Applied Degree Education and the Shape of Things to Come

Description

This edited book seeks to evolve a global community of practice to share case studies, engage in critical discussion and spearhead thought leadership, to address the paradigm shift in next generation educational practice. This book showcases novel research studies in various forms and engenders interdisciplinary conversation and exchange concerning innovation, technology, and the role of applied education in workforce futures. It also equips readers with global perspectives on the latest developments in applied degree education and thinking on new education futures. International Programme Committee Preface Contents Editors and Contributors About the Editors Contributors 1 Applied Education Futures and the Shape of Things to Come 1.1 Introduction 1.2 Future Skills Powering Post-COVID Economic Recovery 1.3 Education Futures 1.3.1 Digital First Transformation 1.3.2 Smart Education 1.3.3 Artificial Intelligence (AI) 1.3.4 AI and Education 1.3.5 Equity of Access 1.3.6 Enabling Sustainable Futures 1.3.7 Life Long Learning (LLL) 1.4 The Future of Jobs: From Industry 4.0 to Industry 5.0 1.4.1 Industry 5.0 and Education 5.0 1.4.2 Ecosystem Approach 1.4.3 New Jobs in AI Systems 1.4.4 Human Touch Skills 1.4.5 The Future of Jobs in Higher Education 1.5 Future Learning: Eco-System Approaches, High Tech High Touch, Intelligent Technologies and Immersive Spaces 1.5.1 Teaching and Learning Practices 1.5.2 EdTEch Ecosystem 1.5.3 Qualifications Scope Shift 1.5.4 High Tech High Touch Learning 1.5.5 Metaverse: Immersive Learning Spaces 1.5.6 Digital Twinning 1.5.7 Emotion AI 1.6 Future Students 1.7 Futures Thinking: Thought Leadership 1.8 Summary: The Shape of Things to Come 1.9 Thought Leadership: The Pedagogy of transformation—Embracing Liminality in Education 1.10 Thought Leadership: Understand the Need and Execute Well 1.11 Thought Leadership: Paradigm Shift in Building Workforce Capabilities References Part I New Realities: Blended Learning, Hybrid Learning, Virtual Learning and Technology-Enhanced Learning 2 Challenges and Opportunities: Dance Education in the Digital Era 2.1 Introduction 2.2 Literature Review 2.3 Methodology 2.4 Participants 2.5 Procedure 2.6 Findings and Discussion 2.6.1 Actions taken 2.6.2 Views on Technology 2.6.3 Looking Ahead 2.7 Limitations and Conclusion References 3 The Future of Education Utilizing an Artificial Intelligence Robot in the Centre for Independent Language Learning: Teacher Perceptions of the Robot as a Service 3.1 Introduction 3.2 Literature Review 3.2.1 Studies on AI Tools 3.2.2 AI Tools Supplementing Human Teachers 3.3 The Institutional Context 3.4 Necessity for Innovation 3.5 The Innovation Aspect 3.6 Methodology 3.6.1 Participants 3.6.2 Data Collection and Analysis 3.7 Reflection 3.7.1 Functionality of the AI Robot 3.7.2 Degree of Interactivity 3.7.3 Utility of AI Robots 3.7.4 Self-language Learning 3.8 Conclusions and Pedagogical Directions References 4 The Impacts of Integrating Picture Archiving and Communication System (PACS) in Medical Education on Trainees 4.1 Introduction 4.2 Methods 4.2.1 Search Strategy 4.2.2 Eligibility Criteria 4.2.3 Study Selection and Data Extraction 4.3 Results 4.3.1 Search Strategy and Article Selection 4.3.2 Study Design 4.3.3 Comparison with Didactic Lectures 4.4 Discussion 4.4.1 Strengths and Limitations 4.4.2 Future Considerations 4.5 Conclusion References 5 An Applied Research Impact Case: U-Trap Refill Design for Preventing Transmission of COVID-19 and Other Infectious Diseases 5.1 Introduction 5.2 Literature Review 5.3 Background 5.4 The Current Statutory Requirements 5.5 Research Plan and Methodology 5.6 Motivation 5.7 Results 5.8 Conclusion References 6 