Reimagined Higher Ed Classrooms

2020 ◽  
pp. 85-101
Author(s):  
Jennifer (Jenny) L. Penland ◽  
Kennard Laviers
Keyword(s):  
Augmented Reality ◽  
21St Century ◽  
Higher Learning ◽  
Clear Picture ◽  
Immersive Learning ◽  
Us Economy ◽  
Institutions Of Higher Learning ◽  
Higher Ed ◽  
Virtual And Augmented Reality

Institutions of higher learning are facing increasing demands for technology-based programs that would service the needs of the changing 21st century populations. In today's amalgam of differences, education that is independent of cultural biases is more than difficult to author. Virtual and augmented reality (VR) technologies offer a possible solution but come with a host of other challenges. Content made for VR can easily be tailored to demonstrate educational concepts to bring people into the same space, but despite being able to provide this, we are left with another issue: Where do we get this media? This chapter will explore ways for businesses and organizations to build pedagogical VR content to foster more immersive learning that is culturally unbiased. The authors also explore costs and potential revenue and develop a clear picture of what it would take to startup such an enterprise in today's US economy.

scholarly journals SPECIAL ISSUE EDITORIAL: Virtual, Augmented and Mixed: New Realities in Construction

2019 ◽  
Vol 24 ◽  
pp. 509-510
Author(s):  
Dermott McMeel ◽  
Vicente A. Gonzalez
Keyword(s):  
Information Technology ◽  
New Zealand ◽  
Augmented Reality ◽  
21St Century ◽  
The State ◽  
Special Edition ◽  
Special Issue ◽  
Virtual And Augmented Reality ◽  
State Of Research ◽  
Risky Business

This special edition of Information Technology in Construction is focuses on new realities in construction. The editors have curated a series of papers intended to provoke speculation on the potential future of construction in the 21st Century and beyond. This edition grew from ConVR 2018: Evolving Construction, a conference held in Auckland, New Zealand. Where researchers reported on ideas, innovations and applications for virtual and augmented reality for construction. Authors of excellent papers were invited to extend their submission for publication in this special edition. Thus, this issue presents a glimpse into the state of research focused on construction and specifically the topic of ‘virtual and augmented reality’ in its broadest sense. The Architecture, Engineering and Construction (AEC) sector is age-old, comprises a variety of stakeholders and professions and is worth trillions of dollars globally. It is also a fiercely complex and risky business, which is highly regulated, because of this, change and innovation can occur slowly. However, we are now in the 21st century, a century that has come to be defined by fast changing technology. What are the implications for the AEC industry?

Studio Thinking Framework in Higher Education: Exploring Options for Shaping Immersive Experiences Across Virtual Reality/Augmented Reality Curricula

2019 ◽  
Vol 48 (3) ◽  
pp. 416-439
Author(s):  
Patricia Steele ◽  
Cheryl Burleigh ◽  
Liston Bailey ◽  
Margaret Kroposki
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Cognitive Skills ◽  
Public Access ◽  
Learning Approaches ◽  
Immersive Learning ◽  
Integrated Programs ◽  
Virtual And Augmented Reality ◽  
Studio Thinking ◽  
Content Design

With an increase in the number of colleges and universities using virtual reality and augmented reality integrated programs, specific insight for exploring immersive learning approaches utilizing virtual and augmented reality tools and applications in a variety of disciplines is needed. In some instances, pedagogical approaches for creating immersive learning experiences require a sound conceptual framework for course or content design with emphasis on developing opportunities for higher order thinking in virtual reality/augmented reality educational experiences. Public access data were used in this qualitative-directed content analysis study to examine course goals, objectives, and learning outcomes of 14 U.S. Artificial Intelligence universities as to the potential for developing creative and cognitive skills, as described within the pedagogical framework of Studio Thinking Framework. Findings indicated multiple opportunities for creative and cognitive thinking as Studio Thinking Framework was integrated into these immersive spaces.

scholarly journals 21st Century Innovations: Librarians, Trend-Watching, and the Warning Signs of Fads

2020 ◽  
Vol 8 (2) ◽  
pp. 130-137
Author(s):  
Lori Lysiak
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Augmented Reality ◽  
21St Century ◽  
Warning Signs ◽  
State University ◽  
Outreach Services ◽  
Penn State ◽  
Virtual And Augmented Reality ◽  
Technology Trends

