Molding Conscious Leaders

2019 ◽  
Vol 8 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Madhavi Lokhande ◽  
Ernest R. Cadotte ◽  
Bindu Agrawal
Keyword(s):  
Teaching Practice ◽  
Learning By Doing ◽  
Employee Morale ◽  
Next Generation ◽  
Innovative Teaching ◽  
Competitive Edge ◽  
Conscious Capitalism ◽  
Innovation In Education ◽  
Broad Variety ◽  
Management Students

Innovation in education is important for developing the next generation of business leaders who also have to be innovators, creative thinkers and managers who will be more responsible towards society. The role of a company is to serve other stakeholders such as staff, clients, suppliers and society besides increasing the wealth of shareholders. In an era of continuous erosion of natural resources due to the progress of mankind, doing business following the path of conscious capitalism may create a competitive edge. The challenge is to orient the mindset of management students to mold them as conscious leaders. In 2009, Dr. Raj Sisodia and Conscious Capitalism Inc. asked Dr. Ernie Cadotte to create a new simulation to illustrate and reinforce the key tenets of the Conscious Capitalism movement. Business managers have a broad variety of conflicting issues to deal with, including product sustainability and reliability, environmental concerns, employee morale and corporate responsibility. The challenge for Cadotte and Sisodia was to develop a new pedagogy for learning to manage a full-enterprise business while addressing the conscious opportunities, situations and problems. In 2011, Cadotte created a game ( Conscious Capitalism in the Marketplace) that simulates the challenges a business manager has to face in today’s world. It is a ‘unique pedagogy’ and an innovative teaching practice that works on the ‘learning-by-doing’ method. This article will be an evidence-based case study of that simulation and its use with the next-generation managers.

scholarly journals Digital Making in Educational Projects

2019 ◽  
Vol 9 (3) ◽  
pp. 51
Author(s):  
Alejandra Bosco ◽  
Noemí Santiveri ◽  
Susanna Tesconi
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Digital Fabrication ◽  
Learning By Doing ◽  
Innovative Teaching ◽  
Teacher Supports ◽  
Whole Process ◽  
Time Investment ◽  
Integration Of Technology ◽  
Initial Idea

Digital Making as an Educational Project is an innovative educational experience that has been carried out with students of the Primary Education and Social Education degrees for three consecutive years. The experience introduces digital making as an activity in which students create an object using digital technology. In the process, they not only gain an insight into how the technology works, but also learn the content and competences of the curriculum. This innovative teaching practice was carried out as action research in order to improve traditional higher education practices. In this sense, the proposal puts the student at the centre of the process as the author and protagonist of their own learning process. The experience is based on their own interests: they decide what to make based on a given context. The students work in groups and look for what they need to learn to overcome a particular challenge, while the teacher supports the process as a facilitator, offering guidance and resources when necessary. The evaluation of the whole process is regulated via a group diary (a shared online document) and an individual diary (a blog) that the students produce. The final evaluation is not only of the printed product; the students also produce a video in the form of storytelling, in which they explain how the process evolved from the initial idea to the final impression of the object. They also reflect on what they have learned, how teamwork has worked and what possibilities they believe digital making offers in the primary and non-formal educational contexts in which they will work. All of the processes are compiled in the students’ blogs, as well as in the teachers’ field notebooks. The experience was executed in collaboration with the Digital Fabrication Centres of Barcelona. The results were organised to highlight the strengths and weaknesses of using technologies to improve higher education offering an approach in which students are at the centre of the whole process. Strengths: strong student motivation, promotion of self-directed and collaborative learning and learning by doing, and familiarisation with a transforming integration of technology as protagonists. Weaknesses: hesitance and resistance to facing the challenge, management of scarce time, large time investment by the teachers, and the difficulty of achieving in-depth reflection on how digital fabrication could be introduced in educational contexts such as primary school and non-formal contexts.

scholarly journals Innovative teaching methods applicable at the classes of percussion instruments

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 14-22
Author(s):  
Ganna Ralo
Keyword(s):  
Teaching Methods ◽  
Professional Training ◽  
Teaching Practice ◽  
Free Access ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Percussion Instruments ◽  
Teaching Learning

