Promoting Skills for Innovation in Higher Education

Hoidn, Sabine; Kärkkäinen, Kiira

doi:10.1787/5k3tsj67l226-en

Cited by 36 publications

(5 citation statements)

References 128 publications

(141 reference statements)

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“…The practice and results of numerous surveys consider these competences even as a priority (e.g. Koubek, 2007;Stýblo, 2008;Armstrong, 2009;Tomšík & Duda, 2011;Hoidn & Kärkkäinen, 2014;Aldag & Kuzuhara, 2015;etc.). Criticality and demands against oneself as well the others becomes negative only if the teacher will extent them to too large measure -if these ones suppress student's motivation.…”

Section: Discussionmentioning

confidence: 99%

Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher

Blašková

Blaško

Trskova³

2017

PROSOC

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Profession of a university teacher is extremely difficult and responsible. On the one hand, teachers are faced with a sense of high social responsibility for their work, and on the other hand, they need a high motivation for their work, often associated with a great deal of altruism and a sense of belonging with their colleagues and students. Based on the questionnaire survey, conducted on a sample of 357 students of University of Žilina, students deemed the skills to motivate and inspire students as essential attribute of a great university teacher. On the contrary, excessive criticism and demands of teachers in relation to students (which basically represents the mirror -reflection -of the teacher's perceived responsibility) is considered by students as inappropriate, undesirable attribute of teacher. Based on analysis, synthesis, comparison and generalization of theoretical knowledge and evaluation of the survey results, the aim of paper is to focus attention on two academic topattributes of teacher: (a) the effort to instill in students a high responsibility for their own decisions/outcomes; (b) the skills to motivate and inspire students to expected results. To master a harmonized mixture of these two elements represents a difficult decision problem of many university teachers. Therefore, conclusion of the paper gives a simple qualitative model of decision-making that can simplify teacher's decision-making regarding the efforts to be popular among the students for easy

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Section: Discussionmentioning

confidence: 99%

Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher

Blašková

Blaško

Trskova³

2017

PROSOC

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“…• A syntax-first approach doesn't result in resilient change in attitudes, interest and identity [5][6][7][8][9]. • Learning how to code is not the same as being able to solve a problem with code.…”

Section: Nurturing Resilient Interest In Computer Science In Diverse Learnersmentioning

confidence: 99%

Comparing 2 Years of Empowering Families to Solve Real-World Problems with AI

Chklovski¹,

Jung²,

Anderson³

et al. 2021

Künstl Intell

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Over the course of 2 years a global technology education nonprofit engaged ~ 20,000 under-resourced 3rd-8th grade students, parents and educators from 13 countries in a multi-week AI competition. Families worked together with the help of educators to identify meaningful problems in their communities and developed AI-prototypes to address them. Key findings included:(1) Identifying a high level of interest in underserved communities to develop and apply AI-literacy skills; (2) Determining curricular and program implementation elements that enable families to apply AI knowledge and skills to real problems; (3) Identifying effective methods of engaging industry mentors to support participants; (4) Measuring and identifying changes in self-efficacy and ability to apply AI-based tools to real-world problems; (5) Determining effective curricula around valuesensitive design and ethical innovation.

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“…Many higher education institutions have introduced teaching methods (e.g. problem-and projectbased learning) with the purpose of developing such a diverse set of skills (Hoidn and Kärkkäinen, 2014 [10] ). The data from LinkedIn also suggest that graduates moving between industries find interpersonal skills valuable to include in their professional profile (Figure 4).…”

Section: Dynamic Transitions and Interpersonal Skillsmentioning

confidence: 99%

How are young graduates settling into the labour market?

2020

Education Indicators in Focus

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Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and are under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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Promoting Skills for Innovation in Higher Education

Cited by 36 publications

References 128 publications

Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher

Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher

Comparing 2 Years of Empowering Families to Solve Real-World Problems with AI

How are young graduates settling into the labour market?

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