Industry Practices, Processes and Techniques Adopted in Education: Supporting Innovative Teaching and Learning Practice PDF
Preview Industry Practices, Processes and Techniques Adopted in Education: Supporting Innovative Teaching and Learning Practice
Kathryn MacCallum David Parsons Editors Industry Practices, Processes and Techniques Adopted in Education Supporting Innovative Teaching and Learning Practice Industry Practices, Processes and Techniques Adopted in Education · Kathryn MacCallum David Parsons Editors Industry Practices, Processes and Techniques Adopted in Education Supporting Innovative Teaching and Learning Practice Editors KathrynMacCallum DavidParsons UniversityofCanterbury TheMindLab Christchurch,NewZealand Auckland,NewZealand ISBN 978-981-19-3516-9 ISBN 978-981-19-3517-6 (eBook) https://doi.org/10.1007/978-981-19-3517-6 ©TheEditor(s)(ifapplicable)andTheAuthor(s),underexclusivelicensetoSpringerNature SingaporePteLtd.2022 Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher,whether thewholeorpartofthematerialisconcerned,specificallytherightsoftranslation,reprinting,reuse ofillustrations,recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,and transmissionorinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilar ordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthors,andtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Preface Introduction:TheMotivation forThisBook In2016,wehadanideaabouteditingabookaroundagileandleanideasbeingbrought into education. We had seen the level of interest in this link between industry and educationandbelievedtherewasvalueinprovidingaforumforresearchersandprac- titionersinthisareafromaroundtheworldtosharetheirworkinaneditedbook.That book,AgileandLeanConceptsforTeachingandLearning:BringingMethodologies fromIndustrytotheClassroom,waspublishedbySpringerin2019andcontained19 chapterscoveringareasasdiverseasagileapproachestograding,usingScruminthe school classroom, using agile games to teach software development, and applying Kaizenculturetoeducation,amongmanyotherinterestingandvaluableapproaches. As we saw the high level of interest in that book in the first year or so after its publication,webegantodiscussthepossibilityofafollow-upvolume.Weconsidered another book on the same topic, but felt that perhaps there would be insufficient newmaterialsosoonafterthefirstbooktoensureboththequantityandqualityof submissionsthatwouldberequired.Asaresult,wedecidedtocastournetsomewhat wider within the same area of interest, namely ideas from industry that could be used effectively for teaching and learning. We were already aware of a number of educationalpractices,inspiredinvariouswaysfromwhatgoesonintheworkplace that seemed to be effective in motivating, upskilling, and developing a wide range ofcompetenciesinstudentsofallages.Theseincludedideassuchasmakerculture, designthinking,andschool–industrypartnerships.However,wewerealsocurious aboutwhatotherideasmightbeouttherethatwewerenotawareof,soalthoughwe providedanindicativelistofpossibletopicareasinourcallforchapters,wewere opentosuggestionsforsubmissionstothebook. Theaimofthisbookwastoexplorethedynamicimpactof“industry”oneduca- tion—howitshapeswhatweteachandhowweteachit.Inthisbook,wearedefining industrybroadlyasthedestinationsofourstudentsastheyexiteducation.Therefore, onefocusofthebookishowwearepreparingourstudentsfortheserolesandhow knowledge and skills from industry are brought into their learning. Another focus v vi Preface ishowsuccessfulapproachestolearningandcreativity,individualorcollaborative, which have been demonstrated in industry, can be applied within the context of formal education. Ideas from industry may be practices, processes, or techniques, andourfocusisonexploringhowtheseideascansupportinnovativeteachingand learningpractice. The book explores this focus from both an academic and practitioner perspec- tive and includes chapters that describe a range of different approaches designed to explore practices, processes, and techniques from industry in different ways. Someofthesechaptersincludeempiricalresearch,whileothersprovidepractitioner experiencereportsorpracticalguidance. Rather than providing a comprehensive discussion of all possible practices, processes,andtechniques,theintentofthisbookwastofocusonthosethatweremore innovativeoradoptednewwaysofengagingwithindustry.Thebookisdesignedto