Co-Presence of Readiness-To-Hand & Presence-At-Hand as the Shape of Things by Revisiting Technology-Aided Learning from the Heideggerian Perspective 6.1 Introduction 6.2 Existence of Human Beings as Dasein, Being-There, Being-In-The-World 6.2.1 Human Beings’ Existence as Dasein (Being There in the World) 6.2.2 Understanding and Affectedness by the World 6.2.3 Openness and Being-Possible Towards the World 6.3 Experience of Using Technology as Ready-to-Hand for Learning 6.3.1 Understanding of Readiness-to-Hand in Primordial Context 6.3.2 Using Technology as Ready-to-Hand Among Learners 6.4 Experience of Treating Technology as Present-At-Hand for Learning 6.4.1 Understanding of Presence-At-Hand in Subject-Object-Dichotomous Context 6.4.2 Technical Problems of Technology & Non-technical Problems of Technology to Students 6.4.3 Resolving a Paradox Between Readiness-To-Hand and Presence-At-Hand of Technology (Sequential Oscillation and Switch) 6.5 (Simultaneous) Co-presence of Readiness-To-Hand and Presence-At-Hand to Students’ Technology-Aided Learning Tasks 6.6 Conclusion References Part II Human Touch: Knowledge, Skills, Competencies and the Future of Education 7 Modeling of Domain-Specific Competence Among Technicians (EQF 6) at Vocational Schools in Germany 7.1 Introduction and Presentation of the Research Issues 7.2 Theoretical Framework, Research Situation and Development of the Questions or Hypotheses 7.2.1 Latest State of Research in the Field of Further Training as a “Staatl. Gepr. Techniker” (European Qualifications Framework 6) 7.2.2 The Structure of Vocational Competence and the PPIK Theory 7.3 Hypotheses 7.4 Method 7.4.1 Sample 7.4.2 Instruments Developed for and Applied in This Study 7.4.3 Analysis and Evaluation 7.5 Results 7.5.1 H1: Using the Structural Equation Models, a Confirmatory Factor Analysis (CFA) Can be Used to Design a Suitable Instrument for Measuring Domain-Specific Competence of Technicians on the Subject of Sectional Views in Technical Drawings 7.5.2 H2: Similar Results can be Observed Between the Subdimensions of Domain-specific Competence and Fluid Intelligence, as Already Shown in the Pretest (Walker & Huester, 2022). Here as Well, Domain-Specific Knowledge in the Form of Content Knowledge (Verbalizable Knowledge About Facts) Should Show the Strongest Influence on Analytical Problem-Solving Competence. Fluid Intelligence Affects the Multidimensional Structure of Content Knowledge and Analytical Problem-solving Competence with a Directed Regression 7.6 Conclusion References 8 Supporting and Enhancing the Future of Degree Education in Graphic Design: A University of Gloucestershire Case Study 8.1 Introduction 8.2 Augmented Reality and Social Media in Education 5.0 8.3 Emerging Virtual Environments in Industry 5.0 8.4 Emerging Technologies in Education 5.0 8.5 Community and Ethics in Industry 5.0 8.6 Sustainable Practice in Industry 5.0 8.7 Proposed Design Assessment Practice and Rationale 8.8 Concluding Observations References 9 Students' Perceptions of Employability Towards Interdisciplinary Education in the Construction Engineering Programme in New Zealand 9.1 Introduction 9.2 Characteristics of the Interdisciplinary Curriculum in General 9.3 Characteristics of Interdisciplinary Courses Under the Unique Cultural Background of New Zealand 9.4 The Influence of STEAM Education on the Construction Engineering-Related Curriculum in New Zealand 9.5 The Current Programme Structure of Construction Management (CM) and Quantity Surveying (QS) 9.6 Vocational Applied Learning 9.7 Cultural Understanding of New Zealand 9.8 Socio-Cultural Learning 9.9 Economic, Social and Environmental Sustainability 9.10 Employability of Learners 9.11 Research Gap 9.12 Methodology 9.13 Analysis and Findings 