Tangible Interaction Design: Preparing Future Designers for The Needs of Industrial Innovation

The last decade has seen a remarkable uptake of interactive systems, products and services. Their design requires a shift from the traditional skills of material product-focused designers. We argue that the creativity in designing these information-enriched products needs to stress both physical properties and interactivity. The challenge is finding an educational approach that can equip industrial design graduates with stronger creativity instead of overstating the awareness of new technologies. This approach should extend rather than replace the knowledge, skills and experience from traditional design education. Using Monash University as the test bed, Tangible Interaction Design Education (TIDE), the cornerstone of this pedagogical model, provides an approach that blurs the boundaries between tangible objects and intangible services

Globalization and the Marginalization of Educational Purpose: Preparation of Workers and Citizens for the 21st Century and the Vision of Sustainable Futures

Human capital development remains a primary goal of modern schooling. This paper raises questions concerning the link between global economic needs and school-based human capital development. The primary mission of preparing students for the workplace may weaken other educational missions vital in achieving a more sustainable future for humanity

Preparing Pre-Service Music Educators to More Effectively Teach Students with Special Needs

This qualitative study analyzed the current required coursework of pre-service music educators to prepare for teaching students with special needs at Pennsylvania degree-granting institutions. It surveyed graduates of Pennsylvania degree-granting institutions on their experience in preparing teaching students with special needs and the challenges and barriers faced as in-service teachers. An additional survey targeted the perceptions of current Pennsylvania music education professors and their thoughts on preparing pre-service music educators for teaching students with special needs. The surveys explore the answers to whether coursework designed for pre-service music educators to teach students with special needs successfully are adequate. The current literature on in-service teachers teaching music to students with special needs targets in-service teacher professional development on the topic. While there is research on the perceptions of music teachers teaching students with special needs and inclusion, very little research exists on examining the undergraduate level coursework required to successfully teach music to special needs students. Data collected identifies deficiencies in specific music courses on teaching students with special needs in the undergraduate curriculum, as well as the need for field experience. Findings include the quality of the current coursework in the undergraduate curriculum, in-service teachers’ perceptions and attitudes toward their individual preparedness for teaching special needs students, intersection with music therapy, and calls for future research. Future research includes revising curricula at higher education institutions, targeted professional development for in-service music educators, and collaboration with music therapists and special educators

Superior Talent Development Strategy in Preparing Future Leaders During Change

Talent management development is directly related to the organization's future-readiness. Competent, loyal, passionate, and highly motivated employees are important assets as future leaders, meaning the right strategy is needed for increasingly global business development readiness. Therefore, this study aimed to analyze the talent management policy strategies that promote organizational justice, where data were analyzed using the Fuzzy Analytical Process (FAHP) method. The results showed that a superior talent policy strategy is important and should be implemented according to the organization’s needs to prepare future leaders. The strategy is essential in preparing future leaders during change by involving BPJSTK management, the Ministry of Manpower, and talent. It is important to ensure the effective implementation of a superior talent development model in line with the needs of future leaders. Keywords: fuzzy analytical process, talent management, superior talent, development strategy, future leade

Why Study on a MOOC? The Motives of Students and Professionals

Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners to self-motivate. This study explores the primary motivations reported by participants in two MOOCs: Fundamentals of Clinical Trials and Introduction to Data Science (n=970). Each MOOC drew a diverse cohort of participants ranging from professionals working in the field to students preparing to enter it. Across both MOOCs, a similar profile of primary motivations emerged, with respondents identifying the potential benefits to their current role, or future career, alongside more general responses reflecting casual interest in the topic or a simple desire to learn. Professionals were primarily motivated by current needs, describing how the course could fill gaps in their formal knowledge, broaden their skillset to increase their effectiveness at work, or enable them to innovate. Professionals also saw the benefit of MOOC study in preparing them for new roles and career progression. Students, meanwhile, used MOOC study to complement their other learning. It is clear that MOOC study represents a popular mechanism for professionals to address both current and future learning needs

Disasters Happen: Identifying Disaster Management Needs of Cooperative Extension System Personnel

Disasters are deeply affecting communities and economies in the United States, and the role of Cooperative Extension in disaster management efforts continues to grow. We surveyed University of California Extension personnel to identify existing disaster management programs and future needs. We found that about one third of our respondents had been involved in preparing for, responding to, or helping communities recover from disasters. Respondents experienced having a variety of needs related to disaster preparedness and response systems, procedures, materials and equipment, and educational materials. Our findings revealed a critical need for program and professional development around disaster management for Cooperative Extension personnel