Industry Practices, Processes and Techniques Adopted in Education: Supporting Innovative Teaching and Learning Practice

Preface
Acknowledgements
Contents
Contributors
Introduction: Broad Themes From Industry in Education
From the Workplace to the Classroom: How Ideas from Industry Can Inspire New Kinds of Learning
1 Introduction
1.1 Factory or Classroom?
1.2 Domains of Purpose and Twenty-First Century Skills
2 Industry in Education—A Two Way Relationship
3 Ideas from Industry for Teaching and Learning
3.1 Seven Ideas from Industry that Can Be Applied in Education
3.2 Higher Level Skills Development
4 Summary
References
Can Teaching the Future of Work Make the Future of Work Less Uncertain?
1 Introduction
2 Understanding the Future of Work
2.1 The Changing Nature of Work
2.2 Technological Change and Skills
3 Disruption in Education and the Future of Work
3.1 Rethinking Higher Education
4 Unbundling the Future of Work Through Applied Learning in Higher Education
4.1 Master of Technological Futures: Underlying Theoretical Models of Learning that Guide the Programme
4.2 Learning in Practice
5 Conclusion
References
From Industry to Academia: Case Studies of Innovative Learning Practices in a Digital Context
1 Introduction
1.1 Identifying Industry-Based Learning Strategies
1.2 Some Industry-Based Teaching and Learning Scenarios
2 Case Studies
2.1 Learning-By-Doing Approach via Workshops
2.2 Project-Based Learning Approach Through Case Studies
2.3 A Heutagogical Approach for the ‘Advertising and Creative Industries’
3 Discussion
3.1 Challenges and Barriers
3.2 Advantages and Opportunities
3.3 Recommendations
4 Conclusion
References
Bringing Industry Approaches Into the Academy
Hybrid Project Management in Post-secondary Research and Education
1 Introduction
2 Method
3 A Series of Unfortunate Projects
3.1 Going Back to School
3.2 Professing What I Learned
3.3 Practicing What I Professed
3.4 Lessons Learned
4 Hybrid Project Management in Academia
4.1 Project Innovation at Bond University
4.2 Gaming Community of Practice
4.3 Bureaucracy
5 Conclusion
5.1 Business Learns from Academia
Appendices
Appendix 1: Cleveland Clinic Abu Dhabi Projects
Appendix 2: New Research Initiation and Notification
Appendix 3: Gaming Community of Practice New Research Form
Appendix 4: Ethics Approval Form
References
A Systems Engineering Approach for Blended Learning Design
1 Introduction
2 Background
2.1 Learning Design
2.2 An Introduction to Systems Engineering and the ‘Vee Model’
3 A Systems Approach Applied to Blended Learning Design
3.1 Case Study Module
3.2 Application of Systems Engineering Principles to the Case Study Module
3.3 Evaluation
4 Discussion
5 Conclusion
6 Epilogue
References
Ambidextrous Approaches to Postgraduate Programme Development in Higher Education
1 Introduction
1.1 The Application of Business Frameworks
1.2 Chapter Focus and Organisation
2 UK Higher Education Context
2.1 Sector Expansion
2.2 Changing Student Body
2.3 Accountability and Reform
2.4 Changing Modes of Study
2.5 Dualities and Tensions
3 Organisational Ambidexterity
3.1 Exploitation and Exploration
3.2 Ambidexterity
3.3 Ambidexterity in Educational Research
4 Research Context and Discussion
4.1 Research Context
4.2 Discussion: Strategic Drivers of Postgraduate Taught Programme Development
4.3 Discussion: Operationalising Postgraduate Programme Development Activity
5 Conclusions and Implications
5.1 Strategic Drivers
5.2 Operational Activity
5.3 Implications for Practice
References
Education and Industry Working Together
The Agile Semester: How We Used Agile as an Engagement Mechanism
1 Introduction
2 Agile: An Engagement Driver
3 Incremental Delivery of Value
4 The Agile Semester
5 Individuals and Interactions Over Processes and Tools
5.1 Tooling
5.2 Interactions and Engagement
