Gamification and BIM - The didactic guidance of decentralised interactions of a real-life BIM business game for higher education

The implementation of curricula of degree, within the framework of the European space of higher education (EEES) has been a substantial change in University learning. The student spent acquire knowledge, competencies, being considered as “an identifiable and measurable set of knowledge, attitudes, values and skills related that allow satisfactory performance in real-life situations of work, according to the standards used in the occupational area” (Van-der Hofstadt & Gómez, 2013, p. 30). More specifically, we talk about generic skills, which are the cognitive, social, emotional and ethical (initiative, effort with the quality, liability, etc.) of transferable character that constitute “knowledge be” in vocational training of the University; and specific competencies in the various degrees and disciplines, allowing to specify functions and professional profiles to form. The degree of management and business administration, general objective is to train professionals and experts in the knowledge and use of processes, procedures, and practices employed in organizations. This overall objective implies to consider the interrelationships between the different parts of the Organization and its relationship with the environment. Studies administration and business management are aimed at learning theories, models and tools applicable to the processes of decision and management organizations. According to the book white of the title of the degree in economics and business, published by the national agency of evaluation and quality, distinguish between specific objectives in the field of knowledge and specific objectives in the field of competences and skills. Focusing on the latter, and in accordance with the Subject Benchmark Statements of General Business and Management, published by the Quality Assurance Agency for Higher Education in the United Kingdom, the specific objectives in the field of skills and abilities that we focus the work would empower the student to it raise the ethical exercise of the profession, assuming social responsibility in decision-making. In this environment, it is necessary to consider the implementation of the 2014/95/EU Directive on disclosure of non-financial information and information on diversity of certain large companies and certain groups resulted in the publication of the Royal Decree 18/2017, of 24 November, whereby amending the commercial code, the consolidated text of the Capital Companies Act approved by Royal Legislative Decree 1/2010 of 2 July and the law 22/2015, 20 July audit of accounts , in the field of non-financial information and diversity. This new disclosure requirement for companies leads us to consider the need to introduce a transversal subject in the curricula of students in economics and management and business administration studies, in order to acquire the skills necessary in the European Higher Education Area (EHEA), to produce the new business reports.

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Practical Approaches to Higher Education

10.1093/oso/9780190863494.003.0005 ◽

2018 ◽

Author(s):

Jane Kotzmann

Keyword(s):

Higher Education ◽

United States ◽

Human Rights ◽

Teaching And Learning ◽

Real Life ◽

Theoretical Models ◽

The United States ◽

Education Systems ◽

Higher Education Systems ◽

Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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The Development of Online Learning in Israeli Higher Education

Journal of Education and Learning ◽

10.5539/jel.v9n5p15 ◽

2020 ◽

Vol 9 (5) ◽

pp. 15 ◽

Cited By ~ 1

Author(s):

Erez Cohen ◽

Nitza Davidovitch

Keyword(s):

Higher Education ◽

Public Policy ◽

Student Satisfaction ◽

Online Teaching ◽

Teaching Method ◽

Free Market ◽

Real Life ◽

Ministry Of Education ◽

The World ◽

Research Findings

The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

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Will interfaces take over the physical workplace in higher education? A pessimistic view of the future

Journal of Corporate Real Estate ◽

10.1108/jcre-10-2020-0052 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Dóra Horváth ◽

Tamás Csordás ◽

Katalin Ásványi ◽

Julianna Faludi ◽

Attila Cosovan ◽

...

