Education 3.0

2022 ◽  
pp. 151-182
Author(s):  
Jeff D. Borden
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Colleges And Universities ◽  
Peter Senge ◽  
Innovative Strategies ◽  
Learning Practices ◽  
Neuroscience Research ◽  
Innovative Thinking ◽  
Poor Outcomes ◽  
Academic Authors

Bestselling organizational, behavioral, and academic authors such as Dan Pink, Peter Senge, John Medina, Clayton Christensen, and dozens more illustrate that despite research-based, proven actions regarding organizational, managerial, and strategic planning best practices as well as innovative thinking that is impactful or efficacious, organizations continue to employ behaviors that are dysfunctional, ineffective, and lead to poor outcomes. Some of these same authors amongst others point out that this is as true in higher education as any sector. But while other industries are primed for innovative solutioning to these issues, education employs systems and processes that prohibit transformation. Reaching Education 3.0, meaning to leverage the best learning practices through the confluence of neuroscience, research-based learning design, and educational technology, will require innovative strategies and practices. The question is whether colleges and universities can push through existing, dysfunctional infrastructure and move forward to help students learn, succeed, and thrive.

Benchmarking Online Learning Practices in Higher Education

2012 ◽  
pp. 1005-1018
Author(s):  
Julie A. Ray
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Course Management Systems ◽  
Degree Programs ◽  
Instructor Training ◽  
Learning Practices ◽  
State Area ◽  
Selection Of

Colleges and Universities across the United States have experienced an unprecedented growth in the availability of and demand for online courses and degree programs in the recent years. However, this medium for instructing is still relatively new compared to other traditional forms of instruction. Therefore, an overall lack of research on the online medium exists. This study benchmarks the practices of colleges and universities in the tri-state area of Pennsylvania, Ohio, and West Virginia on factors that contribute to the selection of Course Management Systems (CMS), the availability and/or requirements for instructor training, and the evaluation or lack thereof of online courses. A total of thirty institutions participated in this mixed methods study.

Benchmarking Online Learning Practices in Higher Education

2011 ◽  
pp. 120-133
Author(s):  
Julie A. Ray
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Course Management Systems ◽  
Degree Programs ◽  
Instructor Training ◽  
Learning Practices ◽  
State Area ◽  
Selection Of

Colleges and Universities across the United States have experienced an unprecedented growth in the availability of and demand for online courses and degree programs in the recent years. However, this medium for instructing is still relatively new compared to other traditional forms of instruction. Therefore, an overall lack of research on the online medium exists. This study benchmarks the practices of colleges and universities in the tri-state area of Pennsylvania, Ohio, and West Virginia on factors that contribute to the selection of Course Management Systems (CMS), the availability and/or requirements for instructor training, and the evaluation or lack thereof of online courses. A total of thirty institutions participated in this mixed methods study.

scholarly journals Demystifying Diversity, Equity, and Inclusion Among Students in Higher Education

2022 ◽  
pp. 93-104
Author(s):  
Sundra D. Kincey ◽  
Aziza Zemrani ◽  
Theresa L. Bailey
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Success ◽  
Minority Students ◽  
Colleges And Universities ◽  
Innovative Strategies ◽  
Inclusive Practice ◽  
The World ◽  
The Impact ◽  
Equity And Inclusion

Understanding the unique components of diversity, equity, and inclusion is essential for institutions of higher education to increase student success outcomes and to prepare graduates for the world of work. This chapter will focus on how diversity, equity, and inclusion as a single entity is perceived by enrolled students, particularly minority students, and how institutions may help to increase students' awareness of such topics and the impact on their lives upon graduation. Discussions will lend themselves to strategies that institutions may employ to demystify these terms for enrolled students. Specific focus will be given to the use of inclusive competencies and methods institutions may implore to promote inclusive practice. Implications will be provided on how colleges and universities may develop innovative strategies to increase student engagement centered on these concepts and provide opportunities for students to share their experiences and ideas for integration on their respective campuses.

scholarly journals Research on the Application of VR Technology in the Cultivation of Double Innovation Talents

2020 ◽  
Vol 9 (7) ◽  
pp. 13
Author(s):  
Deyu Luo ◽  
Zhiyuan Ye
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education And Training ◽  
Colleges And Universities ◽  
Multiple Perspectives ◽  
Innovative Thinking ◽  
Talent Education ◽  
And Training ◽  
Resource Input

