Applied Degree Education and the Shape of Things to Come

International Programme Committee
Preface
Contents
Editors and Contributors
About the Editors
Contributors
1 Applied Education Futures and the Shape of Things to Come
1.1 Introduction
1.2 Future Skills Powering Post-COVID Economic Recovery
1.3 Education Futures
1.3.1 Digital First Transformation
1.3.2 Smart Education
1.3.3 Artificial Intelligence (AI)
1.3.4 AI and Education
1.3.5 Equity of Access
1.3.6 Enabling Sustainable Futures
1.3.7 Life Long Learning (LLL)
1.4 The Future of Jobs: From Industry 4.0 to Industry 5.0
1.4.1 Industry 5.0 and Education 5.0
1.4.2 Ecosystem Approach
1.4.3 New Jobs in AI Systems
1.4.4 Human Touch Skills
1.4.5 The Future of Jobs in Higher Education
1.5 Future Learning: Eco-System Approaches, High Tech High Touch, Intelligent Technologies and Immersive Spaces
1.5.1 Teaching and Learning Practices
1.5.2 EdTEch Ecosystem
1.5.3 Qualifications Scope Shift
1.5.4 High Tech High Touch Learning
1.5.5 Metaverse: Immersive Learning Spaces
1.5.6 Digital Twinning
1.5.7 Emotion AI
1.6 Future Students
1.7 Futures Thinking: Thought Leadership
1.8 Summary: The Shape of Things to Come
1.9 Thought Leadership: The Pedagogy of transformation—Embracing Liminality in Education
1.10 Thought Leadership: Understand the Need and Execute Well
1.11 Thought Leadership: Paradigm Shift in Building Workforce Capabilities
References
Part I New Realities: Blended Learning, Hybrid Learning, Virtual Learning and Technology-Enhanced Learning
2 Challenges and Opportunities: Dance Education in the Digital Era
2.1 Introduction
2.2 Literature Review
2.3 Methodology
2.4 Participants
2.5 Procedure
2.6 Findings and Discussion
2.6.1 Actions taken
2.6.2 Views on Technology
2.6.3 Looking Ahead
2.7 Limitations and Conclusion
References
3 The Future of Education Utilizing an Artificial Intelligence Robot in the Centre for Independent Language Learning: Teacher Perceptions of the Robot as a Service
3.1 Introduction
3.2 Literature Review
3.2.1 Studies on AI Tools
3.2.2 AI Tools Supplementing Human Teachers
3.3 The Institutional Context
3.4 Necessity for Innovation
3.5 The Innovation Aspect
3.6 Methodology
3.6.1 Participants
3.6.2 Data Collection and Analysis
3.7 Reflection
3.7.1 Functionality of the AI Robot
3.7.2 Degree of Interactivity
3.7.3 Utility of AI Robots
3.7.4 Self-language Learning
3.8 Conclusions and Pedagogical Directions
References
4 The Impacts of Integrating Picture Archiving and Communication System (PACS) in Medical Education on Trainees
4.1 Introduction
4.2 Methods
4.2.1 Search Strategy
4.2.2 Eligibility Criteria
4.2.3 Study Selection and Data Extraction
4.3 Results
4.3.1 Search Strategy and Article Selection
4.3.2 Study Design
4.3.3 Comparison with Didactic Lectures
4.4 Discussion
4.4.1 Strengths and Limitations
4.4.2 Future Considerations
4.5 Conclusion
References
5 An Applied Research Impact Case: U-Trap Refill Design for Preventing Transmission of COVID-19 and Other Infectious Diseases
5.1 Introduction
5.2 Literature Review
5.3 Background
5.4 The Current Statutory Requirements
5.5 Research Plan and Methodology
5.6 Motivation
5.7 Results
5.8 Conclusion
References
6 Co-Presence of Readiness-To-Hand & Presence-At-Hand as the Shape of Things by Revisiting Technology-Aided Learning from the Heideggerian Perspective
6.1 Introduction
6.2 Existence of Human Beings as Dasein, Being-There, Being-In-The-World
6.2.1 Human Beings’ Existence as Dasein (Being There in the World)
6.2.2 Understanding and Affectedness by the World
6.2.3 Openness and Being-Possible Towards the World
6.3 Experience of Using Technology as Ready-to-Hand for Learning
