Technology 4.0 for Education 4.0

There is no denying the fact that education is the greatest tool to solve our problems. Education has been transformed from centuries in its form, levels, and format. Depending upon our needs and times, be it peace or exigencies (natural or human induced), educational pedagogies, assessment strategies, infrastructural provisions, student enrolment, faculty recruitment, finances, knowledge management and technology adoption, all have changed over a period of time. Such change in teaching and learning practices is constant. Flexibility of operations, rapidity of knowledge generation and transfer, creative practices and spatial arrangements have given rise to innovations in education. New pedagogies and technologies have opened up new possibilities. Students are offered new learning paths. This article discusses the innovations, challenges and opportunities as presented to us by the technology 4.0 for education 4.0.

Assessing teaching competency of academic staff at university level: Are we competent?

The purpose of study is to assess the teaching competence of faculty members who are applying for a job at university from both Board of Examiners and Invitees perspectives. This qualitative study was conducted using non-guided content analysis. Data were collected via semi-structured interviews with 22 expert Board of Examiners. In addition, 22 applicants for faculty recruitment who achieved the required score for participation in the 'teaching competence evaluation' station were enrolled in the study. Data analysis was performed using the step-by-step method and Strauss and Corbin analytic techniques. The finding was classified into three main categories of before, during, and after teaching. We extracted 52 indices, 10 subcategories, five general categories, and three main categories, which were formulated based on the teaching competence of the faculty members from the perspective of the board of examiners. the results could be used for the recruitment of capable faculty members. Keywords: Teaching Competence, Higher Education, Faculty Members, Academic staff, University level

Study on Internationalization Strategy of China’s New Business Education in the Background of Digital Economy

As the global economy is undergoing transformation and upgrading in the background of the digital economy, it leads to a reformation of business education in the new context, which brings the concept of new business education in China. One of the significant features of the new business education is multidisciplinary teaching and learning. Meanwhile, it is closely related to strategic decision-making in disciplinary program design, research design, faculty recruitment, teaching models, and international strategies. Benefited from the internationalization of higher education in past years, traditional business education has gained an advantage in introducing international students, teachers, and resources and building global cooperation platforms, including international visits and multiple studies in an international context. However, it cannot meet the demand for cultivating talents in the era of the digital economy. This paper starts with the connotation and feature of new business education, discussing internationalization strategy with a fresh perspective and unique positioning. Meanwhile, it aims to provide a theoretical and practical value for China’s business schools with internationalization strategy making in the background of the digital economy.

University Implementation of TEACHActive – An Automated Classroom Feedback System and Dashboard

Computer vision has the potential to play a significant role in capacity building for classroom instructors via automated feedback. This paper describes the implementation of an automated sensing and feedback system, TEACHActive. The results of this paper can enable other campuses to replicate a similar system using open-source software and consumer-grade hardware. Some of the challenges discussed include faculty recruitment, IRB procedures, camera-based classroom footage privacy, hardware setup, software setup, and IT support. The design and implementation of the TEACHActive system is being carried out at Iowa State University and is being tested with faculty in classrooms pilots. Preliminary interviews with instructors show a desire to include more active learning methods in their classrooms and overall interest in a system that can perform automated feedback. The primary results of this paper include lessons learned from the institutional implementation process.