5.3 Discussion of New Insights
6 Alignment with Educational Theories
7 Community Building
8 The Student Experience
9 Agile Delivery and Planning
10 The Agile Principles: An Academic Blueprint
11 Conclusion and Future Work
References
STUDIO602: A Model for Designing Real World Collaborations Between Higher Education and Industry
1 Introduction
1.1 Work Integrated Learning
1.2 Team Management
1.3 Design Thinking
1.4 Rapid Prototyping
1.5 Design-Based Research as a Foundational Methodology
2 Case Study: STUDIO602
2.1 Background
2.2 Research Questions
2.3 Methodology
3 Feedback on the STUDIO602 Project
3.1 Student Formative Presentations
3.2 Student Final Presentation
3.3 Stakeholder Feedback
3.4 Design Principles for Authentic Collaboration Between HE and Health Care
4 Future Plans
5 Conclusions
References
Simulated Internships in Schools: Engaging Learners with the World of Work to Promote Collaborative Creativity
1 Introduction
2 Linking Education and the World of Work Through Simulated Internships: Existing Theory and Practice
3 Defining ‘Collaborative Creativity’
4 Investigating the Implementation of Simulated Internships in Schools: A Design-Based Research Approach
4.1 Overview
4.2 Pedagogical Approach: Collaborating2Create
4.3 Research Context and Methods
5 Empirical Case Study and Analysis
5.1 Empirical Context
5.2 Participants
5.3 Teaching and Learning Focus
5.4 Analysis and Critical Commentary
6 Reflections on Role of Simulated Internships in the Future of Education
Appendix 1 Challenge-Based Learning stages as instantiated in the Virtual Internships Project
References
Bringing the Human Resource Management Experience to the Lecture Hall Through the Dramatic Arts
1 Prelude
2 Scene 1: Why Bother? The Case for Interdisciplinarity: Dramatic Arts in HRM Education
3 Scene 2: Expanding the Innovative Teaching Philosophy
4 Scene 3: Much Ado About Challenging HR/Employee Conversations
5 Scene 4: Teaching HR Students to Excel
6 Scene 5: How?
7 Scene 6: Academic Transformation - Goodbye Lecture?
8 Scene 7: The Changing Reality of Work and HR Considerations in a Challenging World
References
Agile Learning in the School Classroom
Experience the ‘Flows’ with eduScrum: About the Why, How, and What of the Empowerment of Students and Teachers
1 Education as an Agile Art of Learning and Teaching
2 Value in Education: Why Bloom’s Taxonomy is not Sufficient in eduScrum Projects
3 Experience the Flows with eduScrum
3.1 Teacher Role and Scrum Master Role: Identifying the Levels of the Flows in eduScrum
4 Learning Chance: Learning by Planning
4.1 Level of Individual Creating
4.2 Level of Co-creating Within the Learner Team and in the Classroom
4.3 Emergent Level of Re-creating Looking at the Learning Process and Progress, Team and Individual Flow
5 Learning Chance: Learning by Doing It Together
5.1 Level of Individual Creating
5.2 Level of Co-creating Within the Learner Team and in the Classroom
5.3 Emergent Level of Re-creating Looking at the Learning Process, Team and Individual Flow
6 Learning Chance: Learning by Reflecting on Individual, Team, and Group Level
6.1 Level of Individual Creating
6.2 Level of Co-creating Within the Learner Team and in the Classroom
6.3 Emergent Level of Re-creating Looking at the Learning Process, Team and Individual Flow
7 Sangen—About the Movement in eduScrum
7.1 About the Points of Learning (Triangle), the Emergent (Circle) Within the Frame (Square)
8 3D Printing in the Ancient World with eduScrum
8.1 Preliminary Conclusion by the Teacher Michael H.
8.2 Going Beyond the Frame
8.3 Aspects of Monitoring and Facilitating the ‘Flows’ of eduScrum
9 Outlook and Summary: Learning Value Matrix as an Intermediate Result
References
Agile in the Alps: Stories of the Agile Classroom, from Teaching and Learning to Administration