About 100 years have passed since the first classes of percussion instruments appeared. In the early days, when professional training intended for percussion performers dated to, teachers faced a large number of problems, in particular, lack of a full set of percussion instruments in the classroom, the availability of instructive, educational, pedagogical and concert repertoire alongside scientific and methodological literature. As a result, the work of the first educators was based, first of all, on their personal pedagogical experience and many years of performing practice. In this regard, the appearance of the first teaching aids was a milestone in the development of professional training in playing percussion instruments. For a century-long period, not so much educational and methodological literature has appeared, which was conditioned by a number of objective and subjective factors. At the same time, each methodological manual has taken its rightful place in the development of teaching methods for playing the percussion instruments. However, time is relentlessly moving forward and, unfortunately, today, they have become less in demand, as they do not always meet the modern requirements and approaches to teaching how to play the percussion instruments. Today, Ukrainian scientists and teachers have free access to a large amount of information. Therefore, they have an opportunity to familiarise themselves with interesting developments of our foreign colleagues. However, in most cases, they cannot be used in domestic pedagogical practice, as they are not adapted to the current realities of the educational system of Ukraine due to various socio-economic and cultural factors. Thus, the issues related to the need to search for the most effective forms, methods, and approaches to teaching how to play the percussion instruments is of particular importance and relevance. The article is devoted to the methods based on the playing form of instructions which are used in schools of aesthetic education and, in particular, at the classes of percussion instruments. The purpose of the work is to present new promising areas in teaching percussion playing, based on the author’s pedagogical practice. These methods were used in the study: analysis, observation, deduction and induction. The following issues are considered in the article: the influence of learners’ age characteristics on the choice of teaching methods, the essence of the group form of training and its importance for activating the pedagogical process, traditional and non-traditional approaches to teaching / learning, as well as the analysis of the methods that are widely used in the author’s teaching practice at the classes of the percussion instruments playing. As a result of the study, some new ideas were proposed related to the training at the initial stage and the ways of their implementation by introducing the methods of collective listening, imitation, “playing with the ball”, “sweet tooth”, etc. into the pedagogical practice.

Innovative Teaching Practice and Assessment with Technology Applications in International Biomedical Engineering Education

2014 ◽  
pp. 132-148 ◽  
Author(s):  
Jaakko Malmivuo ◽  
Asta Kybartaitė
Keyword(s):  
Biomedical Engineering ◽  
Teaching Practice ◽  
Educational Institution ◽  
The Internet ◽  
Free Access ◽  
Innovative Teaching ◽  
Distant Learning ◽  
The World ◽  
Technology Applications ◽  
Internet In Education

The advantages of the Internet in education are widely acknowledged by students and teachers all over the world. The authors have developed EVICAB as a free-access portal for e-learning with a full curriculum in biomedical engineering. It may be used as a virtual campus to support classroom lecturing or for distant learning. EVICAB provides educational material in various formats: video lectures to be viewed on a PC, an iPod or a media phone, lecture slides, textbook, exercises. It also offers a system for an Internet examination, which makes it possible for the students to take the examination anywhere in the world, where an educational institution provides proper environment. In this chapter, the authors briefly introduce the technology of the EVICAB portal and discuss in more detail the application of the Internet examination system. Educational technologies for developing teaching and learning via the Internet are widely available and user friendly.

Optimized ECD Cu RDL Process with Via Filling Capability for Next Generation Packaging

2019 ◽  
Vol 2019 (1) ◽  
pp. 000046-000050
Author(s):  
Ralf Schmidt
Keyword(s):  
Heterogeneous Integration ◽  
Copper Electrodeposition ◽  
Next Generation ◽  
Rf Filters ◽  
Electrodeposition Process ◽  
Aspect Ratios ◽  
Broad Variety ◽  
Different Dimensions ◽  
Plating Additives ◽  
Size Scales

Abstract Next generation mobile devices, especially those with 5G capability, will require higher functionality and speed in combination with shrinking component as well as package dimensions. These requirements pose challenges to upcoming heterogeneous integration. In order to account for the increasingly complex technologies, filling of vias with copper will be required for packaging of the various components. Examples for such via filling applications include next generation radio frequency (RF) filters and multilayer redistribution layers (RDLs). However, the size scales of these applications vary from 100 μm to sub 5 μm. In addition to via filling of different dimensions and aspect ratios, the copper electrodeposition process is also supposed to be able to plate lines and pads within the RDLs. A combination of electrochemical and spectroscopic experiments was applied to optimize organic plating additives with respect to their suitability to deposit copper into this broad variety of structures.

