The Application of the Learning Sciences to the Design of Business Education Cases

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today’s global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education

NHBC Foundation: improving recruitment of young people into home building : a literature review

This literature review was undertaken to support research into young people's attitudes to careers in house building. The review is based on database searches supplemented by the evidence gathered during stakeholder interviews and through requests made to the wider careers and home building sectors. In order to fully answer the main research questions, the literature mapping the barriers faced by young people to working within the sector was explored. Based on the review a set of criteria for analysing and categorising industry sector initiatives will also be developed. The criteria will be presented as a separate compendium of opportunities.National House Builders Council Foundatio

Applied Pedagogies for Higher Education: Real World Learning and Innovation across the Curriculum

This open access book critiques real world learning across both the curriculum and extracurricular activities

Applied Pedagogies for Higher Education

This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students

Factors influencing the implementation, adoption, use, sustainability and scalability of mLearning for medical and nursing education: a systematic review protocol

Background: mLearning is increasingly presented as an attractive novel educational strategy for medical and nursing education. Yet, evidence base for its effectiveness or factors which influence use, success, implementation or adoption are not clear. We aim to synthesise findings from qualitative studies to provide insight into the factors (barriers and facilitators) influencing adoption, implementation and use of mobile devices for learning in medical and nursing education. The review also aims to identify factors or actions which are considered to optimise the experience and satisfaction of educators and learners in using mobile technologies for medical and nursing education and to identify strategies for improving mLearning interventions for medical and nursing education. / Methods: A systematic search will be conducted across a range of databases for studies describing or evaluating the experiences, barriers, facilitators and factors pertaining to the use of mLearning for medical and nursing education. The framework synthesis approach will be used to organise and bring different components of the results together. The confidence in the qualitative review findings will be assessed using the CERQual approach. / Discussion: This study will contribute to the planning and design of effective mLearning and the development of mLearning guidelines for medical and nursing education. / Systematic review registration: PROSPERO CRD4201603541

Applied Pedagogies for Higher Education

This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students

Review and Analysis of the Digital Health Sector and Skills for Scotland : A Report by the Digital Health and Care Institute in Partnership with Skills Development Scotland

This report has been produced by the Digital Health and Care Institute (DHI), as commissioned by Skills Development Scotland to investigate and analyse the Digital Health sector and its skills issues in Scotland. The digital health sector is characterised as emerging from the conjunction of health and care services, mobile health and ICT, and it is one of the fastest growing economic sectors globally, hungry for skilled staff. In this report 'digital health' encompasses companies that produce, provide and service digital health solutions on the one hand, and health and care service providers that utilize and implement digital healthcare solutions and tools in the delivery of their services on the other. As the health and care sector catches up with the other economic sectors in digitization, the need for personnel in digital health and care both in the private and the public sectors increases exponentially. Digital health is a diverse, interdisciplinary sector, something that is reflected in the skills required in the field, ranging from higher level computing, such as software development and software engineering to project management and business-related skills. There is a specific lack of personnel who are proficient in ICT but also have an understanding of health and care. However, while the sector is finding it hard to find suitably skilled graduates, and to offer them competitive salaries, the unemployment among ICT graduates is higher than in other disciplines. Furthermore, currently there are only a handful of courses, and these only on post-graduate level, offering digital health education in Scotland. The biggest single factor restricting economic growth in the sector is the lack of suitably skilled personnel. Digital health is going to face severe challenges in the near future, if the disparity between what the education and training provision offers and what the digital health sector needs is not bridged. Currently, companies are using all available means to attract skilled employees, ranging from recruiting from other sectors to offering in-house training, internships, modern apprenticeships and industrial placements to students and graduates. In order for Scotland to capitalize on the expanding digital health market, it is vital to ensure that there is a sufficient supply of skilled workers entering into the sector. Based on the research discussed in this report the DHI have made several recommendations that focus on: * Reviewing the existing education and training provision with digital health in mind; * involving digital health employees more closely in the development of the curricula in computing and health and care; and * Raising the profile of digital health sector in Scotland

Remaking Apprenticeships: powerful learning for work and life.

This report – Remaking Apprenticeships – commissioned by City & Guilds, reviews the research into the pedagogy of apprenticeships. It makes an argument for putting learning back at the heart of apprenticeships in England and elsewhere.\ud \ud Remaking Apprenticeships traces the history of apprenticeships in order to make sure that knowledge of the past informs thinking today. It describes the elements of a pedagogy of apprenticeships. It explains why how an apprentice learns and who they learn with – the culture within which their vocational formation occurs – is at least as important as what they learn.\ud It identifies three core dimensions of apprenticeship learning

First Generation College Students and Mobile Device Acceptance in Nursing Education

The National League for Nursing (2009) states that nurse educators must commit to diversity in education by reviewing practices that favor and exclude students. First generation college students (FGCS) have a background that may hinder success and require support to overcome barriers in a nursing program- including mobile device acceptance. A cross-sectional survey of 37 students showed significant differences; FGCS have higher results than non-FGCS in six of the eight key constructs of mobile device acceptance. Mobile devices may help bridge the digital divide. By increasing emphasis on mobile device functioning in the nursing curriculum, nurse educators can continue to promote diversity