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Real Life ◽

Physical Space ◽

Human Interaction ◽

Content Type ◽

Group Of Seven ◽

Working Space ◽

Online Higher Education ◽

Physical Setting

Purpose The purpose of this paper is to argue for the sustained need for the physical workplace and real-life encounters in higher education even in the digital age despite being seemingly transformable into the virtual sphere as seen during the COVID-19 situation. Design/methodology/approach This study is based on a collaborative autoethnography by a group of seven higher educators with an overall 2,134 student encounters during the study’s time span. The authors then connect these practitioner observations with relevant COVID-19-related studies thereby adding to research on higher education as a workplace. Findings The data suggest that the physical workplace strongly bolsters the personal experience and effectiveness of higher education through contributing to its dynamics. Spaces predetermine the scope and levels of human interaction of teaching and learning. In a physical setting, all senses serve as mediators, whereas, online, only two senses are involved: vision and hearing. The two-dimensional screen becomes a mediator of communications. In the physical space, actors are free to adjust the working space, whereas the online working space is limited and defined by platforms. Practical implications Although higher education institutions may indeed fully substitute most practices formerly in a physical setting with online solutions, real-time encounters in the physical working space belong to its deeper raisons d'être. Originality/value This paper highlights the necessity of the physical workplace in higher education and describes the depriving potential of the exclusively online higher education teaching setting.

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Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

Assessment, Testing, and Measurement Strategies in Global Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-2314-8.ch013 ◽

2020 ◽

pp. 256-271

Author(s):

Abatihun Alehegn Sewagegn ◽

Boitumelo Molebogeng Diale

Keyword(s):

Higher Education ◽

Real Life ◽

Authentic Assessment ◽

Education Institution ◽

Assessment Methods ◽

Assessment Practices ◽

Higher Education Institution ◽

Traditional Assessment ◽

Qualitative Research Design ◽

Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

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Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative

Kinesiology Review ◽

10.1123/kr.2017-0036 ◽

2017 ◽

Vol 6 (4) ◽

pp. 362-367

Author(s):

Brian D. Clocksin ◽

Margo B. Greicar

Keyword(s):

Higher Education ◽

Deep Learning ◽

Community Engagement ◽

Real Life ◽

High Impact ◽

Institutions Of Higher Education ◽

Active Engagement ◽

Life Problems ◽

The University ◽

High Impact Practice

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

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The WAIS and byways of the GOPHER

Microscopy Today ◽

10.1017/s1551929500065469 ◽

1994 ◽

Vol 2 (4) ◽

pp. 3-5

Author(s):

Jean-Paul Revel

Keyword(s):

Higher Education ◽

Electronic Communication ◽

Real Life ◽

The Internet ◽

Information Superhighway ◽

Garden Variety ◽

Virtual Species

The Gopher, although as industrious as the Beaver and the skilled architect of complex subterranean mazes which should inspire as much awe as the dams and lodges built by beavers, is rarely revered as the mascot of Institutes of Higher Education. In real life many, my wife and I included, relentlessly pursue the garden variety gopher who dares to intrude and destroy prized plants, or for that matter even plants we do not care about. It is my job to deal with them and I do it like a Daemon that's BinHex-ed. However there is a highly prized and very beneficial, if virtual, species of GOPHERS. These creatures, created at the U. of Minnesota (home of the Golden Gophers), put their tunneling ability to good use, digging out otherwise hard to find information and so performing great services on the latter day wonder of electronic communication, the Information Superhighway, the Internet.

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8.2. ИССЛЕДОВАНИЕ ПРОБЛЕМ И ВОПРОСОВ УСТОЙЧИВОГО РАЗВИТИЯ В ЗАРУБЕЖНЫХ УНИВЕРСИТЕТАХ

Audit and Financial Analysis ◽

10.38097/afa.2020.55.95.026 ◽

2020 ◽

Author(s):

K.Yu. Burtcevа ◽

K.Yu. Burtcevа

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Sustainable Development Goals ◽

