A social media architect is an appealing new profession that entails crossovers between communication and IT & Design. There are no study programmes for this job. Important questions are how to interest secondary school pupils for such a new job, and how to prepare them for these jobs or jobs that do not even exist today? This research aims to set an example by presenting a realistic job profile of a social media architect by linking the ‘21st century skills’ to the context in which he/she operates.
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Technology curricula are evolving at a rate of perhaps no other school subject, as a result of innovations within technology itself and due to new visions about technology education, such as described in this book. Moreover, education as a whole is constantly reinventing itself in new societal contexts, such as increased cultural diversity. In this chapter, these changes intermingle. It is a story about a school where most students had a migrant background and where a new design-based technology curriculum was introduced. We use this story to arrive at four considerations for teachers, researchers and curriculum developers who are concerned with inclusive technology education for the future.
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Transitions in health care and the increasing pace at which technological innovations emerge, have led to new professional approach at the crossroads of health care and technology. In order to adequately deal with these transition processes and challenges before future professionals access the labour market, Fontys University of Applied Sciences is in a transition to combining education with interdisciplinary practice-based research. Fontys UAS is launching a new centre of expertise in Health Care and Technology, which is a new approach compared to existing educational structures. The new centre is presented as an example of how new initiatives in the field of education and research at the intersection of care and technology can be shaped.
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Tom van Weert argues that economic, societal and cultural developments in indus-trialized countries push for educational innovation. He sees Information and Communication Technology (ICT) as enabling factor of this innovation. His line of reasoning is the following. Knowledge intensive economies have a need for modern professionals with new qualifications. These professionals have to be able to produce concrete business results, but need also to contribute to essential business knowledge, needed to survive in a highly competitive and changing environment. Knowledge creation is becoming part of working and is therefore not anymore the exclusive right of research institutions. In this light, universities as breeding place of modern professionals, need to redefine their role in much more fundamental ways than simply continuing old practices by modern ICT means. A new educational paradigm is needed, integrating learning, working and knowledge creation. Situation based learning environments may be the materialization of this new paradigm.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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The continuous increase of accident and incident reports has indicated the potential of drones to threaten public safety. The published regulatory framework for small drones is not visibly based on a comprehensive hazard analysis. Also, a variety in the constraints imposed by different regulatory frameworks across the globe might impede market growth and render small-drone operations even more complicated since light drones might be easily transferred and operated in various regions with diverse restrictions. In our study we applied the Systems-Theoretic Process Analysis (STPA) method to small-drone operations and we generated a first set of Safety Requirements (SR) for the authority, manufacturer, end-user and automation levels. Under the scope of this paper, we reviewed 56 drone regulations published by different authorities, and performed (1) a gap analysis against the 57 SRs derived by STPA for the authority level, and (2) Intra-Class Correlations in order to examine the extent of their harmonization. The results suggest that the regulations studied satisfy 5.3% to 66.7% of the SRs, and they are moderately similar. The harmonization is even lower when considering the range of values of various SRs addressed by the authorities. The findings from the drones’ case show that regulators might not similarly and completely address hazards introduced by new technology; such a condition might affect safety and impede the distribution and use of products in the international market. A timely and harmonized standardization based on a systematic hazard analysis seems crucial for tackling the challenges stemmed from technological advancements, especially the ones available to the public.
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Purpose: This is a position paper describing the elements of an international framework for assistive techhnology provision that could guide the development of policies, systems and service delivery procedures across the world. It describes general requirements, quality criteria and possible approaches that may help to enhance the accessibility of affordable and high quality assistive technology solutions. Materials and methods: The paper is based on the experience of the authors, an analysis of the existing literature and the inputs from many colleagues in the field of assistive technology provision. It includes the results of discussions of an earlier version of the paper during an international conference on the topic in August 2017. Results and conclusion: The paper ends with the recommendation to develop an international standard for assistive technology provision. Such a standard can have a major impact on the accessibility of AT for people with disabilities. The paper outlines some the key elements to be included in a standard.
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Traditionally construction industries in New Zealand and abroad have a low track record for successful sustainable innovations. This has a negative impact on private and government spending, and on quality, society and the environment. This conceptual paper posits that the construction industry needs non-incremental (i.e. architectural, system, radical, modular) sustainable technology innovations to make drastic improvements. Such innovations often come from entrepreneurial (small) firms from other industries or at the beginning of supply chains and must be procured and adopted further into such chains. However, after an extensive literature review it remains unclear how entrepreneurial firms procure non-incremental sustainable technology innovations for the construction industry. The paper focuses on procurement activities of entrepreneurial firms in the New Zealand context. These activities interact with (internal and external) innovation activities for an optimal firm performance. They are affected by clusters of internal and external variables.The paper discusses extant literature, a conceptual framework, main propositions, research aims and the choice for a focus group method. It is part of a doctoral project.Paper, presented at ACERE 2015 in Adelaide Australia.
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For care professionals, the main drive and, related to that, their job satisfaction, is based on being able to satisfy the needs of those who receive their care. Furthermore, most professionals working in contexts in which chronic care is provided, value inter-collegial respect and appreciation of supervisors. Therefore, success and failure factors of implementation of technology in health-care situations are associated with the disruption or support of these values. Mostly, health-care professionals do not themselves think about technological solutions for clinical problems, and therefore, they need support in relating technological solutions to care recipients’ needs. In this chapter, a short overview of professional values is given. Next, we outline how technology can be seen as disrupting professional values but also how it can be supportive of professional values, sometimes unexpected, as practice examples show. The chapter is concluded by consequences for daily practice and education in health-care professions.
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