6.3.1 Understanding of Readiness-to-Hand in Primordial Context
6.3.2 Using Technology as Ready-to-Hand Among Learners
6.4 Experience of Treating Technology as Present-At-Hand for Learning
6.4.1 Understanding of Presence-At-Hand in Subject-Object-Dichotomous Context
6.4.2 Technical Problems of Technology & Non-technical Problems of Technology to Students
6.4.3 Resolving a Paradox Between Readiness-To-Hand and Presence-At-Hand of Technology (Sequential Oscillation and Switch)
6.5 (Simultaneous) Co-presence of Readiness-To-Hand and Presence-At-Hand to Students’ Technology-Aided Learning Tasks
6.6 Conclusion
References
Part II Human Touch: Knowledge, Skills, Competencies and the Future of Education
7 Modeling of Domain-Specific Competence Among Technicians (EQF 6) at Vocational Schools in Germany
7.1 Introduction and Presentation of the Research Issues
7.2 Theoretical Framework, Research Situation and Development of the Questions or Hypotheses
7.2.1 Latest State of Research in the Field of Further Training as a “Staatl. Gepr. Techniker” (European Qualifications Framework 6)
7.2.2 The Structure of Vocational Competence and the PPIK Theory
7.3 Hypotheses
7.4 Method
7.4.1 Sample
7.4.2 Instruments Developed for and Applied in This Study
7.4.3 Analysis and Evaluation
7.5 Results
7.5.1 H1: Using the Structural Equation Models, a Confirmatory Factor Analysis (CFA) Can be Used to Design a Suitable Instrument for Measuring Domain-Specific Competence of Technicians on the Subject of Sectional Views in Technical Drawings
7.5.2 H2: Similar Results can be Observed Between the Subdimensions of Domain-specific Competence and Fluid Intelligence, as Already Shown in the Pretest (Walker & Huester, 2022). Here as Well, Domain-Specific Knowledge in the Form of Content Knowledge (Verbalizable Knowledge About Facts) Should Show the Strongest Influence on Analytical Problem-Solving Competence. Fluid Intelligence Affects the Multidimensional Structure of Content Knowledge and Analytical Problem-solving Competence with a Directed Regression
7.6 Conclusion
References
8 Supporting and Enhancing the Future of Degree Education in Graphic Design: A University of Gloucestershire Case Study
8.1 Introduction
8.2 Augmented Reality and Social Media in Education 5.0
8.3 Emerging Virtual Environments in Industry 5.0
8.4 Emerging Technologies in Education 5.0
8.5 Community and Ethics in Industry 5.0
8.6 Sustainable Practice in Industry 5.0
8.7 Proposed Design Assessment Practice and Rationale
8.8 Concluding Observations
References
9 Students' Perceptions of Employability Towards Interdisciplinary Education in the Construction Engineering Programme in New Zealand
9.1 Introduction
9.2 Characteristics of the Interdisciplinary Curriculum in General
9.3 Characteristics of Interdisciplinary Courses Under the Unique Cultural Background of New Zealand
9.4 The Influence of STEAM Education on the Construction Engineering-Related Curriculum in New Zealand
9.5 The Current Programme Structure of Construction Management (CM) and Quantity Surveying (QS)
9.6 Vocational Applied Learning
9.7 Cultural Understanding of New Zealand
9.8 Socio-Cultural Learning
9.9 Economic, Social and Environmental Sustainability
9.10 Employability of Learners
9.11 Research Gap
9.12 Methodology
9.13 Analysis and Findings
9.13.1 Profile of Respondents
9.13.2 Reliability of the Data
9.14 Findings
9.14.1 Attitudes Towards the Influence of Interdisciplinary Electives Over the Application of Knowledge
9.14.2 Attitudes Towards the Role of Interdisciplinary Electives in Cultural Understanding of the New Zealand Workplace
