Integrated Smart Home Model

Today, in the realm of Industry 4.0, vastly diverse Internet of Things (IoT) technology are integrated everywhere, not to mention included in academic programs in schools and universities. Domain ratio of the final year projects in Universiti Teknologi Mara exposes a staggering hype in IoT as compared to other domains despite not having IoT included in any of the courses. Meanwhile, to fulfill the needs of the student in exploring this technology, an integrated IoT learning platform is developed. It integrates an IoT smart home model and a web-based interface as a learning platform to inspire hands-on learning for the students. The raspberry pi, motion sensor, analog gas sensor, atmospheric sensor, ultrasonic proximity sensor, and rain detector sensor are integrated together in a Lego-built smart home model where its connectivity and readings are displayed in a simple web interface to enable and inspire learning. A manual to set up the entire model is also prepared as a guide for students to set up and further explore the functionalities and operabilities of “things”.

Characteristics of Invisible Discrimination and Diversity in Students of a Public University

This article has to relate invisible discrimination with diversity in students in university classrooms, whose variable is invisible in nature, with tendencies to distort objective reality, thus causing discriminated young people to have socio-emotional instability in their lives. Quantitative, descriptive correlational study and due to the sensitivity of the subject, a non-probabilistic sample was taken for convenience of 290 students from the different academic programs; The data collection instrument was a questionnaire, the results were found using Pearson's Correlation Coefficient, which indicates that there is a partial relationship between diversity and invisible discrimination (p = 0.45).

Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program

This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.

Authentic Experiences of CHamoru Students During the COVID-19 Pandemic

The year 2020 has been an especially difficult year for people and organizations all over the world because of the COVID-19 pandemic. Higher learning institutions and their respective stakeholders are no exception and have been severely impacted by the pandemic resulting in the reshaping of higher education regionally, nationally, and internationally. This chapter examined the University of Guam's (UOG) response to the COVID-19 pandemic and understanding the authentic academic experiences of indigenous CHamoru students during the global epidemic. The current study employed a qualitative approach using a collective case study of 10 CHamoru male and female students who attended UOG for at least one semester during the COVID-19 pandemic. The chapter concludes with the recommendation that institutions of higher learning analyze and possibly revise or design academic programs that will sustain academic resiliency in its indigenous student communities.

Strategic Planning for Teaching and Learning in Times of COVID

The Corporación Universitaria Minuto de Dios UNIMINUTO has determined a series of objectives as levers for growth and development, which have prepared it to face great changes. In this sense, UNIMINUTO Bogotá - Presential Academic Programs Campus designed the Strategic Plan 20-25 “Bogotá and UNIMINUTO, a learning community,” with which it marked its evolutionary path for the next few years. Within this planning and management framework, and based on the attention of the effects caused by COVID-19, this campus made adjustments to its processes and plans, with a series of effects that determined new learning in relation to accessibility and use of technologies in the teaching-learning process; redefinition of the mechanism for the appropriation and awareness of the strategic plan; development of activities requiring attendance, ensuring compliance with all biosafety measures; safe return of students through an alternation model and mechanisms to provide financial support to students and families to guarantee the continuity of the operation and institutional sustainability.

Instructional Design in Human Resource Development Academic Programs in the USA

The purpose of this chapter is to identify the current status of instructional design courses in human resource development (HRD) graduate programs. The authors examined the curricular content of HRD academic programs in the USA and suggested critical considerations to improve instructional design practices in higher education settings. By reviewing information about 124 institutions with graduate HRD programs, they found that 27 of the institutions (21.8%) offer required and/or elective instructional design courses. In addition, the authors conducted an in-depth review of those 27 institutions to identify the affiliations and features of their HRD programs (college, school, department, program names, degrees, and the existence of online programs). To better understand the instructional design practices in higher education settings, they also discuss three instructional approaches for instructional design, consideration for using technology-mediated instructional design, and instructional design models for learning transfer. Finally, the authors present conclusions and recommendations for future research.

