Technology 4.0 for Education 4.0

2021 ◽  
Vol 30 (64) ◽  
pp. 198-209
Author(s):  
Ramesh Chander Sharma ◽  
Suresh Garg
Keyword(s):  
Knowledge Management ◽  
Technology Adoption ◽  
Teaching And Learning ◽  
Knowledge Generation ◽  
Faculty Recruitment ◽  
Learning Practices ◽  
New Learning ◽  
Challenges And Opportunities ◽  
Student Enrolment ◽  
Assessment Strategies

There is no denying the fact that education is the greatest tool to solve our problems. Education has been transformed from centuries in its form, levels, and format. Depending upon our needs and times, be it peace or exigencies (natural or human induced), educational pedagogies, assessment strategies, infrastructural provisions, student enrolment, faculty recruitment, finances, knowledge management and technology adoption, all have changed over a period of time. Such change in teaching and learning practices is constant. Flexibility of operations, rapidity of knowledge generation and transfer, creative practices and spatial arrangements have given rise to innovations in education. New pedagogies and technologies have opened up new possibilities. Students are offered new learning paths. This article discusses the innovations, challenges and opportunities as presented to us by the technology 4.0 for education 4.0.

scholarly journals The Challenges and Opportunities to Formulate and Integrate an Effective ICT Policy at Mountainous Rural Schools of Gilgit-Baltistan

Information ◽  
2020 ◽  
Vol 11 (11) ◽  
pp. 522
Author(s):  
Sabit Rahim ◽  
Tehmina Bibi ◽  
Sadruddin Bahadur Qutoshi ◽  
Shehla Gul ◽  
Yasmeen Gul ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
School Level ◽  
Research Approach ◽  
Policy Document ◽  
Learning Practices ◽  
Challenges And Opportunities ◽  
Gilgit Baltistan ◽  
Ict Policy

The study, through the lens of school principals’ views, investigates the challenges and opportunities to formulate an information and communications technology (ICT) policy in order to integrate it in teaching and learning practices at the schools of mountainous rural areas of Gilgit-Baltistan (GB). This quantitative research approach focuses on three different educational systems (Regional, National, and International), as a source of data collection, which operate in GB, Pakistan. To collect the required data, questionnaires with principals and policy document reviews were used. Applying SPSS, the data were analyzed. The results show that both groups (male and female) strongly agree to formulate a policy on ICT in order to integrate it in teaching and learning to improve at the school level. The results also show that the school heads face a number of challenges (e.g., lack of infrastructure, finance, Internet, technical staff, time, awareness, and training facilities, etc.) in the formulation of ICT policy and its integration in teaching and learning. The results revealed that the majority of the schools have an absence of ICT policy instead of having competent principals in those schools. Therefore, the research recommends that the school level ICT policy should be developed and integrated in teaching and learning practices to create an environment of powerful learning at schools, in order to fulfill the needs and demands of the 21st century education.

scholarly journals VALUE ORIENTATIONS, EMOTIONAL INTELLIGENCE AND INTERNATIONAL PEDAGOGICAL INNOVATIONS

2020 ◽  
Vol 2 ◽  
pp. 256
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Value Orientations ◽  
Learning Practices ◽  
New Learning ◽  
Teachers And Students ◽  
New Ideas ◽  
Pedagogical Innovations

The primary goal of this paper is to portray how the value orientations and priorities can direct us to new pedagogical cores and innovations and leadership. First of all, we will examine how the students’ value orientations and priorities become a pertinent factor in conceiving new teaching practices that enhance the amiable learning atmosphere and guides us to new ideas and leadership. Second of all, we will focus on how value orientations and priorities expand our current knowledge and comprehension of the students’ learning styles and demands and gravitate teachers and students to the concept of emotional intelligence; this then leads students and teachers to new international and interdisciplinary environment(s) and to new teaching and learning practices. In addition, our aim is to address the students’ value orientations and priorities and apply them to steer us to design new learning environment(s) and to the transformational and primal leaderships. Furthermore, our intent is to render how value orientations guide to the emotional intelligence, which then directs to new practices, ideas and innovations. Moreover, we will share specific examples of successful pedagogical innovations that lead to the emotional intelligence and were guided by the students’ value orientations and priorities. Throughout this paper we will remit the following vital question: how do we link the value orientations together with the emotional intelligence and the transformational and primal leaderships?

Challenges and Opportunities for Innovation in Teaching and Learning in an Interdisciplinary Environment

2013 ◽  
pp. 347-365 ◽  
Author(s):  
Alina Mihaela Dima
Keyword(s):  
Knowledge Management ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Classroom Setting ◽  
Transfer Paradigm ◽  
Innovation In Education ◽  
Challenges And Opportunities ◽  
Technological Developments

Keeping up-to-date with ever-changing technologies and striving to find innovative ways to integrate them into a classroom setting are constant challenges to all educators. Clearly, technology is associated with changes in practice, but the nature of this association is complex and contested. Innovation in education has always been related to technological developments, but it can also be achieved by introducing changes to teaching practices, curricula, and learning activities, all of which can be regarded as activities included in the knowledge management and transfer paradigm.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Educational Institutions ◽  
Educational Goals ◽  
Good Teaching ◽  
Learning Situation ◽  
Whole Process ◽  
Learning Practices ◽  
Teaching Programs ◽  
Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

Research on mixed learning mode based on MOOCs and micro class in internet background