coverarangeofcontexts,andeachchapteriswrittentobereadstand-alone.That said,therearesomecommonthemesamongmanyofthechapters,andtherefore,we haveorganizedtheworkintoaseriesofparts,bringingrelatedchapterstogether. TheSelectionProcess We originally put out the call for initial proposals for this publication at the end of 2020, with some preconceived ideas in mind about what kinds of submissions mightarrive.Intheevent,wewerebothsurprisedandpleasedbythesheerrangeof abstractsthatweresubmittedinresponse.Afteraninitialreviewprocess,weinvited 25fullchaptersubmissions,whichwentthroughdouble-blindpeerreview,followed byaneditorialreview.Fromthisrigorousselectionprocess,18chaptershavebeen chosenforpublication.Theinternationalnatureofourauthorsconfirmsthatbringing industryconceptsintoteachingandlearninghasaglobalreach.Chaptershavebeen contributedbyauthorsfromAustralia,Canada,Columbia,France,Ireland,Mauritius, TheNetherlands,NewZealand,Switzerland,andtheUK.Thesecontributorshave helpedustoprovidearichcollectionofexpertiseonhowideasfromindustrycan beappliedinteachingandlearningatalllevelsofeducation.Thebreadthoftopics inthesechaptersissurprising.Alongsidethemoremainstreamstudiesofpreparing studentsfortheworkplace withprofessionaltools,andbringingindustryconcepts intoinstitutionalprocesses,therearemanydiverseexplorationsofthebook’stheme, fromcollaborativemusicproductionbetweenprofessionalmusiciansandstudents, to courses that reconceptualize the future of work, from professional broadcasting techniquesbroughtintowebinardesign,tousingdesignfictionstoimaginethefuture ofeducation. Preface vii BookStructure Wehaveorganizedthechaptersinthisbookintoseveralparts,beginningwithchap- tersthatprovidesomebroadoverviewsofhowindustry-basedideasmightbeapplied in education. We then include, in part two, chapters that look at how approaches from industry have been brought into the academy, in terms of specific concepts andpracticesthathavebeenreinterpretedintheeducationalcontext.Thethirdpart includeschapterswherethereisaspecificlinkbetweeneducationandindustry,with educatorsandpractitionersworkingtogetheroneducationalinnovations.Partfour looksatagilelearningintheschoolclassroom,followedbychaptersinpartfivethat address various aspects of bringing experiences and techniques from the creative industriesintoteachingandlearning.Inpartsix,weconcludewithseveralchapters onindustry-focusedsoftwareengineeringintheclassroom. Thisnewbookservesasareferencetoarangeofdifferentwaysthattheauthorsof thevariouschaptershaveaddressedtheconceptuallinksbetweenindustryandeduca- tionintheirowncontexts.Thereisanoverlapofpractices,processes,andtechniques withinthechapters,andthisbookwasnotdesignedtonecessarilybereadfromcover tocover.Rather,thesixpartsidentifythesynergiesacrossthechapterscontainedin each one. Each part highlights different ways that industry-based thinking is inte- gratedintoeducationwithinanoverarchingconceptualidea.Thebookchaptersare written by different authors, with different contexts, emphases, and focus. Never- theless,arangeofcommonthemesemerge,whetherthatbeadoption,partnership, agility,creativity,orcontemporaryengineeringpractice.Eachofthepartsisoutlined below. PartOne:BroadThemesFromIndustryinEducation Part one opens the book with chapters that introduce broad themes from industry that can have an impact on what goes on in the classroom. This part begins with thechapter“FromtheWorkplacetotheClassroom:HowIdeasfromIndustryCan InspireNewKindsofLearning”,writtenbytheeditors,whichisintendedtoprovide anoverviewofvariousindustry-basedperspectivesonteachingandlearningasthey havebeenexploredsofarintheliterature.Thischapterprovidesabroadandbrief introduction to many aspects of this area and concludes with a summary of seven ideasfromindustryandsomeoftheskillstheybringintotheclassroom. Thesecondchapteris“CanTeachingtheFutureofWorkMaketheFutureofWork Less Uncertain?” by Taurean Butler, Megan Rorich, Hayley Sparks, and Maheshi Wadasinghe from Tech Futures Lab in New Zealand. The focus of this chapter is a master’s program in Technological Futures that provides students with the opportunity to rethink their own career paths in a rapidly changing world while alsoprovidingnewopportunitiesfortheircommunitiesthroughentrepreneurialand viii Preface disruptiveprojects.Centraltotheprogramisanandragogicalapproachthatenables