Innovation in the Learning Management System (LMS)

This qualitative study identifies design principles and delivery methods best suited for the retail industry with a focus on training front-line workers. This research identifies key design elements to aid retail organizations in choosing an effective online learning solution for their workforce. To provide clear and relevant design recommendations specific to the retail workforce, the scope of the research focused on learner characteristics, e-learning in the workplace, adult learning theory, as well as current design and delivery features available on the market. Through a meta-synthesis of qualitative research, findings indicate a need for soft skill development related to customer interactions. A list of design principles targeting soft skill development of the front-line retail worker is recommended based on both industry and academic research.

Innovation for Technology-Supported Student Services Delivery

Student services are delivered in person, online, synchronously, and asynchronously in order to meet students' varied needs and preferences. Through a critical analysis of relevant literature, this chapter explores how student services units can incorporate technological solutions to ensure students are aware of services and can access them when needed. Technology-enhanced student services are explored through examples in the literature of innovative technological solutions for student services delivery, including leveraging existing institutional systems (learning management systems and customer relationship management systems) to support services for students. The chapter concludes with recommendations for administrators and student services providers.

The Innovation Potential of Communities of Practice in Higher Education

This chapter applies scholarly reflection to discuss the experiences of faculty and staff who convene, facilitate, and maintain two active but different communities of practice (CoP) in the same university. With a focus on innovation, the authors explore how practice-based, social learning in two different CoPs have supported local change in the organization and contributed to positive outcomes and improved processes. Taking a comparative approach, this chapter explores the practical process aspects associated with convening, facilitating, and maintaining two CoPs, including the varying influences of: scope, structure, leadership and convening, and engagement and participation. The authors discuss and compare how the innovation potential of a CoP is shaped by, and must adapt to, its specific context within the university.

Case Study

Focusing on the challenges faced by polytechnic institutions in Alberta, Canada, this chapter explores the rationales, challenges, and solutions encountered in choosing between investment credit and non-credit program offerings to meet the needs of adult learners and industry partners. Drawing on inter-provincial and international perspectives, this chapter discusses ways to provide the benefits of credential education access, alongside the flexibility and responsiveness of non-credit learning design.

Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles

Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting.

Facilitating the Writing Process in a Blended Learning Environment Using Google Docs

Many Hong Kong undergraduate students have trouble following lectures in English. Academic writing is generally perceived as most challenging due to its complex nature. Yet, owing to various reasons, students do not seem too motivated in making much effort to improve their academic writing skills. In class, students appear to be reluctant to give useful feedback to their peers. They prefer to praise each other on the positive aspects of their writing and avoid talking about the negatives. This chapter first reviews the literature on technology and blended learning in relation to English language teaching in the Hong Kong context. It then reports on the current study of using Google Docs for the peer evaluation process in a blended learning environment. The chapter concludes that based on student feedback, Google Docs is a useful tool in facilitating the delivery of academic English in university settings. The integration of Google Docs provides opportunities for innovative teaching within higher education.

Unveiling the Inconvenient Truth

This chapter defines the concept of innovation in the context of higher education by discussing the implementation of a dashboard in a university English program. A dashboard is a personalized feedback tool and a common “big data” application. The challenges arising in the process of developing and implementing such innovations have seldom been explored. However, in this study, the English Language Centre of a Hong Kong university developed a dashboard called course diagnostic reports (CDR) that was piloted with over 400 students from 39 classes. This chapter reports the findings of both a questionnaire evaluating the CDR and 14 interviews that were conducted with course leaders, subject teachers, and students. Discussions of the tool revealed the complex process of innovation. It was found that, for stakeholders, innovation is a continuous process that requires compromises and that an innovation must cross a minimum usability threshold before continuing through the innovation process.

Teaching Innovation Through Collaborative and Team-Based Learning

Higher educational institutions must radically (re)envision teaching and learning opportunities. Provision of content through learned scholars is insufficient. There is a need to curate innovative, integrative, and transformational education. This chapter explores how collaborative, team-based learning provides relevant, innovative, and generative approaches to working through real-world, urgent, complex, social, environmental and economic issues. Collaborative and team-based learning can support student citizenship, changemaking capacity, collaboration, respect for diversity, and effective practice across a range of professions. Despite the opportunities, team-based exercises pose significant challenges for students. Drawing on an action-oriented research project, this chapter discusses ways to improve processes to support students' team-related skills to further their success and student citizenship.

Innovation, Critical Pedagogy, and Appreciative Feedback

The practice of giving and receiving feedback is an essential element of a wholesome educational experience. As learners are engaged in the vulnerable role of waiting for and receiving feedback, there is a significant and potentially problematic power relationship at play in the feedback dyad. This chapter proposes that the practice of giving feedback offers a great scope for innovation, and that critical pedagogy offers a theoretical lens through which such innovation may be understood. This chapter explores and defines innovation through the lens of critical pedagogy, which calls for the intentional questioning of existing power structures in education. A scan of the literature presents the importance of feedback in the learning process, and supports a move towards a dialogic, student-centered process. The writers share two case studies in appreciative feedback and provide a proposed model for innovation in the delivery of feedback. When viewed as a compassionate, supportive act, feedback is well positioned to benefit learners as viewed through the lens of critical pedagogy.

Changing the DNA of Higher Education Through Innovative Approaches

Research shows that despite numerous advantages of creativity for any nation, the higher education system lags in creativity and innovation. Today, the aim is not just to impart knowledge to students, but current time demands that higher educational environments foster innovative cultures to enable creativity and innovation. This chapter provides relevant examples to support the argument that the application of innovative teaching methods has the potential to change the “DNA “of higher education. The author argues that innovation must be an amalgamation of effective teaching and effective learning elements and that innovative education can nurture an “inventive society” by developing and encouraging opportunities for creative actions that promote self-sufficiency.