This book edited by K. MacCallum and D. Parsons and published in 2022 by Springer Link, brings some thoughtful concepts into the educational sphere.
The book has 18 chapters, categorised into 5 secsions.
The first section, with three chapters, covers broad themes from industry in education
An introduction by the editors, opens the book with discussion around 'from the workplace to the classroom: how ideas from industry can inspire new kinds of learning'. The overall approach of the book, is to look at industry practices, especially from the IT and design areas, and how these may inform various aspects of school and tertiary education.
Then the second chapter 'can teaching the future of work make the future of work less uncertain?' is written by T. Butlser, M. Rorich, H. Sparks and M. Wadasinghe. Here, one of the rationales for the book is presented as education and workforce participation are interlinked. The rapid shifts through technological advances, places the onus on education to be better aligned to how the world of work is enacted.
Chapter 3 discusses 'from industry to academia: case studies of innovative practices in a digital context' with L. Antonczak, M. Neukam and S. Bolinger. Draws on case studies in France which highlight 'learning by doing', project-based learning and the development and support of heutagogy through mixed modes of learning. The advantages and challenges of each are derived from the cases to inform better development of digital teaching and learning.
The second section focuses on bridging industry approaches into the academy.
First up with G. J. Smolski and F. S. A. Brendolan on 'hybrid project management in post-secondary research and education'. The study looks into the introduction of a Gaming community of practice (CoP) into university teaching and learning. The CoP undertook the adoption and utilisation of Game development e.g. Agile etc, lean thinking, etc. and the chapter evaluates ths CoPs effectiveness.
Then a chapter on 'a systems engineering approach to blended learning design' by A. Mckay, D. B. Trowsdale, S. A. Carrie, G. Duff and C. E. Goodburn. Another example of applying industry models, in this case systems engineering to curriculum and learning design.
The last chapter in this section is by Y. Hoggarth on ' ambidextrous approaches to postgraduate programme development in higher education'. The development of post-graduate programmes is aided by the use of organisational ambidexterity which applies the work of March's concepts of exploitation and exploration.
Section 3 centres around education and industry working together. The three chapters, describe ways in which industry standard operating processes, are incorporated into higher education curricula.
L.Griffin, B. O'Farrell, C. Dunphy, P. Windle and E. de Lestar contribute on 'the agile semester, how we used agile as an engagement mechanism'.
The T. Cochrane and D. Sinfield present 'STUDIO602: A model for designing real world collaborations between higher education and industry'
Followed on by L. Major, A; Twiner and R. Wegerif with a chpater on 'simulated internships in schools: engaging learning with the world of work to promote collaborative creativity,'
The last chapter in this section is by S. McCotter on 'bringing the human resource management experience to the letcure hall through dramatic arts'.
Two chapters in the section on Agile learning in the school classroom are presented in this section.
W. Wijnands and K. Fritsch with 'experience the 'flows' with eduScrum: about the why, how, and what of the empowerment of students and teachers.
Then N.Cosgrove, T. Cosgrove, S. Graham and P. Magnuson on 'agile in the Alps: stories of agile classroom for teaching and learning to administration.
The next section covers bridging experiences from the creative industries into teaching and learning
Begins with M.S. Howarth and A. Baslei on 'production of the 70:20:10 webinar.
Then M.Thorley contributes on 'developing music production expertise through virtual collaboration.
S. Mann, R. Mitchell, P. Eden-Mann, D. Hursthouse, M. Keretai, R. O'Brien and P. Osbourne present on 'educational design fictions: imagining learning futures'. Six educational design fictions are presented and the chapter then undertakes a discursive process to reflect on the processes and how these may inform and promote further discussion on the future of education.
The last three chapters revolve around industry-focused software engineering in the classroom
V.H. Grisales-Palacio, U/ Garcia-Zaragoza and H. Forero-Correa write on 'connecting industry and the academy through cyber-physical systems for disruptive education in machine automation.
The next chapter is by P. Kamthan on 'a framework for analysing and comparing software projects in academia and industry'.
The last chapter covers 'FDD, Crystal, DSDM- an educational perspective by V. Hurbungs and S. D. Nagowah.
In all, the book seeks to investigate how industry practices, may be used, not only in a vocational approach to replicate industry practices in the related disciplines, but how industry practices may be applied across diverse aspects of education to improve administrative tasks and processes, develop and meet strategical objectives, and contribute to teaching and learning from school to higher education.
No comments:
Post a Comment