The use of information technology (IT) in dentistry is far ranging. In order to produce a working document for the dental educator, this paper focuses on those methods where IT can assist in the education and competence development of dental students and dentists (e.g. e‐learning, distance learning, simulations and computer‐based assessment). Web pages and other information‐gathering devices have become an essential part of our daily life, as they provide extensive information on all aspects of our society. This is mirrored in dental education where there are many different tools available, as listed in this report. IT offers added value to traditional teaching methods and examples are provided. In spite of the continuing debate on the learning effectiveness of e‐learning applications, students request such approaches as an adjunct to the traditional delivery of learning materials. Faculty require support to enable them to effectively use the technology to the benefit of their students. This support should be provided by the institution and it is suggested that, where possible, institutions should appoint an e‐learning champion with good interpersonal skills to support and encourage faculty change. From a global prospective, all students and faculty should have access to e‐learning tools. This report encourages open access to e‐learning material, platforms and programs. The quality of such learning materials must have well defined learning objectives and involve peer review to ensure content validity, accuracy, currency, the use of evidence‐based data and the use of best practices. To ensure that the developers’ intellectual rights are protected, the original content needs to be secure from unauthorized changes. Strategies and recommendations on how to improve the quality of e‐learning are outlined. In the area of assessment, traditional examination schemes can be enriched by IT, whilst the Internet can provide many innovative approaches. Future trends in IT will evolve around improved uptake and access facilitated by the technology (hardware and software). The use of Web 2.0 shows considerable promise and this may have implications on a global level. For example, the one‐laptop‐per‐child project is the best example of what Web 2.0 can do: minimal use of hardware to maximize use of the Internet structure. In essence, simple technology can overcome many of the barriers to learning. IT will always remain exciting, as it is always changing and the users, whether dental students, educators or patients are like chameleons adapting to the ever‐changing landscape.

In spite of the technological advancements we are surrounded with on a daily basis, the current higher education ecosystem is still lagging behind in terms of innovation and continues to function in a tightly bundled operation. Educational experts have stressed upon the need for reforming the higher education system in order to better fulfil the needs of its main consumer: the student. Unbundling aspects of higher education has been recognized as one such idea that can possibly result in universities reinventing themselves for the benefit of all stakeholders involved. At the same time, researchers have singled out blockchain technology as an emerging technology that has the potential of reforming current social systems. The launch of the EU Blockchain Observatory in February 2018 is one of the major indications that reflect the nature of interest in the potential of blockchain. Due to its capability to break the existing barriers of a trust less society and to provide a decentralized, transparent and secure method of handling any kind of transactions, blockchain technology could be used to unbundle aspects of higher education. There is a noticeable lack of empirical research when it comes to the use of blockchain technology in the higher education sector, specifically related to unbundling. The main goal of this research is to understand if blockchain has the capability of facilitating unbundling of the higher education sector. In order to get a holistic view of the current ecosystem, a literature review was conducted regarding the problems surrounding the current higher education system along with the possibility of an unbundled education system in solving those problems. The literature review further included an analysis of blockchain as a technology and the current practical applications in the higher education already in motion in different parts of the world. Subsequently, semi-structured interviews were conducted with experts in the field of higher education as well as blockchain technology. The literature review and the results of the data analysis shed light on how unbundling should be brought about in the higher education sector. Adoption barriers with reference to blockchain technology in the context of unbundling higher education were revealed and discussed. As a result of this study, it was concluded that unbundling could possibly be instrumental in solving the numerous problems plaguing the higher educator sector today however, there has to be a balance between the traditional mode of education and the new modular amendments that are made in the process of unbundling. The capability of blockchain technology was identified as being just right to facilitate the unbundling of higher education. However, a number of technological, cultural and political and regulatory barriers were identified that could prevent the adoption of a blockchain based solution for higher education.

A 3-pyrazolinyl-naphthalimide with a benzo-15-crown-5 receptor operates as an integrated, wavelength-reconfigurable dual-output logic gate. Excited with 365 nm light, Na+ and Mg2+ are detected by orange and white light emission,...

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The Apprenticeship Quality Toolkit is a flexible management tool, to be used in a variety of different situations with different purposes:•A guideline for Professional Higher Education Institutions (PHEIs) and Small and Medium Enterprises (SMEs) to set up the basis for a future apprenticeship management system;•A self-assessment checklist for PHEIs and SMEs to diagnose their spontaneous preparedness to manage apprenticeships in a systematic way;•A self-assessment checklist for PHEIs and SMEs to identify areas of improvement in their apprenticeship-related processes;•A checklist to support Peer-Review initiatives;•A checklist to support external second party audits (PHEIs to SMEs);•A checklist to support external third party audits (by a certification body)