9.13.1 Profile of Respondents 9.13.2 Reliability of the Data 9.14 Findings 9.14.1 Attitudes Towards the Influence of Interdisciplinary Electives Over the Application of Knowledge 9.14.2 Attitudes Towards the Role of Interdisciplinary Electives in Cultural Understanding of the New Zealand Workplace 9.14.3 Attitudes Toward Social and Cultural Learning 9.14.4 Attitudes Toward Interdisciplinary Electives on the Soft Skills Improvement 9.14.5 Attitudes Towards Functionality in Multidisciplinary Teams 9.14.6 Attitude Towards Ethical and Professional Aspects 9.15 Discussion 9.16 Conclusions References 10 The Missing Link of Secondary STEM Education in Hong Kong: Transdisciplinary Integration of Revitalizing Vocational and Professional Education and Training 10.1 Introduction 10.2 Literature Review 10.2.1 STEM and Transdisciplinary Integration 10.2.2 VET and STEM in Education 5.0 Era 10.2.3 Overview of Secondary STEM Curriculum in Hong Kong 10.2.4 Major Updates of Science KLA (Secondary 1–3) Curriculum 10.2.5 Major Updates of the Technology Education (TE) KLA (Secondary 1–3) Curriculum 10.2.6 Major Updates of Mathematics KLA Curriculum 10.3 The Missing Links of Secondary STEM Implementation in Hong Kong 10.3.1 Lack of Effective Curriculum Integration and Overall Implementation Planning in Present Secondary STEM Education 10.3.2 Worrying STEM Proficiency and Unfavourable STEM Pathway 10.3.3 Unpopularity and Questionable Positioning of STEM Elective Subjects in the Senior Secondary Education Structure 10.4 Discussion and Ways Ahead 10.4.1 From Multidisciplinary to Transdisciplinary Approach: Integrating STEM and SHAPE Initiative with VET 10.4.2 Transdisciplinary STEM Education in Hong Kong: A Suggested Direction for Secondary Level VPET to Actualize Education 5.0 10.5 Conclusion References Part III Learner Transformations: Active Learning, Deep Learning, Engagement and Students’ Success 11 Active Learning Opportunities Outside Classroom and Laboratory 11.1 Introduction 11.2 Methods 11.2.1 Use in Traditional Foundation Undergraduate Classroom 11.2.2 Survey Design and Data Collection 11.2.3 Active Learning Pedagogies Implemented 11.3 Results and Discussion 11.3.1 Active Learning Activity 1: Reflective Journal About Public Seminar 11.3.2 Active Learning Activity 2: Group Site Visit 11.3.3 Active Learning Activity 3: Inside and Outside Laboratory Experiments 11.3.4 Evaluation of the Effectiveness of TALs Implemented 11.4 Conclusion References 12 Macro Business Simulation Games Towards the Adoption of Education 5.0: Evidence from Hong Kong Maritime Logistics Students 12.1 Introduction 12.2 Macro Business Simulation Game 12.2.1 Background 12.2.2 Key Elements of Macro Business Simulation Game 12.3 Student Learning Experiences: Macro Business Simulation Games 12.4 Conclusion References 13 Personal Learning Environments and Personalized Learning in the Education Field: Challenges and Future Trends 13.1 Introduction 13.2 Concepts of PLEs and Personalized Learning 13.2.1 Concepts of PLEs 13.2.2 Concepts of Personalized Learning 13.2.3 Relationship Between PLEs and PL 13.2.4 Policies Related to the Development of PLEs 13.3 The Implementation of PLEs and PL in Primary and Secondary Schools 13.3.1 The Implementation of PLEs in Primary and Secondary Schools 13.3.2 The Implementation of PL in Primary and Secondary Schools 13.4 Effectiveness of PLEs and PL in Primary and Secondary Schools 13.5 Challenges of PLEs and PL in Primary and Secondary Schools 13.6 Future Trends of PLEs and PL in the Education Field References 14 New Zealand Architectural Technology Graduates’ Employability: How the Work-Integrated Learning Performance During Studies Contributes to Graduate Employment and Future Career Success 14.1 Introduction 