scholarly journals Effective Approaches For Innovation Support For Smes

2016 ◽  
Vol 10 ◽  
pp. 32-38
Author(s):  
Julian Malins ◽  
Melehat Nil Gulari
Keyword(s):  
Experiential Learning ◽  
Research And Development ◽  
Communities Of Practice ◽  
Design Thinking ◽  
Knowledge Development ◽  
It Systems ◽  
Constructivist Model ◽  
Innovation Knowledge ◽  
Learning Frameworks ◽  
Innovation Support

Providing appropriate innovation support to small to medium sized enterprises (SMEs) is an on-going challenge. Governments offer a range of initiatives from advice, to research and development grants; however, the underlying methodological frameworks for these interventions are often unclear. Universities have an increasing role to play in providing an understanding of the learning frameworks that surround innovation support and by providing design-led interventions that follow a design thinking approach. This paper considers the ways in which innovation knowledge can be transferred to SMEs based on a constructivist model of knowledge development. The development of Communities of Practice that support innovation making use of IT systems is also explored. Observations are made on the most effective ways of providing support for SMEs applying an experiential learning model, based on the authors’ experience of directing and working within the Centre for Design & Innovation (c4di) at the Robert Gordon University Aberdeen

Electronic Records Management at a Federally Funded Research and Development Center

2014 ◽  
pp. 334-350
Author(s):  
Susan M. Hendrickson ◽  
Margo E. Young
Keyword(s):  
Research And Development ◽  
Electronic Records ◽  
Records Management ◽  
Federally Funded ◽  
Funded Research ◽  
It Systems ◽  
Institute Of Technology ◽  
Management Capabilities ◽  
Development Center ◽  
Electronic Records Management

This chapter provides an overview of the electronic records management initiatives by the Records and Engineering Document Services Group at the Jet Propulsion Laboratory, a Federally Funded Research and Development Center managed by the California Institute of Technology for the National Aeronautics and Space Administration. The Records and Engineering Document Services Group’s activities included the investigation of add-on records management applications to existing information technology systems, as well as follow-on work using a “Records Management-IT Compliance Checklist” to measure the records management capabilities of IT systems in development.

Designing a Forensic-Enabling Cloud Ecosystem

2015 ◽  
pp. 566-579
Author(s):  
Keyun Ruan
Keyword(s):  
Cloud Computing ◽  
Research And Development ◽  
Technological Innovation ◽  
Design Thinking ◽  
Legal Framework ◽  
Next Generation ◽  
Generation Computing ◽  
Major Transition ◽  
Computing Infrastructure

Cloud computing is a major transition, and it comes at a unique historical and strategic time for applying foundational design thinking to secure the next-generation computing infrastructure and enable waves of business and technological innovation. In this chapter, the researcher summarizes six key research and development areas for designing a forensic-enabling cloud ecosystem, including architecture and matrix, standardization and strategy, evidence segregation, security and forensic integration, legal framework, and privacy.

Developing Integrated Learning Environments for Improved Outcomes

2021 ◽  
pp. 107-122
Author(s):  
Sara Hillis Ousby ◽  
Sam Williamson
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Environments ◽  
Design Thinking ◽  
Bachelor's Degree ◽  
Integrated Learning ◽  
Fully Integrated ◽  
Improved Outcomes ◽  
Current Context ◽  
Self Authorship

This chapter addresses the use of design thinking in created integrated learning environments where student learning is captured across curricular and co-curricular experiences. The chapter outlines the current context and trends in higher education that demonstrate the need for integrated learning environments and the need to assess experiential learning by centering students in the process. Centering students in the process of designing integrated learning environments empowers them on a path of self-authorship where students identify the goals of learning, how that learning will be documented, and how experiences scaffold to ensure students move from introduction to mastery of skills. The chapter concludes with examples from campuses that have created integrated environments where learning is documented and recorded, including examples of comprehensive learner records and a fully integrated bachelor's degree program.

Inspiring Inquiry With the i2Flex Model in the World Language Classroom

2021 ◽  
pp. 174-187
Author(s):  
Christina J. Rocha
Keyword(s):  
Design Thinking ◽  
Project Based Learning ◽  
World Language ◽  
Inquiry Based Learning ◽  
World Languages ◽  
Language Classroom ◽  
The World ◽  
Constructivist Model ◽  
Global Understanding ◽  
World Language Classroom

This chapter introduces different methods for how to incorporate inquiry-based learning (IBL) practices with i2Flex methodology, both virtually as well as in the traditional world language classroom model using updated and relevant 21st century skills. Using the teacher as a constructivist model, the question formulation technique, design thinking, content and project based learning, learning among others are all explored in depth so the WL teacher can apply theory through practical examples that support a global understanding and context. World languages can be ESL, Spanish, Greek, Nahuatl, or any other WL(s) taught and spoken across cultures.

