Internet of Things (IoT) to Foster Communication and Information Sharing

2021 ◽  
pp. 1-20
Author(s):  
Mohammed Banu Ali
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Internet Of Things ◽  
Learning Environment ◽  
Information Sharing ◽  
Higher Education Institutions ◽  
Emerging Technology ◽  
Technology In Education ◽  
Collaborative Learning Environment

IoT is a rapidly emerging technology in education that attracts researchers, students, and administrators. This chapter reviews the opportunities and challenges of the IoT to determine whether there are potential communication and information sharing cultures in higher education institutions (HEIs). Despite the findings revealing stakeholders' demand for a better collaborative learning environment and better information sharing capabilities, IoT has various security and interoperability concerns that present an unattractive prospect for HE stakeholders to embrace IoT. IoT has the potential to meet HEIs system expectations, though stakeholders remain distant toward embracing IoTs. This indicates that stakeholders are not ready to embrace IoTs, thus prompting the need to study why stakeholders are resistant towards the IoT.

scholarly journals Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles

2020 ◽  
Vol 80 (4) ◽  
pp. 701-718
Author(s):  
Carla Oonk ◽  
Judith T. M. Gulikers ◽  
Perry J. den Brok ◽  
Renate Wesselink ◽  
Pieter-Jelle Beers ◽  
...  
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Boundary Crossing ◽  
Teacher Competence ◽  
Education Teacher ◽  
Multi Stakeholder ◽  
Stakeholder Learning

Abstract Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tasks and competencies. The resulting RLE teacher profile comprises nine roles, nineteen tasks and 21 competencies. The new profile echoes scattered indications for teacher responsibilities as identified in previous studies on teaching and learning in university-society collaborative learning settings. The study argues that the role of broker, including boundary crossing competence, and the competency ‘stimulating a collaborative learning attitude’, might be added to existing higher education teacher competence profiles. Adding this university-society engaged perspective to existing teacher competence profiles will support higher education institutions in developing their university-society collaborative responsibilities and subsequent teacher professionalisation trajectories.

scholarly journals A New Starting Point for Faculty Development in Higher Education: Creating a Collaborative Learning Environment

1997 ◽  
Vol 16 (1) ◽  
pp. 117-150 ◽  
Author(s):  
Katherine Sanders ◽  
Christopher Carlson-Dakes ◽  
Karen Dettinger ◽  
Catherine Hajnal ◽  
Mary Laedtke ◽  
...  
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Faculty Development ◽  
Learning Environment ◽  
Starting Point ◽  
Collaborative Learning Environment
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