scholarly journals Fostering soft and hard skills for innovation among informatics engineering students

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Manuel Torres ◽  
Nuno Flores ◽  
Raquel Torres
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Engineering Students ◽  
A Priori ◽  
Interdisciplinary Cooperation ◽  
Skills Development ◽  
Pedagogical Approach ◽  
Teaching Innovation ◽  
Progressive Development ◽  
Hard Skills

Informatics engineers are currently in the spotlight of innovation. It is, therefore, relevant to analyse and reflect on how higher education can, and should, prepare future engineers to innovate as expected in this ever-changing world. This paper aims to further research and foster scholarly debate regarding the requirements and implications of teaching innovation. For that purpose, we examine an exploratory case study on interdisciplinary cooperation between two higher education courses, designed to promote students’ active learning of innovation through the progressive development of their soft and hard skills. Both courses engaged in an emancipatory pedagogical approach, mostly grounded in project-based work, active learning, and formative assessment. To obtain feedback on this interdisciplinary cooperation, questionnaires were devised to ascertain the students’ perceptions about this pedagogical approach. Individual responses were collected from both courses and data was analysed through simple statistical procedures. Articulating a priori soft skills development with a posteriori hard skills learning process is perceived by students as beneficial in gradually, yet successfully, understanding the subject of innovation. Also, there were even some external success indicators which showed the recognition of successful innovation skills development in informatics engineering students. Thus, according to students’ perceptions of their experience with an emancipatory pedagogy that connected soft with hard skills development, we conclude that such approach encouraged students to create new knowledge and allowed them to develop the necessary skills to innovate.

scholarly journals Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Luis R. Murillo-Zamorano ◽  
José Ángel López Sánchez ◽  
Ana Luisa Godoy-Caballero ◽  
Carmen Bueno Muñoz
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Active Learning ◽  
Value Creation ◽  
Learning Process ◽  
First Century ◽  
Skills Development ◽  
Digital Society ◽  
Twenty First Century ◽  
Achievement Standards

AbstractThis study aims to examine whether it is possible to match digital society, academia and students interests in higher education by testing to what extent the introduction of gamification into active learning setups affects the skills development demanded by the workplace of the digital society of the twenty-first century, the academic achievement standards claimed by the academia, and the satisfaction with the learning process required by the students. Our results provide statistically significant empirical evidence, concluding that the generation of a co-creative and empowered gameful experience that supports students' overall value creation yields to satisfactory active learning setups without any loss of academic achievement, and allowing to develop a series of skills especially relevant for twenty-first century professionals.

scholarly journals Reclaiming agency: skills, academics and students in the Social Sciences

2021 ◽  
Author(s):  
Maxine David ◽  
Heidi Maurer
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Quality Assurance ◽  
Active Learning ◽  
Student Satisfaction ◽  
Academic Skills ◽  
Skills Development ◽  
Traditional Learning ◽  
The Social ◽  
Key Skills

AbstractThe adoption of active learning pedagogy and, later, the institution of the employability agenda in Higher Education have resulted in a severe loss of agency for academics and students in the Social Sciences. In this article, we reflect on our experiences of applying active learning methods. We argue that we have been part of a change that has occasioned a loss of key skills development, especially those associated with traditional learning and academic thinking. An overly headlong rush to implement the “new” over the “old” saw the discarding of certain skills central to the active learning agenda. Further, the emphasis on student satisfaction, professionalisation and quality assurance pushed the academic to the sidelines, to the detriment of Higher Education. We, therefore, first critique the skills debate and identify shortcomings in the active learning application that emerged from that debate. We focus on the skills emphasised in practice, how they are portrayed in opposition (instead of complementarity) to academic skills, and how they undermine the agency academics and students really require. Next, we propose a reconsideration of necessary but undervalued skills like reading, listening and note-taking.

A Scrum-Based Classroom Model for Learning Project Management

2022 ◽  
pp. 89-118
Author(s):  
Erik Teixeira Lopes ◽  
André Luiz Aquere
Keyword(s):  
Higher Education ◽  
Project Management ◽  
Active Learning ◽  
Engineering Education ◽  
Hybrid Method ◽  
Engineering Students ◽  
Traditional Learning ◽  
Review Of The Literature ◽  
Learning Contexts ◽  
Legal Guidelines

Brazilian higher education uses traditional learning methods centered on the professor and lectures. However, active learning methodologies have recently been gaining ground, especially in courses in the health area, due to legal guidelines for their implementation in Brazil. At the same time, the use of active methodologies in engineering education to optimize learning results is already widespread in several countries. In this sense, this chapter aims to propose a structure that addresses the interface between the agile Scrum framework applied to education, known as EduScrum, and the active learning methodologies to develop a more applied and results-focused approach. Thus, the scope of this work includes a review of the literature and the structuring, application, and evaluation of a hybrid method adequate for training engineering students for modern technological advancements. Finally, the results obtained, as well as a roadmap, are presented to guide the application of the model in other learning contexts.

Incorporating active learning in psychiatry education

2017 ◽  
Vol 25 (3) ◽  
pp. 304-309 ◽  
Author(s):  
Sonia Kumar ◽  
Loyola McLean ◽  
Louise Nash ◽  
Keith Trigwell
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Literature Search ◽  
Formal Education ◽  
Psychiatry Training ◽  
Pedagogical Approach ◽  
Psychiatry Education ◽  
The University

Objective: We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. Method: We undertook a literature search on ‘active learning’, ‘flipped classroom’, ‘problem-based learning’ and ‘psychiatry education’. Results: The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new ‘flipped classroom’ format was developed for the Master of Medicine (Psychiatry). Conclusions: Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

Issue 13.5 Editorial

2016 ◽  
Vol 13 (5) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Dominique R. Parrish ◽  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Student Agency ◽  
Teaching Innovation ◽  
Pedagogical Strategies ◽  
Learning And Teaching ◽  
Multimedia Resources ◽  
The Face ◽  
Educational Videos ◽  
Support Students

This final issue for 2016 contains ten papers that broadly cover the use of multimedia resources and tasks to engage students in active learning, curriculum and pedagogical strategies designed to support students’ transition and success, and the complex issues facing higher education in the face of increasing casualization of staff and multi-campus delivery. The first four papers of this issue describe and evaluate pedagogical strategies that involve the use of multimedia in teaching and tasks as one means for promoting active learning and fostering student agency. Dune, Bidewell, Firdaus and Kirwan describe a learning and teaching innovation informed by popular culture where students produce and evaluate educational videos in a competitive context. The approach was designed to increase student agency and engagement in what the authors refer to as a ‘consumer culture’ in higher education. The authors identify the significant constraints with this kind of approach, but suggest that this project highlights the benefits of harnessing popular genres for student agency and engagement.

A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

2019 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Mwinyikione Mwinyihija
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Value Chain ◽  
Theoretical Perspective ◽  
Economic Benefits ◽  
Skills Development ◽  
Evidence Based ◽  
Wealth Creation ◽  
Urban Rural ◽  
Review Study

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would  position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

A Case Study on the Effects of Active Learning Classrooms in Higher Education

2018 ◽  
Vol 24 (4) ◽  
pp. 733-754
Author(s):  
Hyeon Woo Lee ◽  
Yoon Mi Cha ◽  
Kibeom Kim Kibeom Kim
Keyword(s):  
Higher Education ◽  
Active Learning
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