2021 ◽  
pp. 1-8
Author(s):  
Zhang Zhehua
Keyword(s):  
Learning Process ◽  
Mixed Mode ◽  
Teaching And Learning ◽  
The Internet ◽  
Teaching Mode ◽  
Quality Of Teaching ◽  
Challenges And Opportunities ◽  
New Challenges ◽  
New Form

In the era of education information and globalization, a new mode of teaching and micro class has emerged in the background of the Internet, which brings new challenges and opportunities to the teaching of the classroom. MOOCs has been piloted and applied in many universities in the form of SPOC. As a new form of curriculum, micro course has been applied to the teaching and learning process. The integration of Moor and micro class resources helps to turn the classroom into a mixed mode. This article will focus on this hot topic to analyse the characteristics of the class, the characteristics of the micro class and the influence on the students and teachers, to improve the quality of teaching and to realize the individualized and active study of the students. The article summarizes the results of blended teaching mode at home and abroad, and explores the development and application of MOOC and micro class resources.

Design Philanthropy: Challenges and Opportunities in the Evolution of Philanthropic Giving

2021 ◽  
pp. 089590482110494
Author(s):  
Melissa Arnold Lyon ◽  
Shani S. Bretas ◽  
Douglas D. Ready
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Venture Philanthropy ◽  
Policy Borrowing ◽  
The Past ◽  
Challenges And Opportunities ◽  
Instructional Core ◽  
Democratic Engagement

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking.

scholarly journals Learning how to lead police investigations

2018 ◽  
Vol 20 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Jon-Andre Nilsen ◽  
Terje Aaserud ◽  
Cathrine Filstad
Keyword(s):  
Leadership Development ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Learning Activities ◽  
Learning Methods ◽  
Leadership Practice ◽  
Police Investigation ◽  
Police Investigations ◽  
Reflection Time ◽  
New Learning

The aim of this article was to investigate how police investigation leaders learn leadership and whether the facilitation of learning activities and learning methods might bridge the well-known gap between teaching and learning leadership. Using action research, we constructed an ‘i-leader’ learning pool consisting of police investigation leaders. The pool provided interactive and collaborative learning activities that included reflection, knowledge sharing and social support. Participants were receptive to this learning initiative, but also argued that ‘learning by doing’ is most important because it allows for communication and cooperation between colleagues in the context of their everyday leadership practice. They acknowledged the need for reflection and argued that the pool provides important reflection time, which they lack in their everyday practice. Participants also found the learning methods, particularly the ‘group support methodology’ and the new network useful for their own leadership development. However, using these new learning methods ‘back home’ was more challenging. Participants did not have time to prioritize and develop this new network. Providing learning methods and building a network takes time and must be relevant to everyday leadership practice. The significance of their leadership practice and how to accumulate experience as the basis for reflection was acknowledged, but still needs to be applied within leadership practice. Bridging the gap between teaching and learning is not just about providing learning and reflection methods, but also about learning how to apply new knowledge through experience, where reflection ensures that learning in practice is not ‘due to change’.

scholarly journals Knowledge Management for Fostering Biostatistical Collaboration within a Research Network: The RTRN Case Study

2018 ◽  
Vol 15 (11) ◽  
pp. 2533
Author(s):  
Jae Lee ◽  
Jung Sung ◽  
Daniel Sarpong ◽  
Jimmy Efird ◽  
Paul Tchounwou ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Needs Assessment ◽  
Research Collaboration ◽  
Knowledge Exchange ◽  
Research Network ◽  
Outreach Program ◽  
Face To Face ◽  
Strategic Approach ◽  
Challenges And Opportunities ◽  
Collaborative Engagement

Purpose: While the intellectual and scientific rationale for research collaboration has been articulated, a paucity of information is available on a strategic approach to facilitate the collaboration within a research network designed to reduce health disparities. This study aimed to (1) develop a conceptual model to facilitate collaboration among biostatisticians in a research network; (2) describe collaborative engagement performed by the Network’s Data Coordinating Center (DCC); and (3) discuss potential challenges and opportunities in engaging the collaboration. Methods: Key components of the strategic approach will be developed through a systematic literature review. The Network’s initiatives for the biostatistical collaboration will be described in the areas of infrastructure, expertise and knowledge management and experiential lessons will be discussed. Results: Components of the strategic approach model included three Ps (people, processes and programs) which were integrated into expert management, infrastructure management and knowledge management, respectively. Ongoing initiatives for collaboration with non-DCC biostatisticians included both web-based and face-to-face interaction approaches: Network’s biostatistical capacities and needs assessment, webinar statistical seminars, mobile statistical workshop and clinics, adjunct appointment program, one-on-one consulting, and on-site workshop. The outreach program, as a face-to-face interaction approach, especially resulted in a useful tool for expertise management and needs assessment as well as knowledge exchange. Conclusions: Although fostering a partnered research culture, sustaining senior management commitment and ongoing monitoring are a challenge for this collaborative engagement, the proposed strategies centrally performed by the DCC may be useful in accelerating the pace and enhancing the quality of the scientific outcomes within a multidisciplinary clinical and translational research network.

scholarly journals The impacts of international, national and institutional conditions for higher education on the primary processes of teaching and learning in the higher education institutions in Vietnam

2010 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Truong Trinh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
System Quality ◽  
Institutional Conditions ◽  
Vietnamese Higher Education ◽  
Challenges And Opportunities

This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.

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