1 Introduction
1.1 Influences
1.2 Our Context
2 Teacherless Observations
2.1 Origins
2.2 Progress—What Was Successful?
2.3 Challenges and Future Developments
3 LAS edge Program
3.1 Origins
3.2 Progress—What Was Successful?
3.3 Challenges and Future Developments
4 Slack
4.1 Origins
4.2 Progress—What Was Successful?
4.3 Challenges and Future Developments
5 Agile and Its Connection with Social Emotional Learning in the Classroom
5.1 Origins: Using Agile in the Classroom and Its Connection to Social Emotional Competencies (SEC)
5.2 Progress—What Could Possibly Be Successful? Kanban Boards, Sprints and Retrospectives in Correspondence with SEC in the Classroom
5.3 Challenges and Future Developments
6 Agile in Administration: An Interview with Keri Porter and Christoph Ott
6.1 Origins
6.2 Progress—What Was Successful?
6.3 Challenges and Future Developments
7 Agile for Hiring
7.1 Origins
7.2 Progress—What Was Successful?
7.3 Challenges and Future Developments
8 The Future of LAS and Agile in the Alps
8.1 Professional Development
8.2 Edge
8.3 Assisting Schools to Create in School Research Centers of Their Own
References
Bringing Experiences From the Creative Industries Into Teaching and Learning
Production of the 70:20:10 Webinar
1 Introduction
2 45° Learning
2.1 Features of a ‘Soft Skills’ Approach to Lecturing Online
2.2 Core ‘Hard Skills’ for Online Lecturers
2.3 Online Lesson Planning
2.4 Section Summary
3 Adapting the Face to Face 70:20:10 Model to Learning via Webinars
3.1 Formal Learning and Development Training (10%)
3.2 Relationship Development in Social Learning (20%)
4 The Digital 360° Socratic Model
4.1 The Digital 360° Socratic Model During Lockdown
5 Future Developments
6 Conclusion
References
Developing Music Production Expertise Through Virtual Collaboration
1 Introduction
2 Theoretical Background
2.1 Collaboration
2.2 Changing Technologies
2.3 Networks as Places of Collaboration and Learning
3 Opportunities and Challenges for Adapting Industry Practices to Education
4 Method
4.1 Project Approach and Process
4.2 Analysis of Results
5 Results and Discussion
5.1 South African Classical Recording Remix
5.2 Jazz Mix
5.3 Remix of an Acoustic Singer Songwriter
6 Conclusion
References
Educational Design Fictions: Imagining Learning Futures
1 Introduction
2 Design Fiction
2.1 Design Fiction in Education
3 Educational Design Fictions
3.1 Gen2: The Governance Bot
3.2 Colonial Roots
3.3 ‘That’ Smile
3.4 The Boy
3.5 I Just Want to Go Rock Climbing
3.6 Burnt Umber 47
4 Discussion
4.1 Implications for Education
5 Conclusion
References
Industry-Focused Software Engineering in the Classroom
Connecting Industry and Academy Through Cyber-Physical Systems for Disruptive Education in Machine Automation
1 Introduction
2 Academic Requirements
2.1 Pedagogical Aspects
2.2 The CDIO Approach
2.3 The PBL Approach
2.4 The Learning Factory Approach
3 Industrial Requirements
3.1 The Product Lifecycle Management for Machine Development
3.2 Cyber-Physical Manufacturing Systems Validation Flow
4 CPS Development Methodology
4.1 3D Digital Model Construction
4.2 Digital Twin Design
4.3 CPS Architecture
4.4 Automation Design
4.5 Industrial Programming
5 Validation and Commissioning
6 Application Case
6.1 Industrial and Academic Requirements
6.2 CPS Development
6.3 Validation and Commissioning
7 Conclusions
References
A Framework for Analyzing and Comparing Software Projects in Academia and Industry
1 Introduction
1.1 Scope
2 Software Engineering Education and Software Projects
2.1 History of Software Engineering Education and Software Projects in Academia
2.2 A Conceptual Model for the Ecosystem of Software Projects
2.3 Types of Software Projects in Academia
2.4 Students and Software Projects
3 A Framework for Analyzing and Comparing Software Projects
3.1 Context and Topic
3.2 People-Related Concerns
3.3 Project-Related Concerns
3.4 Process-Related Concerns
3.5 Product-Related Concerns
3.6 Resource-Related Concerns
4 Survey
5 Conclusion
5.1 Recommendations for Academia and Industry
References
FDD, Crystal, DSDM—An Educational Perspective
1 Introduction
2 Agile Methodologies—FDD, Crystal, DSDM
2.1 Feature-Driven Development (FDD)
2.2 Crystal
2.3 Dynamic Systems Development Methodology (DSDM)
3 FDD, Crystal, DSDM in an Educational Context
3.1 FDD Activities
3.2 Crystal Activities
3.3 DSDM Activities
3.4 Software Tools
4 Related Work
5 Student Feedback
6 Conclusion
References