Case Study of an Educational Product

2009 ◽  
pp. 298-315
Author(s):  
Patricia A. Young
Keyword(s):  
Higher Education ◽  
United States ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Educational Software ◽  
The United States ◽  
Web Based ◽  
School Aged Children ◽  
Educational Product

Instructional design includes the production of educational products such as software, Web-based environments, video games, videos, films, and print technologies. Educational software for school-aged children in the United States has been on the decline since 1999, when it peaked at $605 million; in 2005, estimates of retail sales were at $128 million (Wong, 2006). However, higher education has seen an upsurge in software that aids colleges and universities in managing teaching and learning information. The future of educational product development for children and adult learners needs a resurgence of energy and innovative instructional designs can be at the forefront of this rebirth.

The Implementation of Wi-Fi Technology in Higher Education in the United States

2011 ◽  
pp. 365-382
Author(s):  
Xubin Cao ◽  
Eric Y. Lu ◽  
Hongyan Ma
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
The United States ◽  
Great Promise ◽  
Ohio University ◽  
Technology In Higher Education

This chapter discusses the implementation of Wi-Fi technology in higher education of the United States. It includes Wi-Fi standards, security, the adoption of the technology, Wi-Fi to support teaching and learning, and challenges of Wi-Fi implementation. The last section is a case study of Wi-Fi at Ohio University. Although Wi-Fi technology has a great promise in higher education, institutions are still at the beginning stage of adoption. Institutions need to make a long-term sustainable plan to develop instructional strategies, successful practices, and technology supports to improve teaching and learning using Wi-Fi technology

Practical Approaches to Higher Education

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.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

Henry Carter Adams: A Case Study in the Emergence of the Social Sciences in the United States, 1850–1900

1968 ◽  
Vol 2 (2) ◽  
pp. 177-197 ◽  
Author(s):  
A. W. Coats
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
United States ◽  
Intellectual History ◽  
The United States ◽  
Academic Profession ◽  
The Social ◽  
The World ◽  
European Counterpart

Few scholars would nowadays question the importance of the United States in the world of learning; but the process whereby that nation attained its present eminence still remains obscure. Among the cognoscenti, it is generally acknowledged that American scholarship had come of age by the early 1900s, whereas fifty years earlier there had been only a handful of American scholars and scientists of international repute, and the country's higher education lagged far behind its European counterpart. Yet despite the recent popularity of intellectual history and research in higher education, which has produced a veritable flood of publications touching on various aspects of this theme, the heart of the process—the emergence of the academic profession—is still inadequately documented and imperfectly understood.

The Art and Science of Designing and Developing an Online English Language Training Module for Adult Learners

2014 ◽  
pp. 1405-1421
Author(s):  
Wan Zumusni Wan Mustapha
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Training ◽  
Training Module ◽  
Web Based ◽  
E Learning ◽  
Academic Organization

The rapid growth of e-learning in the education world poses a growing demand for online training for lecturers to master web-based applications in teaching and learning. As a knowledge hub, higher education providers can play a more proactive role in knowledge dissemination and acculturation by taking advantage of what the internet can offer. This challenges some fundamental issues in education in propagating paradigm shift among the lecturers and designing a module that fulfils the lecturers' need to upgrade their knowledge and skills, including English Language proficiency to be better lecturers and researchers. One way of doing so is through e-training, which offers flexibility and cost saving. This chapter describes the design and development of the online English Language Training module for professional adult learners. This includes the criteria for selecting suitable URLs, topics to include as proposed by respondents from the needs analysis and the stages in constructing OLELT, a website for lecturers to upgrade their existing knowledge to be better researchers, writers and academicians. This chapter also delineates the challenges in implementing an e-training program. This is important for the management to consider so that higher education providers can harness human capital to propagate lifelong learning and acculturate a learning academic organization.

scholarly journals Redistributing work during COVID-19: Penn State University Libraries’ job bank

2020 ◽  
Vol 81 (8) ◽  
pp. 394
Author(s):  
Leo S. Lo ◽  
Binky Lush ◽  
Dace Freivaids
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Colleges And Universities ◽  
State University ◽  
University Libraries ◽  
Penn State ◽  
The Impact ◽  
Financial Losses

March 2020 became a pivoting moment for higher education in the United States, when the COVID-19 pandemic forced colleges and universities to switch to remote delivery of instruction within weeks. The impact of this event is deep and far-reaching. There is already a deluge of articles about how most faculty and students have had to adjust to a new way of teaching and learning--or how administrators have had to brace for financial losses. However, little has been written about the situations librarians and library staff are facing.

Tuning the discipline of history in the United States: Harmony (and dissonance) in teaching and learning

2017 ◽  
Vol 16 (4) ◽  
pp. 337-357
Author(s):  
Daniel J McInerney
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Union Commitment ◽  
The Us ◽  
Educational Structures ◽  
Coherent Frame ◽  
Pro Forma

Tuning's progress in the discipline of history in the United States since 2009 illustrates the project's continuing capacity to develop “educational structures and programmes on the basis of diversity and autonomy”, maintaining the initiative's original European Union commitment in a markedly different academic environment across the Atlantic. Struggling initially against a backdrop of confusion, hesitancy, and resistance among US faculty, Tuning has been adopted by a steadily expanding number of educators in individual institutions, state systems, and the history discipline's premier professional society. Though operating, at times, in an uneven, imprecise, or pro forma manner, Tuning in the US manages to address several important goals: bringing a more coherent frame of reference to scattered conversations about higher education; framing a more meaningful discussion about the knowledge, skills, and non-monetized “value” developed through higher education; focusing on the central role of faculty discipline experts in the work of assessment, accreditation, and accountability; and engaging professional scholarly societies on questions of teaching and learning.

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