14.2 Defining Work-Integrated Learning (WIL) 14.3 Evolution and Development of WIL 14.4 Relationship Between WIL on Graduate Employability and Actual Employment 14.5 Controversy and Research Gap 14.6 Research Significance and Questions 14.7 Methodology 14.8 Findings and Discussion 14.8.1 Discussion of Findings I, II and III: Effects of WIL Performance on Employability, Being in a Related Job, Employment in the Same WIL Provider 14.8.2 Discussion of Findings IV and V: Effects of WIL Performance on Ranking and Effects of Good Career Start Related to Career Path (OLS) 14.9 Conclusion and Suggestion References 15 Learner’ Online Self-regulated Learning Skills: A Comparison Between Chinese Undergraduates and International African Undergraduates 15.1 Introduction 15.2 Literature Review 15.2.1 Definition of SRL 15.2.2 Review of Online SRL 15.2.3 University Students’ SRL 15.2.4 International Students’ SRL 15.3 Research Design 15.3.1 Research Instruments 15.3.2 Research Questions 15.3.3 Participants and Context 15.4 Results and Data Analysis 15.4.1 Descriptive Statistics of the Variables 15.4.2 Independent Sample t-Test 15.5 Discussion 15.6 Conclusion 15.7 Limitations References Part IV Higher Education Ecosystem 16 Evaluating Applied Engineering Education: A Phenomenological Approach 16.1 Introduction and Background: The Need for Applied Engineering Education in the UK 16.1.1 Industry 5.0 and Applied Engineering Education 16.1.2 The Case-Study Organisation 16.1.3 Moving Forward in the 21st Century 16.2 The ‘Looking Backwards-Moving Forwards’ Evaluation 16.2.1 Methodology 16.2.2 Sampling Approach: Participant Selection 16.2.3 Conducting the Evaluation: Two Distinctive Stages 16.2.4 Analysis Techniques 16.3 Summary Of Findings: Application And Applicability 16.3.1 Staff Perceptions of Colleagues’ Competencies 16.3.2 Pedagogic Practice 16.3.3 Evidence-Based Applied Learning 16.3.4 Links and Collaborations with Industry 16.4 Discussion and Conclusion: Implications for Applied Practice in Engineering Education References 17 Education for the Future: Cultivating Thinking Through Thinking About Thinking 17.1 Introduction 17.1.1 A Philosophical Approach to Critical and Creative Thinking 17.2 Method 17.2.1 Participants 17.2.2 Instruments 17.2.3 Design 17.2.4 Procedure 17.3 Results 17.3.1 Quantitative Data 17.3.2 Qualitative Data 17.4 Discussion 17.4.1 Conclusions 17.4.2 Recommendations 17.4.3 The Future of PIS in Hong Kong References 18 Person-Environment Fit: Implications for Vocational Students’ Career in the Era of Crisis 18.1 Introduction 18.2 Higher Education VPET Providers 18.3 Literature Review 18.3.1 Intent to Join the Career 18.3.2 Lifelong Career Choice 18.3.3 Leadership 18.3.4 Anxiety 18.3.5 P (Personal Interest) 18.3.6 E (A Threatening Environment) 18.4 The Present Investigation 18.5 Research Design and Measures 18.6 Data Analysis 18.7 Results 18.7.1 Descriptive Statistics and Reliabilities 18.7.2 CFA 18.7.3 SEM 18.8 Discussion 18.9 Practical Implications 18.10 Strengths, Limitations, and Future Research 18.11 Geolocation Information Appendix: Variables and Sample Items References 19 Reimaging Academics’ Participation in Quality Enhancement in the Era of Technological Change 19.1 From Quality Assurance to Quality Enhancement 19.2 Quality Enhancement in VPET of Hong Kong: An Overview 19.3 The Use of Digital Tools to Facilitate Quality Enhancement 19.4 Academic Ownership to Quality Enhancement 19.5 Objectives 19.6 Theoretical Framework to Support Academics Participation 19.7 Technologies to Facilitate Academics Participation in QE 19.7.1 Intrapersonal Factors 19.7.2 Intrapersonal Factors 19.7.3 Institutional Factors 19.7.4 Community Factors 19.7.5 Public Policy Factor 19.8 Conclusion References Author Index