studentstoinnovateindependentlywithinasupportiveenvironment. Thefirstpartcloseswith“FromIndustrytoAcademia:CaseStudiesofInnovative Learning Practices in a Digital Context” by Laurent Antonczak, Marion Neukam, andSophieBollingerfromtheUniversitédeStrasbourgandUniversitédeLorraine, France. This chapter provides three examples of teaching and learning that are drawnfromindustrypractice;learning-by-doingthroughworkshops,project-based learningbymeansofcasestudies,andaheutagogicalapproachfortheadvertising and creative industries. The reference to heutagogy, where learners self-determine theirownlearninginvestmentandactionsbasedontheirownmotivationandabil- ities,linksbacktotheandragogyapproachreferencedinthepreviouschapter,and indeedtheauthorsdiscusshowlearnerscandevelop,indifferentcontexts,alongthe pedagogy–andragogy–heutagogy continuum. The authors also indicate the impor- tanceofdirectcollaborationandsharedexperiencebetweeneducatorsandindustry, asintroducedinchapteroneandfurtherexploredinthechaptersinpartthree. PartTwo:BringingIndustryApproachesIntotheAcademy Followingonfrompartone,whichcoversbroadindustry-relatedthemesineducation, thispartcontainschaptersthathaveamorespecificfocus,whereparticulartechniques havebeenbroughtfromindustryintotheimplementationoftaskswithintheacademy. The first of these is “Hybrid Project Management in Post-secondary Research andEducation” byGregorySkulmoskiandFabiola Brendolan fromBondUniver- sity,Australia.Thischapterisbasedonexperiencesofprojectmanagementinboth academiaandindustry.Theauthorsdefinehybridprojectmanagementascombining project management elements from different project management methodologies, suchasagileandlean,toachieveprojectgoals.Theyshareexperiencereportsfrom bothacademiaandindustry,showinghowinsightsgainedineachcontexthelpedto informpracticeimprovementintheother.Oneillustrativeexamplefromthechapter describeshowleanprincipleswereappliedtotheupdatingoftheuniversityresearch ethicsprocess. The next chapter is “A Systems Engineering Approach for Blended Learning Design”byAlisonMcKay,DanTrowsdale,SimonCarrie,GerardDuff,andCelia Goodburn from the University of Leeds in the UK. This chapter focuses on the development of learning materials for blended learning delivery in the university context, using ideas taken from the systems engineering practices used to manage thedesignanddevelopmentofproductsinindustry.Thechapteroutlineshowthis approachinvolvedmulti-disciplinaryteamsofacademicsandlearningtechnologists, asystematicapproachtodesign,andtheabilitytoaccommodatemultiplestakeholder requirements. The third chapter in this part is “Ambidextrous Approaches to Postgrad- uate Programme Development in Higher Education” by Yvonne Hoggarth from the University of York, UK, which looks at how educational institutions need to Preface ix address the various forces at play in complex environments. To support this anal- ysis,thechapterusesaframeworkoforganizationalambidexteritybasedonMarch’s concepts of exploitation and exploration. Exploration is outward-facing activities, whileexploitationisinwardfacing.Bothhavetheirroles,andthechapterdescribes the interplay between them in the form of contextual ambidexterity. One implica- tionoftakingamoreambidextrousapproachtoacademicprogramdevelopmentis thatitmaymeannegotiatingmoreflexibleteachingandlearningframeworkswhen collaboratingwithexternalpartners. PartThree:EducationandIndustryWorkingTogether Perhapsthemostobviouswayinwhichideasfromindustrycomeintoeducationis where students work directly with industry stakeholders as part of their learning. This part comprises three chapters that describe how direct education/industry partnershipshavebeenusedtosupportstudentlearninginverydifferentways. Thefirstoftheseis“TheAgileSemester:HowWeUsedAgileasanEngagement Mechanism”byLeighGriffinandBrendanO’Farrell(RedHat),andColmDunphy, Peter Windle, and Eamonn de Leastar (Waterford Institute of Technology—WIT), Waterford City, Ireland. The link with industry here is in preparing students for a specificprofessionalpathwaythroughapartnershipbetweenasoftwaredevelopment organization(RedHat)andaneducationalinstitution(WIT).Linksbetweenthetwo include guest lectures, participation in industry boards, and the establishment of a hiring pipeline where interns and graduates can find employment. The chapter