With each significant new trend in higher education, librarians immediately consider how to effectively update the delivery of outreach, services, and course instruction. For example, artificial intelligence and geographic information systems are exciting opportunities for librarians to embrace a fresh approach to connect learners and faculty with innovative services and support. But as librarians engage in trend-watching, do they need to concern themselves with fads? Are there warning signs that can be watched before committing to or while engaged with a trend? This practice article shares library level experiences with the trend on MOOCs at Penn State University and experiences at other institutions engaged with Makerspaces and Virtual and Augmented Reality to explore teaching and technology trends and to analyze their impact on the broad educational landscape.

scholarly journals Opportunities and Challenges for the Adult Learner in the 21st Century: A Case Study of One Tertiary Education Institution in Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 378-384
Author(s):  
Moyo Mlungisi ◽  
NyathiVuyiswa Sandra
Keyword(s):  
Adult Education ◽  
21St Century ◽  
Tertiary Education ◽  
Academic Staff ◽  
Education Institution ◽  
Higher Learning ◽  
Capital Theory ◽  
Tertiary Institutions ◽  
Institutions Of Higher Learning

Quality education in Zimbabwe has remained one of the major demands in the system. This has therefore seen the majority of both academic and non-academic staff in institutions of higher learning advancing themselves in various courses and programmes. This study hence was conducted to explore opportunities and challenges experienced by adult individuals as they further pursue their studies. It was a case study of one tertiary education institution conducted within the framework of a qualitative research paradigm and also influenced by the human capital theory. Semi structured questionnaires and interviews were used to generate data from 20 participants that were purposively and conveniently targeted for the study. The major findings revealed that staff in tertiary institutions envy to advance themselves education wise. However, their efforts are being derailed by several challenges which unfold themselves socially, academically and economically, among others. The results further revealed that issues of institutions policy on manpower development were a cause of concern. Ultimately the study concluded that continued adult education in the 21st century is quite pivotal despite the challenges that these adults encounter. Recommendations put forth in the study, therefore include reconceptualization of institution policy on manpower development, availing financial resources and a variety of schemes for adult education

The Role of Moral Education on the Dress Code in the Higher Learning Institution

Sains Insani ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 10-14
Author(s):  
Ira Meilita Ibrahim ◽  
Taufik A. Latif ◽  
Afi Roshezry Abu Bakar ◽  
Muthualagan Thangavelu
Keyword(s):  
Moral Education ◽  
Private University ◽  
Public University ◽  
Higher Learning ◽  
Private Institutions ◽  
Dress Code ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Definition Of

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated the students’ understanding of the content of dress codes in their learning institution and the role played by moral education in regard to dress code. The overall study highlighted students’ perception towards the implementation of the dress code and punishment in their learning institution. The methodologies used to carry out this study are questionnaires and interviews. This study will therefore ascertain the important of dress code among students at higher learning institution and the role of moral education in cultivating values in order to dress properly or decently. Key Words: moral education, dress code, higher learning institution, civilization.

A JOURNEY TO MEASURE STUDENT COMMUNITY ENGAGEMENT BENEFITS: EVIDENCE FROM AUSTRALIA

2019 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Ellen Chung ◽  
Hamish B Coates
Keyword(s):  
Community Engagement ◽  
Undergraduate Students ◽  
Factor Loading ◽  
Higher Learning ◽  
Four Dimensions ◽  
Student Community ◽  
Institutions Of Higher Learning ◽  
Final Questionnaire ◽  
Civic Skills ◽  
Career Skills

Community engagement is a phenomenon that has received increasing attention among institutions of higher learning in recent years, and students engaging with communities are generally seen as beneficial. Given this, surprisingly little is known about this form of engagement in Australian higher education, let alone methods to measure its benefits on students. This study discussed the development of the Student Community Engagement Benefits Questionnaire (SCEBS), a questionnaire that measures the perceptions of community engagement benefits among undergraduate students in Australia. The final questionnaire has 32 items allocated to four benefit scales: (1) Career skills, (2) Diversity skills, (3) Interpersonal skills, (4) Civic skills. Most benefit items had a factor loading of atleast 0.40 with its own scale. The results of the factor analysis revealed that the four scales accounted for 53% of the total variance. The alpha reliability coefficient for the four scales ranged from 0.79 to 0.91. Based on these findings, the Student Community Engagement Benefits Scale (SCEBS) is a valid and reliable instrument that can be used in the field of education. Undergraduate students also reported statistically significant changes in the four dimensions after participating in community engagement activities.

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