181,494 research outputs found
Collaborative improvement as an inspiration for supply chain collaboration
The battlefield of competition is today moving from the level of\ud
individual firms to the one of the extended enterprises, that is, networks of customers and their suppliers. This paper discusses how learning and continuous improvement today take place in processes based on daily collaboration at intercompany level, i.e. Extended Manufacturing Enterprises (EMEs). The purpose of the paper is to present a preliminary theory on Collaborative Improvement (CoI), i.e. continuous improvement at the EME level. Based on a literature review on Supply Networks, and Continuous Improvement and on evidence from two explorative case studies, the paper proposes a model for Collaborative Improvement in EMEs and discusses a research approach based on Action Research and Action Learning to further develop preliminary theory and actionable knowledge on how to foster and sustain CoI in EMEs
Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning
The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback fromâas well as collaborate withâexperts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning
Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use
Higher education institutions at the international level have seen
the need to adopt and integrate information and communication
technologies to meet the opportunities and challenges of innovation
in teaching and learning processes. This logic has led to the
implementation of virtual learning environments called âLearning
Management Systemsâ, the functionalities of which support
flexible and active learning under a constructivist approach.
This study measured didactic and technological use of Moodle
and its implications in teaching from a quantitative approach
by administering a questionnaire to a sample of 640 higher
education teachers. Some guiding questions were as follows:
Are teachers using the Moodle platform for didactic purposes?
What strategies, resources and tools are teachers using, and
what do they contribute to student-centred teaching? Are teaching
strategies that are focused on collaboration, interaction and
student autonomy promoted? The results coincide with those of
other studies, confirming an instrumental and functional use of the
platform, which is mainly being used as a repository for materials
and information, while its pedagogical use remains limited. This is
becoming a problem in higher education institutions, something
that requires debate and reflection from a systemic perspective on
the adoption and integration of technology in the classroo
Developing digital literacy in construction management education: a design thinking led approach
Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them
Managing evolution and change in web-based teaching and learning environments
The state of the art in information technology and educational technologies is evolving constantly.
Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution
and change affect educators and developers of computer-based teaching and learning environments alike â
both often being unprepared to respond effectively. A large number of educational systems are designed
and developed without change and evolution in mind. We will present our approach to the design and
maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution
and change for these systems and for the educators and developers responsible for their implementation and
deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the
objective of raising an awareness of this issue of evolution and change in computer-supported teaching and
learning environments. This discussion leads towards the establishment of a development and management
framework for teaching and learning systems
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Collaborative design : managing task interdependencies and multiple perspectives
This paper focuses on two characteristics of collaborative design with
respect to cooperative work: the importance of work interdependencies linked to
the nature of design problems; and the fundamental function of design
cooperative work arrangement which is the confrontation and combination of
perspectives. These two intrinsic characteristics of the design work stress
specific cooperative processes: coordination processes in order to manage task
interdependencies, establishment of common ground and negotiation mechanisms in
order to manage the integration of multiple perspectives in design
Active learning based laboratory towards engineering education 4.0
Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.Postprint (published version
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