explainstheimportanceofanagilemindsetatalllevelsoftherelationship. The second chapter in this part is “STUDIO602: A Model for Designing Real WorldCollaborationsBetweenHigherEducationandIndustry”byThomasCochrane (University of Melbourne, Australia) and David Sinfield (Auckland University of Technology,NewZealand).Thischapterexplainshowastudentprojectwassetup to work with a local district health board to develop designs for mobile applica- tionsthatcoulddirectlyhelphealthcareworkersintheirdailyroutines.Thechapter discusses the application of several techniques used in industry, including design thinking, team management, stakeholder engagement, and rapid prototyping tech- niques.Thepedagogicaldesignprinciplesoutlinedinthechapterfacilitateauthentic collaborationbetweenstudentdesignteamsandindustry. The next chapter is “Simulated Internships in Schools: Engaging Learners withtheWorldofWorktoPromoteCollaborativeCreativity”byLouisMajorfrom theUniversityofManchester,andAlisonTwinerandRupertWegeriffromtheUniver- sityofCambridge,UK.Thischapterexaminesthepotentialofschool-basedvirtual internshipstosupportcollaborativeandcreativelearningandlinkstotheworkplace. Theseinternshipsinvolvesmallgroupsofschoolstudentsdesigning,modeling,or buildingalocalsolutiontoaglobalchallengepresentedvirtuallybyengineersfrom twoleadinginternationaltelecommunicationscompanies.Thechapteroutlineshow virtualinternshipscansuccessfullylinkschoolsandtheworldofwork. x Preface The final chapter in this part is “Bringing the Human Resource Management ExperiencetotheLectureHallThroughtheDramaticArts”bySinéadMcCotterfrom theUniversityofYork,UK.HumanResource(HR)Managementstudentsmayhave verylimitedexperienceoftheorganizationalsettinginwhichHRactivitiestakeplace. Thischapterdescribesaninnovativepartnershipwherebyaspectsofaperformance appraisalreviewmeetingaredramatizedinthelecturehall,withtheexpertinputofan HRmanager.Studentsareabletointeractwithchallengingprofessionalscenariosin asupportiveenvironmentwheretheycanproposesolutionstothescenario,advised bybothacademicandprofessionalexperts.Althoughthischapterisplacedinthepart thataddressesdirectcollaborationwithindustry,itmightequallyhavebeenincluded inpartfive,“BringingExperiencesfromtheCreativeIndustriesintoTeachingand Learning”,becauseofitsuseofthedramaticartsinteaching. PartFour:AgileLearningintheSchoolClassroom This part of the book looks at how agile methods have been applied in the school classroom,withtwochaptersthatdescribehowschoolsindifferentcountrieshave beenimplementingagileapproachesindifferentcontexts.Interestingly,articlesfrom thesesameschoolswerepublishedinourpreviousvolumeonagileandleanconcepts forteachingandlearning,butthesechaptersarewrittenwithacombinationofnew co-authors, alongside Willy Wijnands (eduScrum), and Nicola Cosgrave and Paul Magnuson(AgileintheAlps). The first of these chapters is “Experience the ‘Flows’ with eduScrum: About theWhy,How,andWhatoftheEmpowermentofStudentsandTeachers”byWilly Wijnands and Kristina Fritsch of eduScrum. As the title suggests, one of the key issuesaddressedinthechapterisflowexperience,includingteamflow,andhowit canbefosteredwithintheeduScrumlearningexperience.Various“learningchances” areoutlinedasexamples.ThemartialartsconceptofSangenisdiscussedasawayof thinkingabouttheinteractionsbetweenlearningscope,students,andstudentteams. The chapter concludes by presenting a learning value matrix that aligns a set of personal competencies to twenty-first-century skills via the activities and learning productswithintheeduScrumframework. The second chapter from the school context is “Agile in the Alps: Stories oftheAgileClassroom,fromTeachingandLearningtoAdministration”byNicola Cosgrove,TomCosgrove,PaulMagnuson,andSarahGrahamoftheLeysinAmer- icanSchoolinSwitzerland.Thechapterreflectsonarangeofagilepracticesthathave beenadaptedtosuittheneedsofthestudentsandtheschool.Theauthorsdescribe the challenges of applying new concepts such as “slack” in teaching and learning andaligningsocialandemotionalcompetenciestoanagilemindset.Inadditionto applyingagileideasintheclassroom,thesepracticeshavetransferredtootheraspects oftheschoolsuchasresidentiallife,administrativework,andstaffrecruitment.The chapterbeginswithstoriesfromtheclassroomandconcludeswithsomeexamples fromtheadministrativesideoftheschool.
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