The wicked problem of teaching about wicked problems: Design thinking and emerging technologies in sustainability education

2020 ◽  
pp. 135050762097485
Author(s):  
Andrew G. Earle ◽  
Dante I. Leyva-de la Hiz
Keyword(s):  
Experiential Learning ◽  
Conceptual Model ◽  
Design Thinking ◽  
Emerging Technologies ◽  
Sustainability Education ◽  
Wicked Problems ◽  
System Level ◽  
Wicked Problem ◽  
Thinking Process

In this paper, we explore the system-level challenges found in sustainability-focused education and consider how the intersections of design thinking and emerging technologies in augmented and virtual reality (AVR) can help address these. More specifically, we highlight the role of experiences across the design thinking process for generating novel solutions to the types of “wicked” problems with which students engage in sustainability education. We then use this as motivation, along with concepts from experiential learning and design thinking research, to develop a conceptual model in which AVR can integrate with more established instructional methods to help make sustainability-related challenges more salient, proximate, and tractable to students. Our conceptual model suggests that AVR holds promise for facilitating and democratizing access to the design thinking process for sustainability-related challenges, but that it is also not a standalone solution for enabling students to engage with such complex challenges.

Universities as Promoters of Intergenerational Learning: A Case Study on Public Consultation

2020 ◽  
Vol 133 (2) ◽  
pp. 105-118
Author(s):  
Malgorzata Dzimińska
Keyword(s):  
Experiential Learning ◽  
Public Consultation ◽  
Knowledge Development ◽  
Teaching Methodology ◽  
Ageing Population ◽  
Intergenerational Learning ◽  
The Public ◽  
The University ◽  
Global Population

Universities are challenged by the growing proportion of older people in the global population. This is forcing academic institutions to reconsider how they should respond to an ageing population with regard to their teaching methodology, research, and community engagement. Intergenerational learning is one of the strategies applied by universities to promote knowledge development by involving younger and older generations in the process so that they can purposefully learn together and learn from each other. Public consultation is an engagement promoting solutions that can offer an opportunity for experiential learning taking place among representatives of the various generational. The article analyzes a case study of public consultation as organized by the University of Łódź as part of the European CONCISE project. The presented case study is an example of how the application of the public consultation method might promote intergenerational learning.

scholarly journals Research on Online-Offline Hybrid Teaching of Applied Undergraduate Course "Design Thinking and Method"

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Xiaoxia Zhang
Keyword(s):  
Research And Development ◽  
Theoretical Basis ◽  
Development Process ◽  
Design Thinking ◽  
Course Design ◽  
Relevant Research ◽  
Course Content ◽  
Teaching Goals ◽  
Hybrid Teaching ◽  
Content Design

This paper is an exploration and summary of experience on the online-offline hybrid teaching for the course of Design Thinking and Methods at Shanghai Lida University to provide a certain practical and theoretical basis for the relevant research of the peers. This paper gives a detailed introduction on the current situation of the course; teaching goals exploration; course research and development process; online and offline course content design centered on the teaching goals; and the experience of online and offline course implementation centered on the teaching goals.

scholarly journals From criminology to gerontology: case studies of experiential authenticity in higher education

2020 ◽  
Vol 8 (1) ◽  
pp. 127-134
Author(s):  
Suzanne Young ◽  
Ellen Tullo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Common Features ◽  
The Core ◽  
Learning Journey ◽  
Teaching Interventions ◽  
The University ◽  
Diverse Groups

This article discusses two examples of higher education teaching interventions with evidence of high levels of student engagement resulting from experiential authenticity – the Prison: Learning Together module and an intergenerational module about ageing (NUAGE). The article outlines the aims and objectives of the two programmes and discusses the core findings from the module evaluations. The findings demonstrate that creating communities of practice using experiential authenticity enhances the learning journey for students, resulting in greater participation. Experiential authenticity has been identified as distinct from other forms of experiential learning with common features thought to result in sustained student engagement included collaboration with peers, an authentic experience of working with learners from outside the university, and reciprocal respect between members of diverse groups. We make suggestions as to how these engagement themes could be applied to other higher education settings whilst acknowledging the challenges involved.

scholarly journals Kink community education: Experiential learning and communities of practice

2019 ◽  
Vol 5 (2) ◽  
pp. 48-58
Author(s):  
Richard Sprott ◽  
Carolyn Meeker ◽  
Maria O'Brien
Keyword(s):  
Adult Education ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Needs Assessment ◽  
Community Of Practice ◽  
Community Education ◽  
Motivation To Learn ◽  
Knowledge And Skills ◽  
Educational Needs Assessment ◽  
How People Learn

How do people learn about kink? What are the motivations to acquire knowledge and skills for doing BDSM scenes? What are the preferred ways adults want to learn? This article argues that two concepts from adult education, experiential learning and community of practice, are important frameworks for understanding how people learn about kink. As an example to illustrate these points, some findings from an educational needs assessment are presented. The results indicate gender-related differences in motivation to learn about kink and different preferences in formats for learning. Results are discussed in terms of experiential learning and community of practice.

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