9.14.3 Attitudes Toward Social and Cultural Learning
9.14.4 Attitudes Toward Interdisciplinary Electives on the Soft Skills Improvement
9.14.5 Attitudes Towards Functionality in Multidisciplinary Teams
9.14.6 Attitude Towards Ethical and Professional Aspects
9.15 Discussion
9.16 Conclusions
References
10 The Missing Link of Secondary STEM Education in Hong Kong: Transdisciplinary Integration of Revitalizing Vocational and Professional Education and Training
10.1 Introduction
10.2 Literature Review
10.2.1 STEM and Transdisciplinary Integration
10.2.2 VET and STEM in Education 5.0 Era
10.2.3 Overview of Secondary STEM Curriculum in Hong Kong
10.2.4 Major Updates of Science KLA (Secondary 1–3) Curriculum
10.2.5 Major Updates of the Technology Education (TE) KLA (Secondary 1–3) Curriculum
10.2.6 Major Updates of Mathematics KLA Curriculum
10.3 The Missing Links of Secondary STEM Implementation in Hong Kong
10.3.1 Lack of Effective Curriculum Integration and Overall Implementation Planning in Present Secondary STEM Education
10.3.2 Worrying STEM Proficiency and Unfavourable STEM Pathway
10.3.3 Unpopularity and Questionable Positioning of STEM Elective Subjects in the Senior Secondary Education Structure
10.4 Discussion and Ways Ahead
10.4.1 From Multidisciplinary to Transdisciplinary Approach: Integrating STEM and SHAPE Initiative with VET
10.4.2 Transdisciplinary STEM Education in Hong Kong: A Suggested Direction for Secondary Level VPET to Actualize Education 5.0
10.5 Conclusion
References
Part III Learner Transformations: Active Learning, Deep Learning, Engagement and Students’ Success
11 Active Learning Opportunities Outside Classroom and Laboratory
11.1 Introduction
11.2 Methods
11.2.1 Use in Traditional Foundation Undergraduate Classroom
11.2.2 Survey Design and Data Collection
11.2.3 Active Learning Pedagogies Implemented
11.3 Results and Discussion
11.3.1 Active Learning Activity 1: Reflective Journal About Public Seminar
11.3.2 Active Learning Activity 2: Group Site Visit
11.3.3 Active Learning Activity 3: Inside and Outside Laboratory Experiments
11.3.4 Evaluation of the Effectiveness of TALs Implemented
11.4 Conclusion
References
12 Macro Business Simulation Games Towards the Adoption of Education 5.0: Evidence from Hong Kong Maritime Logistics Students
12.1 Introduction
12.2 Macro Business Simulation Game
12.2.1 Background
12.2.2 Key Elements of Macro Business Simulation Game
12.3 Student Learning Experiences: Macro Business Simulation Games
12.4 Conclusion
References
13 Personal Learning Environments and Personalized Learning in the Education Field: Challenges and Future Trends
13.1 Introduction
13.2 Concepts of PLEs and Personalized Learning
13.2.1 Concepts of PLEs
13.2.2 Concepts of Personalized Learning
13.2.3 Relationship Between PLEs and PL
13.2.4 Policies Related to the Development of PLEs
13.3 The Implementation of PLEs and PL in Primary and Secondary Schools
13.3.1 The Implementation of PLEs in Primary and Secondary Schools
13.3.2 The Implementation of PL in Primary and Secondary Schools
13.4 Effectiveness of PLEs and PL in Primary and Secondary Schools
13.5 Challenges of PLEs and PL in Primary and Secondary Schools
13.6 Future Trends of PLEs and PL in the Education Field
References
14 New Zealand Architectural Technology Graduates’ Employability: How the Work-Integrated Learning Performance During Studies Contributes to Graduate Employment and Future Career Success
14.1 Introduction
14.2 Defining Work-Integrated Learning (WIL)
14.3 Evolution and Development of WIL
14.4 Relationship Between WIL on Graduate Employability and Actual Employment