Enhance Student Learning with PowerPoint Games

2011 ◽  
Vol 7 (2) ◽  
pp. 13-20 ◽  
Author(s):  
Victoria A. Fratto
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teaching Practice ◽  
Learning By Doing ◽  
Academic Disciplines ◽  
Time On Task ◽  
Managerial Accounting ◽  
Immediate Feedback ◽  
Use Of Technology ◽  
Good Teaching Practice

Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

scholarly journals Pedagogical Practice in Teaching - Learning Mathematics in Secondary in School Level

2020 ◽  
Vol 3 ◽  
pp. 43-50
Author(s):  
Jagat Krishna Pokharel
Keyword(s):  
Learning By Doing ◽  
Vital Role ◽  
School Level ◽  
Pedagogical Practice ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Class Room ◽  
Teaching Learning ◽  
Interactive Questioning ◽  
Tools And Techniques

This article reflects about the effective and concrete learning of mathematics with the help of self-devised innovative activities, worksheets, project experiments and teaching aids. The present research shows if maximum participation of students is ensured -either in the mathematics laboratory activities or class room interactive questioning sessions like that of quiz- is really joyful learning of the subject. `Learning by doing` is very effective methodology in teaching learning process as the experience gained meticulously (Krockover, 1997). It remains permanently fixed in the minds of the children. Thus, innovative teaching aids and projects of mathematic laboratory plays a vital role in the conceptualization process. Some researchers emphasize on the children`s experience of school education that must be linked with the life outside the school. It brings joyful experience in the learning. Keeping this in mind, several opportunities are provided to students to construct their systematic knowledge by engaging them in activities, experiment, field visits, discussion with peers and teachers, group works, brainstorming sessions, collecting information from different sources, inquiring, listening, thinking and so on. The students are encouraged and allowed to share and explain their ideas and ask, pose and frame questions. Appropriate innovative tools and techniques are applied depending on the situation and requirement.

scholarly journals Embedding social innovation and social impact across the disciplines

2015 ◽  
Vol 5 (3) ◽  
pp. 242-257 ◽  
Author(s):  
Bethany Alden Rivers ◽  
Alejandro Armellini ◽  
Ming Nie
Keyword(s):  
Teaching And Learning ◽  
Social Impact ◽  
Teaching Practice ◽  
Social Innovation ◽  
Academic Staff ◽  
Teaching Staff ◽  
Pedagogical Tools ◽  
Innovative Teaching ◽  
Content Type ◽  
The University

Purpose – The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact – across the disciplines at the University of Northampton. Design/methodology/approach – The study is based on the authors’ (2015) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: (1) Changemaker as institutional strategy; (2) Changemaker as critical thinking, perspective shifting and problem solving; (3) Changemaker as employability; (4) Changemaker as social betterment; and (5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories. Findings – Findings from this literature review inform a set of Changemaker attributes, which offers a framework to consider skills and behaviours associated with the five conceptions of Changemaker. Research limitations/implications – The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications – The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration towards innovative teaching practice. Originality/value – The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum.

scholarly journals The use of a visual learning design representation to support the design process of teaching in higher education

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Shirley Agostinho
Keyword(s):  
Design Process ◽  
Teaching Practice ◽  
Visual Learning ◽  
Research Work ◽  
Future Research ◽  
Learning Design ◽  
Pedagogical Practice ◽  
Innovative Teaching ◽  
University Teachers ◽  
Design Representation

<span>Over the last decade there has been considerable research and development work exploring how university teachers can document their teaching practice in such a way as to enable the sharing of ideas. The premise of this research work, referred to in the literature as learning designs, is if pedagogical practice can be documented in some readily understandable form, it can then be easily shared and thus there is the potential for greater uptake of innovative teaching practice. This paper presents findings from a research project that examined how educational designers and teaching academics used a visual learning design representation to document their teaching practice and how this representation supported their design process. Six educational designers, three university teachers, and two PhD students (whose doctorates were focused on learning design) were interviewed and the main finding was that the visual representation served as an aid to design because it provided a summary of pedagogical practice that could be used to effectively communicate and share ideas, and also enable reflection. The paper concludes by suggesting future research directions.</span>

scholarly journals A Novel Observation on Cloud Computing in Education

2019 ◽  
Vol 8 (3) ◽  
pp. 5262-5274
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Distance Education ◽  
Online Education ◽  
Teaching Practice ◽  
Innovative Teaching ◽  
Remedial Actions ◽  
Essential Service

Cloud computing is an emerging topic in today’s lifestyle in publications and among users. Cloud computing in educational sectors is going beyond classrooms as an essential service. The higher education, distance education, online education etc. uses the services of cloud computing for the flexibility available for the students. Cloud computing has new platforms for innovative teaching practice. In this paper, we have analyzed various educational sectors which use cloud computing as a service. We found that the above mentioned educational sectors are benefiting from the service of cloud computing. It needs some remedial actions to be done for its proper utilization as a service.

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