Education Mirrors Industry

2004 ◽  
pp. 142-162 ◽  
Author(s):  
Donald A. Hantula ◽  
Darleen M. Pawlowicz
Keyword(s):  
Instructional Technology ◽  
Social Conditions ◽  
Educational Practices ◽  
Natural Consequence ◽  
Information Economy ◽  
Virtual Collaboration ◽  
Educational Innovations ◽  
Industrial Organizations ◽  
New Research ◽  
Media Naturalness

Internet distance education is analyzed as a natural consequence of fin de siècle industrial transformations. From this perspective, previous distance- and technologically-based educational innovations are discussed, not as having failed, but as not matching prevailing economic and social conditions. It is argued that in the evolution from a manufacturing economy, in which standard educational practices are based, to an information economy, in which greater autonomy, collaboration, flexibility, and a project orientation to work are the norm, educational practices will either follow the lead of industrial organizations or risk irrelevance. Implications for adapting educational practices to new economic realities and developing new research streams are presented, especially in terms of matching instructional technology to educational outcomes, virtual collaboration, and media naturalness effects.

Technology of Formal Education

2011 ◽  
pp. 1546-1550
Author(s):  
Donald A. Hantula ◽  
Darleen M. DeRosa
Keyword(s):  
Formal Education ◽  
Educational Practice ◽  
The United States ◽  
Educational Institutions ◽  
The Internet ◽  
Industrial System ◽  
Natural Consequence ◽  
Information Economy ◽  
Teaching Machines ◽  
Intended Effect

Internet distance education is a natural consequence of fin de siecle industrial transformations from a manufacturing economy, in which standard educational practices are based, to an information economy, in which greater autonomy, collaboration, flexibility and a project orientation to work are the norm. The Internet did not cause changes in education, but rather enabled educators to meet new demands for instructional practices and outcomes and adapt to a rapidly changing economic and social environment that was beginning to outpace the academy. Today, just as 100 years ago, educational institutions and practices are modeled on prevailing industrial examples of work and organization. This is especially the case in the United States where an overriding intended effect of formal education is to prepare students to fill roles within the prevailing economic system. Against this backdrop, it is only those components of education that reflect and reinforce the prevailing industrial system that are incorporated into the technology known as formal education. Components of education such as teaching machines and distance learning existed throughout the 20th century but never became standard educational practice until fairly recently because they were not acceptable in terms of preparing students to enter the prevailing industrial system.

The University, the Information Superhighway and Regional Economic Development

1995 ◽  
Vol 9 (5) ◽  
pp. 313-318 ◽  
Author(s):  
Laing Barden
Keyword(s):  
Economic Development ◽  
Global Economy ◽  
Specific Reference ◽  
Information Superhighway ◽  
Information Economy ◽  
Continuous Innovation ◽  
New Information ◽  
The Uk ◽  
New Research ◽  
The University

In this article, Laing Barden looks at the opportunities offered by the new information economy and, especially, the development of the information superhighway, for universities to play a central role in the economic development of their regions — a role which they must play to the full as the main producers of well trained graduates and new research findings essential to continuous innovation. Professor Barden sets his views in a worldwide context, assessing the strategies employed to spur regional development through university—industry cooperation, and then focuses on the situation in the UK, with specific reference to its response to the challenge of the information superhighway. He discusses in particular the Smart Isles programme, a partnership among some 20 international companies, universities and research organizations. Failure to meet the challenge of the rapidly expanding information economy, argues Professor Barden, will mean failure in a highly competitive global economy.

scholarly journals An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis

2021 ◽  
Vol 13 (19) ◽  
pp. 10798
Author(s):  
Ahmed Tlili ◽  
Daniel Burgos ◽  
Ronghuai Huang ◽  
Sanjaya Mishra ◽  
Ramesh Chander Sharma ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Open Data ◽  
Open Science ◽  
Future Research ◽  
Educational Practices ◽  
Bibliometric Mapping ◽  
Mapping Analysis ◽  
Open Educational Practices ◽  
New Research

