuba ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Theory And Practice ◽  
Semistructured Interview ◽  
Content Type ◽  
Postgraduate Students ◽  
Effective Implementation ◽  
Life Problems ◽  
Starting Point

PurposeThis study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.Design/methodology/approachThis study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis.FindingsThe results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).Originality/valueThe results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.

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