14.5 Controversy and Research Gap
14.6 Research Significance and Questions
14.7 Methodology
14.8 Findings and Discussion
14.8.1 Discussion of Findings I, II and III: Effects of WIL Performance on Employability, Being in a Related Job, Employment in the Same WIL Provider
14.8.2 Discussion of Findings IV and V: Effects of WIL Performance on Ranking and Effects of Good Career Start Related to Career Path (OLS)
14.9 Conclusion and Suggestion
References
15 Learner’ Online Self-regulated Learning Skills: A Comparison Between Chinese Undergraduates and International African Undergraduates
15.1 Introduction
15.2 Literature Review
15.2.1 Definition of SRL
15.2.2 Review of Online SRL
15.2.3 University Students’ SRL
15.2.4 International Students’ SRL
15.3 Research Design
15.3.1 Research Instruments
15.3.2 Research Questions
15.3.3 Participants and Context
15.4 Results and Data Analysis
15.4.1 Descriptive Statistics of the Variables
15.4.2 Independent Sample t-Test
15.5 Discussion
15.6 Conclusion
15.7 Limitations
References
Part IV Higher Education Ecosystem
16 Evaluating Applied Engineering Education: A Phenomenological Approach
16.1 Introduction and Background: The Need for Applied Engineering Education in the UK
16.1.1 Industry 5.0 and Applied Engineering Education
16.1.2 The Case-Study Organisation
16.1.3 Moving Forward in the 21st Century
16.2 The ‘Looking Backwards-Moving Forwards’ Evaluation
16.2.1 Methodology
16.2.2 Sampling Approach: Participant Selection
16.2.3 Conducting the Evaluation: Two Distinctive Stages
16.2.4 Analysis Techniques
16.3 Summary Of Findings: Application And Applicability
16.3.1 Staff Perceptions of Colleagues’ Competencies
16.3.2 Pedagogic Practice
16.3.3 Evidence-Based Applied Learning
16.3.4 Links and Collaborations with Industry
16.4 Discussion and Conclusion: Implications for Applied Practice in Engineering Education
References
17 Education for the Future: Cultivating Thinking Through Thinking About Thinking
17.1 Introduction
17.1.1 A Philosophical Approach to Critical and Creative Thinking
17.2 Method
17.2.1 Participants
17.2.2 Instruments
17.2.3 Design
17.2.4 Procedure
17.3 Results
17.3.1 Quantitative Data
17.3.2 Qualitative Data
17.4 Discussion
17.4.1 Conclusions
17.4.2 Recommendations
17.4.3 The Future of PIS in Hong Kong
References
18 Person-Environment Fit: Implications for Vocational Students’ Career in the Era of Crisis
18.1 Introduction
18.2 Higher Education VPET Providers
18.3 Literature Review
18.3.1 Intent to Join the Career
18.3.2 Lifelong Career Choice
18.3.3 Leadership
18.3.4 Anxiety
18.3.5 P (Personal Interest)
18.3.6 E (A Threatening Environment)
18.4 The Present Investigation
18.5 Research Design and Measures
18.6 Data Analysis
18.7 Results
18.7.1 Descriptive Statistics and Reliabilities
18.7.2 CFA
18.7.3 SEM
18.8 Discussion
18.9 Practical Implications
18.10 Strengths, Limitations, and Future Research
18.11 Geolocation Information
Appendix: Variables and Sample Items
References
19 Reimaging Academics’ Participation in Quality Enhancement in the Era of Technological Change
19.1 From Quality Assurance to Quality Enhancement
19.2 Quality Enhancement in VPET of Hong Kong: An Overview
19.3 The Use of Digital Tools to Facilitate Quality Enhancement
19.4 Academic Ownership to Quality Enhancement
19.5 Objectives
19.6 Theoretical Framework to Support Academics Participation
19.7 Technologies to Facilitate Academics Participation in QE
19.7.1 Intrapersonal Factors
19.7.2 Intrapersonal Factors
19.7.3 Institutional Factors
19.7.4 Community Factors
19.7.5 Public Policy Factor
19.8 Conclusion
References
Author Index