This study undertook a bibliometric mapping analysis of research papers on Open Educational Practices (OEP) in the Web of Science and Scopus databases. This study functions as a guide for new research, serving to identify trends in the OEP field and compare the existing research so as to identify gaps and promising future paths. A total of 635 studies were obtained; however, only 156 were finally selected for the analysis. VOSviewer software was used to identify the most frequently used keywords and terms in the abstracts and titles. This software was also used to analyse the studies for co-authorship and citations. The findings showed that research on OEP started in 2007 and focused on higher education, including open and distance higher education. Most of the OEP studies were published in English as journal articles, in particular, many were published in Distance Education, International Review of Research in Open and Distributed Learning, and Open Praxis. The United Kingdom, Spain, and Australia were the top contributors to the OEP literature. The analysis of keywords and terms in the titles and abstracts revealed that current OEP trends covered only open pedagogy and open collaboration, suggesting a need for more research on other trends, such as open assessment, open data, and open science. The results also suggested that future research needs to focus more on inclusive open educational practices that accommodate students with disabilities.

scholarly journals Leprosy educational practices with adolescents: an integrative literature review

2019 ◽  
Vol 72 (5) ◽  
pp. 1397-1404
Author(s):  
Bruna Hinnah Borges Martins de Freitas ◽  
Fabiane Blanco e Silva ◽  
Jéssica Maria Ferreira de Jesus ◽  
Maria Angélica Brum Alencastro
Keyword(s):  
Public Health ◽  
Health Education ◽  
Literature Review ◽  
Scientific Evidence ◽  
Research Question ◽  
Public Health Practice ◽  
Educational Practices ◽  
Health Practice ◽  
Review Of The Literature ◽  
New Research

ABSTRACT Objectives: to identify scientific evidence in the literature regarding educational actions on leprosy developed with adolescents. Method: an integrative review of the literature, with the following research question: what are the leprosy educational practices currently being developed with adolescents? The search was performed in the following databases: MEDLINE, Scopus, LILACS, CINAHL, BVS Hanseníase and other sources, using “adolescent”; “leprosy”; “health education”; “public health”, and “public health practice” as keywords. Results: the sample was comprised of nine studies. Leprosy educational practices with adolescents verifiably promote change in knowledge when they are based on constructivist methodologies. The nurse is recognized as a professional with potential for developing these educational practices. Final considerations: actions for leprosy education with adolescents do lead to changes in knowledge, but new research is needed to evaluate their effectiveness in further improving this knowledge as well as changing behaviors and practices.

Technology of Formal Education

2005 ◽  
pp. 2761-2764
Author(s):  
Donald A. Hantula ◽  
Dareleen M. DeRosa
Keyword(s):  
Formal Education ◽  
Educational Practice ◽  
The United States ◽  
Educational Institutions ◽  
The Internet ◽  
Industrial System ◽  
Natural Consequence ◽  
Information Economy ◽  
Teaching Machines ◽  
Intended Effect

Internet distance education is a natural consequence of fin de siecle industrial transformations from a manufacturing economy, in which standard educational practices are based, to an information economy, in which greater autonomy, collaboration, flexibility and a project orientation to work are the norm. The Internet did not cause changes in education, but rather enabled educators to meet new demands for instructional practices and outcomes and adapt to a rapidly changing economic and social environment that was beginning to outpace the academy. Today, just as 100 years ago, educational institutions and practices are modeled on prevailing industrial examples of work and organization. This is especially the case in the United States where an overriding intended effect of formal education is to prepare students to fill roles within the prevailing economic system. Against this backdrop, it is only those components of education that reflect and reinforce the prevailing industrial system that are incorporated into the technology known as formal education. Components of education such as teaching machines and distance learning existed throughout the 20th century but never became standard educational practice until fairly recently because they were not acceptable in terms of preparing students to enter the prevailing industrial system.

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