This section of the report describes the trends expected to have a significant impact on the ways in which colleges and universities approach their core mission of teaching, learning, and creative inquiry.
Short-Term—Driving technology adoption in higher education for the next one to two years
Redesigning Learning Spaces
Blended Learning Designs
Design Thinking is a design methodology that provides a solution-based approach to solving problems. It’s extremely useful in tackling complex problems that are ill-defined or unknown, by understanding the human needs involved, by re-framing the problem in human-centric ways, by creating many ideas...
Design for Change equips children with the tools to be aware of the
world around them, believe that they play a role in shaping that world,
and take action toward a more desirable, sustainable future.
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes. In just 90 minutes using a game format teams are able to work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities (both online and offline) required to meet the module’s learning outcomes. ABC is particularly useful for new programmes or those changing to an online or more blended format.
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T. Sohn, K. Li, W. Griswold, and J. Hollan. Proceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems, page 433-442. New York, NY, USA, ACM, (2008)
G. Biegel, and V. Cahill. Proceedings of the Second IEEE International Conference on Pervasive Computing and Communications (PerCom'04), page 361--. Washington, DC, USA, IEEE Computer Society, (2004)
A. Mora, D. Riera, C. Gonzalez, and J. Arnedo-Moreno. 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), page 1-8. (September 2015)
D. Schuler. Proceedings of the Conference on Participatory Design (PDC '02) (Malmö, Sweden, June 23-25, 2002), page 434-436. Palo Alto, CA, 2000, CPSR, (2002)
B. Latour, and A. Yaneva. Explorations in architecture: Teaching, design, research, (2008)"It is well known that we live in a very different world than that of Euclidian space: phenomenologists (and psychologists of the Gibsonian school) have never tired of showing that there is an immense distance in the way an embodied mind experiences its surroundings from the “objective” shape that “material” objects are said to possess. They have tried to add to the “Galilean” bodies rolling through Euclidian space, “human” bodies ambling through a “lived” environment. I All this is very well, except it does nothing more than to reproduce, at the level of architecture, the usual split between subjective and objective dimensions that has always paralyzed architectural theory—not to mention the well known split it has introduced between the architectural and engineering professions (and not to mention the catastrophic consequences it has had on philosophy proper). What is so strange in this argument is that it takes for granted that engineering drawings on a piece of paper and, later, projective geometry offer a good description of the so-called “material” world. This is the hidden presupposition in the whole of phenomenology: we have to add human subjective intentional dimensions to a “material” world that is well described by geometric shapes and mathematical calculations. The paradoxical aspect of this division of labor envisioned by those who want to add the “lived” dimensions of human perspective to the “objective” necessities of material existence is that, in order to avoid reducing humans to things, they first had to reduce things to drawings." p 82.