Environmental Problem ◽

Real Life ◽

High Quality Education ◽

The Usa ◽

Development Goals ◽

The University ◽

Foreign Universities

В исследовании рассмотрены подходы зарубежных университетов к устойчивому развитию, включающие цели устойчивого развития для обучения, проведения исследований и вовлечения общества, в Австралии, США и Бразилии. Представлены инициативы Мельбурнского университета по реализации концепции устойчивого развития, инициативы США, включающие в себя работу Ассоциации по продвижению устойчивости в высшем образовании (AASHE), программу STARS, инициативу по мобилизации постшкольных учреждений для решения экологической проблемы изменения климата (ACUPCC). В статье обоснованно, что университеты как места, где происходит большая часть исследований и обучение устойчивому развитию, должны выполнять не только образовательную и научную функции, но и выступать в качестве типовых учреждений примеров с точки зрения их собственной деятельности. Автором определено, что процессы устойчивого развития организаций, стран и общества следует начинать с создания высококачественного образования, подготовки надлежащих материалов для учащихся, формирования современных подходов к образованию с точки зрения устойчивой перспективы, создания учебных планов, связанных с современными проблемами, установления связи между образовательными программами и реальной жизнью. Проведенный в статье анализ зарубежной практики позволил предложить направления продвижения устойчивости в отечественном высшем образовании: обеспечение соблюдение принципов устойчивости в высшем образовании содействие институциональным усилиям по интеграции устойчивости в преподавании, исследованиях, взаимодействии с обществом поддержание всех инфраструктурных функций кампусов в достижении целей устойчивого развития расширение сотрудничества со всеми группами стейкхолдеров.In the article the approaches of the foreign universities to sustainable development including sustainable development goals for education, researches and involvement of society in Australia, the USA and Brazil are considered. Initiatives of the University of Melbourne of implementation of the concept of sustainable development, initiatives of the USA including work of Association on advance of stability in the higher education (AASHE), the STARS program, an initiative of mobilization of post-school institutions for the solution of an environmental problem of climate change (ACUPCC) are presented. In article it is reasonable that the universities as places where there is a most part of researches and education in sustainable development, have to perform not only educational and scientific functions, but also act as standard institutions - examples in terms of their own activity. By the author it is defined that processes of sustainable development of the organizations, the countries and society it is necessary to begin with creation of high-quality education, preparation of appropriate materials for pupils, formation of modern approaches to education in terms of steady prospect, creation of the curricula connected with modern problems, establishments of communication between educational programs and real life. The analysis of foreign practice which is carried out in article allowed to offer the directions of advance of stability in domestic higher education: providing respect for the principles of stability in the higher education assistance to institutional efforts on integration of stability in teaching, researches, interaction with society maintenance of all infrastructure functions of campuses in achievement of the goals of sustainable development expansion of cooperation with all groups of stakeholders.

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Are We Ready to Go Live with Our Team Projects?

10.28945/3482 ◽

2016 ◽

Author(s):

Janice Whatley

Keyword(s):

Higher Education ◽

Real Life ◽

Project Work ◽

Technology Project ◽

Working Lives ◽

Team Projects ◽

Team Working ◽

Information Technology Project ◽

The University ◽

University Setting

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.

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Business game as a means of stimulating cognitive activity and a method of forming students’ professional competence

Universities for Tourism and Service Association Bulletin ◽

10.22412/1999-5644-11-3-6 ◽

2017 ◽

Vol 11 (3) ◽

pp. 56-63

Author(s):

Наталия Исаева ◽

Nataliya V. Isaeva ◽

Ирина Чирич ◽

Irina V. Chirich

Keyword(s):

Professional Competence ◽

Cognitive Activity ◽

Real Life ◽

Special Kind ◽

Business Communication ◽

Role Playing ◽

Russian Language ◽

Interactive Methods ◽

Active Involvement ◽

Business Game

Today interactive methods are increasingly used along with traditional teaching methods in higher education. The use of interactive technologies contributes to the active involvement of students in the learning process, promotes the awakening of their cognitive and creative initiative, forms their teamwork skills, ensures the formation of critical thinking, analysis and self-analysis skills, and promotes the development of students' communicative competencies, including those related to future professional activities. Practical exercises in the format of business or role playing games contribute to the effective solution of these tasks. The game is a special kind of interaction, during which a certain fragment of real life is simulated, with the subsequent freedom of activity for the participants of the game. Creating and running a role-playing game is a complex process that requires a preparatory stage, including the writing of a game scenario, a clear distribution of roles between participants, the actual running of the game itself and the stage of reflection, analysis of the achieved results, and the mutual and self-evaluation of the players' activities. The authors share their experience of a business game in form of a job interview on the subjects on "Ethics in business communication", on "Business Russian language", and "Russian language and culture of speech." The article describes the technology for preparing and running a business game, and gives detailed recommendations on how to use it. Thus, the authors of the article with their own pedagogical experience confirm the fact that the business game is a demanded method of interactive learning, which allows activating cognitive activity of students, and contributes to the formation of business communication skills and the personality of a future specialist.

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