Eighth International Meeting of Technological Innovation

The eighth International Meeting of Technological Innovation (8th IMTI) is the result of the effort and dedication of researchers, research groups, research and extension division, and academic programs from the engineering faculty of the Universidad Francisco de Paula Santander, Ocaña, Colombia, The 8th IMTI was held on October 6-8, 2021, in Ocaña, Colombia, and has been creatively designed with the purpose of allowing the best possible experience of knowledge exchange for all speakers and participants; besides, from the interaction by means of a discussion forum for the academic and scientific community to contribute with the effective knowledge transfer The 8th IMTI has been highlighted and consolidated as a space where students, teachers, and professionals develop a permanent reflection on research trends and occupations in engineering. This annual meeting allows academic programs in engineering, architecture, urban planning, and related, to find new elements to incorporate into the academy life and thus be updated with the recent advances and last technologies. Therefore, the organizing committee to thank the Universidad Francisco de Paula Santander (UFPS), and the Foundation of Researchers in Materials Science and Technology (FORISTOM), for all the support academic and scientific received. In the same way, are extremely thankful to all authors and participants for providing their valuable contributions for this proceeding as well as the reviewers for their constructive recommendations and criticism aiding to improve the presented articles in this volume of proceedings. Likewise, we hope you enjoy the reading of this volume of the Journal of Physics Conference Series (JPCS), IOP Publishing, and that these manuscripts contribute to the generation and transfer of knowledge, as well as to the strengthening of research in Colombia. Consequently, the articles of this volume refer to general topics of physical and mathematical applied to sciences, engineering, technology, and innovation that were addressed in the 8th IMTI; for this reason, the editor hopes that those interested in the area of research, technology, and innovation in sciences and engineering can enjoy this reading, of the volume of the Journal of Physics: Conference Series (JPCS), which reflects a wide variety of current issues, that contributes to the generation and transfer of knowledge, as well as to the strengthening of research in science and engineering in Colombia. “Education and expression freedom for anyone”. List of Organizing Committee,National Committees,International Committee,Sponsor,Partners are available in this pdf.

Ethics, corporate social responsibility and the role of human resource development: the academic experts’ view

Purpose The purpose of this study is to get the perspectives of human resource development (HRD) scholars about connections among HRD, corporate social responsibility sand ethics. The authors also sought to discover if HRD academic programs need to have ethics-related courses for their graduate students. Design/methodology/approach In this paper, the authors reviewed the literature and interviewed ten HRD scholars who substantially contributed to the field of HRD and have influential publications related to ethics or corporate social responsibility to find out the relationship between HRD, ethics and corporate social responsibility. A semi-structured interview method was adopted to collect data and purposeful sampling technique was used for analyzing data into identified themes. Findings The results from the interviews were categorized into seven different themes. While some scholars argued that ethics-related discussion needs to be integrated within every course, most scholars stated that ethics can be a required standalone course for HRD graduate programs. Originality/value Despite ongoing consideration of the ethical nature of HRD, little research has been conducted on how ethics and corporate social responsibility are represented in the field of study and practice. To the best of the authors’ knowledge, this study is the first empirical paper in HRD that collected and analyzed experts’ perspectives in this topic.

Nature of Academic Programs, Epistemological Beliefs and Their Impact on Pakistani University Students’ Academic Performance

The students’ academic behaviours and academic performance differ with their epistemological beliefs. Different social-cultural and educational contexts inculcate differences in students’ epistemological beliefs. However, the impact of the nature of the academic programs on students’ epistemological beliefs is most obvious. The students of different disciplines can have different epistemological beliefs. These different epistemological beliefs differ in their impact on students’ academic performance and academic behaviour. Hence, the current study evaluated the interrelationships of various educational programs and epistemological beliefs and their importance in students’ academic performance. The volunteer university students provided data about their academic programs, epistemological beliefs, and academic performance. Researchers used the Generalized Structured Component Analysis approach to calculate the suitability of specified measurement and structural models. The impact of subjects of the soft field of study such as Behavioural Sciences, English Literature was negative on naive epistemological beliefs in knowledge structure and omniscient authority compared to subjects of the hard field of studies such as Mathematical, Physical Sciences, and Biological Sciences. The Business Sciences from the soft applied field of study had the least noticeable negative impact on naive epistemological beliefs compared to other subjects of pure soft and pure hard field of studies. Only, the belief in quick learning had a significant negative impact on students’ academic performance.

Introduction to Computer Programming Through a System of Tasks

Computer programming is a fundamental discipline in many academic programs, especially in the fields of informatics, applied mathematics, physics, and engineering. Despite its popularity, computer programming courses does not possess a widely-accepted methodology for its structure, and because of this reason, even introductory courses highly differ in their curriculum, approach, complexity, and even technical background. In this paper we propose a methodology for introductory computer programming course structure definition that is based on the concept of notion formation through a system of tasks. The approach is intended to be applied in the context of academic education, but it is also applicable in the last years of high-school courses.