Education for Innovation: Entrepreneurial Breakthroughs vs. Corporate Incremental Improvements

This paper explores the following hypotheses on the appropriate education for innovating entrepreneurship: a) breakthrough inventions are contributed disproportionately by independent inventors and entrepreneurs, while large firms focus on cumulative, incremental (and often invaluable) improvements; b) education for mastery of scientific knowledge and methods is enormously valuable for innovation and growth, but can impede heterodox thinking and imagination; c) large-firm R&D requires personnel who are highly educated in extant information and analytic methods, while successful independent entrepreneurs and inventors often lack such preparation; d) while procedures for teaching current knowledge and methods in science and engineering are effective, we know little about training for the critical task of breakthrough innovation.

Scientific and Theoretical Prerequisites for Improvement of Modern Pedagogical Technologies

It is established that pedagogy performs the same functions as any other scientific discipline: description, explanation, and prediction of phenomena of that area of reality it studies. However, in the social and humanitarian sphere, it has its own characteristics. Pedagogical science cannot confine itself to objective reflection of what it is studying. Pedagogical science is required to influence the pedagogical reality and to transform and improve the pedagogical process. Therefore, it combines two functions: scientific-theoretical and constructive-technical. Scientific-theoretical function is a reflection of the pedagogical reality as it is. The constructive-technical one is a regulative function that reflects the pedagogical reality as it should be. The pedagogical process is closely connected with the application of teaching technologies. The application of teaching technologies presupposes organizational arrangement of all dependencies of the learning process, alignment of its stages, identification of conditions for their implementation, and correlation of methods, forms, measures, and means of training during conducting classes with capabilities of the teacher and students

ACMEOLOGICAL CONCEPT OF PROFESSIONAL EDUCATION DEVELOPMENT IN THE CONDITIONS OF INTEGRATION AND GLOBALIZATION OF THE EUROPEAN SPACE

The preconditions for the acmeological concept of the development of vocational education in the conditions of integration and globalization of the European space are the most developed directions, which are connected with a special kind of progressive development of a mature personality - the personal and professional development of the future trade and restaurant professionals. In particular, the problem of finding and defining the laws, mechanisms, conditions and factors for the development of vocational training of students of vocational education institutions to the level of highly qualified and necessary specialist in the modern integrated labor market in the context of globalization is being updated in Europe. At the same time, there are reference models for the training of future specialists, which are a systematic factor of successful personal and professional development in the conditions of introduction of modern interactive and computer technologies.The preconditions for the acmeological concept of the development of vocational education in the conditions of integration and globalization of the European space are the most developed directions, which are connected with a special kind of progressive development of a mature personality - the personal and professional development of the future trade and restaurant professionals. In particular, the problem of finding and defining the laws, mechanisms, conditions and factors for the development of vocational training of students of vocational education institutions to the level of highly qualified and necessary specialist in the modern integrated labor market in the context of globalization is being updated in Europe. At the same time, there are reference models for the training of future specialists, which are a systematic factor of successful personal and professional development in the conditions of introduction of modern interactive and computer technologies

The UCF Report, Vol. 21 No. 16, March 5, 1999

Will UCF teach medicine? Regents are considering proposal that would link UCF programs and South Florida\u27s College of Medicine; Drink water, but flush first: High levels of lead, copper can be unhealthy, but you can reduce long-term risks; Believe them or not, myths flourish at UCF: Urban myths aren\u27t just tall tales from the big city; we have our share here a UCF

Competition vs. Collaboration: A Study on Promoting Children’s, Parental and Teachers’ Collaborative Roles in Twenty First Century Digital and Media Literacy Education

Sports are competitive, and mathematics is exam oriented and thus still competitive in nature. However, media literacy, in contrast, is an inherently unique and dynamic subject as it requires internal critical thinking as well as a need to be sensitive to external world reflections of media. Furthermore, media literacy involves being able to read media messages as well as being able to achieve the basic competency of attaining knowledge about useful aspects of society, thus using human interaction to harness ‘the living world’. Media literacy has evolved over the last few decades by moving away from protective policies and, instead, promoting more active policies aimed at improving individuals‘ competencies with a greater focus and prominence on empowerment policy. In addition, instructional, competition based, traditional teaching methods incorporating exams are now thought to be inefficient and insufficient for the twenty-first-century, active-learner students of today. According to Jay Cross, informal learning in media is the most prominent way of learning. It follows, therefore, that media literacy education should be integrated both within formal and informal learning. Education must embrace the generational life-style and learning culture. In particular, it must address the younger generation’s concentration on and social application of computers, games, and mobile devices (due in part to peer pressure) which focus on fun and interactive learning, and use an inquiry based model of learning. Therefore, it is essential to create a learning environment for media literacy education at all levels by sharing the responsibilities of collaboration amongst children, parents, teachers, and educators. This theoretical study examines how digital media literacy education is expected to develop and evolve and what ought to be the extent of each collaborator‘s role in this process. The term ‚collaboration‘ used here is parallel to L. S. Vygotsky‘s theoretical approach. Indeed, his ‘sink or swim together’ concept will be incorporated within the study

Just in Time: The Beyond-the-Hype Potential of E-Learning

Based on a year of conversations with more than 100 leading thinkers, practitioners, and entrepreneurs, this report explores the state of e-learning and the potential it offers across all sectors of our economy -- far beyond the confines of formal education. Whether you're a leader, worker in the trenches, or just a curious learner, imagine being able to access exactly what you need, when you need it, in a format that's quick and easy to digest and apply. Much of this is now possible and within the next decade, just-in-time learning will likely become pervasive.This report aims to inspire you to consider how e-learning could change the way you, your staff, and the people you serve transfer knowledge and adapt over time

The use of physics pocketbook based on augmented reality on planetary motion to improve students’ learning achievement

Planetary motion in physics learning is an abstract concept and requires high reasoning. This article is one of the augmented realities (AR)-based pocketbook development on the planetary motion, focusing on student learning achievement. The study used the ADDIE model : “Analysis-Design-Development-Implementation-Evaluation”. In the Spring Semester 2020, researchers took these steps in producing an AR-based pocketbook on planetary motion materials. The trial carried out on 30 students (57% girls and 43% boys, with age 16-17) at a public high school in Surabaya, Indonesia. Evaluation parameters included the quality of the AR-based pocketbook, students’ learning achievement, and research outputs. Data analysis techniques used descriptive statistics, N-gain score, and independent t-test. The results showed that: (1) the process of developing an AR-based pocketbook on planetary motion fulfilled the product quality criteria: validity, practicality, and effectiveness; (2) students’ learning achievement increase as seen from the results of the pretest-posttest scores with the average Gain score was 0.63 in the moderate category in which the boys perform better than the girls; (3) through the development of an AR-based pocketbook, it resulted in some articles in journals and pocketbook media based on Augmented reality. Therefore, this study’s recommendation is to use AR as a media for learning in other abstract physics conceptsPeer Reviewe