Shuangchuang talents refer to talents with innovative thinking and entrepreneurial abilities. This is also the main goal of training talents for education and teaching in my country’s higher education institutions. In the process of training and teaching innovative and entrepreneurial talents, there are problems such as imperfect training facilities and insufficient teachers, which have seriously affected the training of innovative talents in universities. The rise of VR technology has provided a new way for the training of entrepreneurs and entrepreneurs, which not only greatly eases the resource input of talent education in colleges and universities, but also effectively improves the efficiency of talent training. This article conducts detailed research on the application of VR technology in talent education and training from multiple perspectives.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Study on the application and teaching strategy of multimedia technology in music teaching in colleges and universities

2021 ◽  
pp. 1-8
Author(s):  
Liu Ying ◽  
Li Jiaxuan
Keyword(s):  
Educational Technology ◽  
Teaching Strategy ◽  
Colleges And Universities ◽  
Classroom Design ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
Music Teaching ◽  
Research Subject ◽  
Teaching Technology ◽  
Specific Teaching

The development of teaching technology and the application of modern teaching means is one of the important standards of educational modernization. Multimedia technology is an important part and manifestation of the application of modern educational technology. Modern teaching means participate in music teaching, which bring vitality to the reform and development of traditional teaching. With the popularization of multimedia in music teaching, there are many problems in understanding and classroom design. Whether it is reasonable to use multimedia in music teaching is of great significance to perfect the theory of music teaching and standardize the construction of music subject. With music teaching in colleges and universities as the research subject, this paper analyzes the application and teaching strategies of multimedia technology in the music teaching in colleges and universities, which improves students in colleges and universities continuously in the new atmosphere of science and technology teaching and in combination with the specific teaching environment.

scholarly journals The Finnish Product Development Teachers’ Perceptions of their Pedagogical Content Knowledge in Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 609-618
Author(s):  
Elina Mäkelä ◽  
Petra Auvinen ◽  
Tero Juuti
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Product Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Curriculum Design ◽  
Teacher Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge Based

AbstractThe paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

Global Goals and Contributing Disciplines in Higher Education, With a Focus on Sustainable Engineering

2016 ◽  
Vol 138 (3) ◽  
Author(s):  
Kaufui Vincent Wong
Keyword(s):  
Higher Education ◽  
United Nations ◽  
Colleges And Universities ◽  
Quality Engineering ◽  
Sustainable Engineering ◽  
The United Nations ◽  
The Many ◽  
Engineering Schools

This work has been done to recognize the various contributing disciplines in colleges and universities to achieving the global goals. One aim is to point out the many college disciplines internationally that would contribute to these goals. Only four out of the global goals seem not to be directly contributed to by sustainable engineering. A presentation of relevant publications has been made of the role of sustainable engineering in accomplishing the 17 global goals of the United Nations. The pervasiveness and long reach of the many branches of sustainable engineering are evident. The implied importance of good quality engineering schools and colleges worldwide cannot be refuted.

The Application of QQ Group in Modern Educational Technology Course

2013 ◽  
Vol 380-384 ◽  
pp. 2544-2547
Author(s):  
Ling Xu ◽  
Wei He
Keyword(s):  
Educational Technology ◽  
Collaborative Learning ◽  
Teaching Practice ◽  
Education Technology ◽  
Colleges And Universities ◽  
Modern Education ◽  
Teaching Content ◽  
Teacher Professional ◽  
The Way ◽  
Technology Course

The modern education technology course is a compulsory course of teacher professional in Colleges and universities, after years of teaching practice, the teaching content and teaching form has been relatively mature, but there are still some problems: the contradiction between class hour and teaching content; the limitations of communication between teachers-students and students-students, the lack of collaborative learning, etc. Put forward the way and scheme by using QQ group to solve the above problems.

Organizational Culture and Effectiveness in Higher Education: A Test of the “Culture Type” and “Strong Culture” Hypotheses

1996 ◽  
Vol 18 (3) ◽  
pp. 219-241 ◽  
Author(s):  
John C. Smart ◽  
Edward P. St. John
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Colleges And Universities ◽  
Independent Effect ◽  
Institutional Performance ◽  
Dominant Culture ◽  
Differential Effectiveness ◽  
Culture Strength ◽  
Four Year Colleges ◽  
Strong Culture

Two of the more promising lines of inquiry in efforts to understand the hypothesized linkage between organizational culture and effectiveness have focused on the differential effectiveness of organizations depending on their dominant culture type and their culture strength. The primary purpose of this study was to determine whether these two lines of inquiry operate in an independent or conditional manner in explaining the hypothesized linkage between organizational culture and the performance of a sample of four-year colleges and universities. The findings provide support for both lines of inquiry, albeit not entirely in a manner suggested by their respective proponents. For example, while culture type has a decidedly stronger independent effect on institutional performance than culture strength, the differences are clearly more pronounced on campuses with “strong” rather than “weak” cultures. The implications of these findings for research on and efforts to improve the performance of colleges and universities are discussed.

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