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During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of teaching across high impact literacy practices.

The faculty research team adopted a design-based research approach to develop and test the ACT model through iterations of design, implementation, analysis, and redesign. The chapter outlines the curriculum and findings from the initial iteration of design.

Teacher candidates experiencing the ACT model developed a strong knowledge of core literacy practices and were able to implement them with children. They continued to need additional scaffolding with respect to the quality of their instructional discourse and the gradual release of responsibility.

Continued research on the ACT model will allow us to refine the ways in which video use can enable preservice teachers to reflect and analyze their teaching and learning.

Healthcare education is a huge industry with a significant social footprint and resilient impact on well-being and on the quality of life. It integrates diverse scientific domains and needs to continuously update its value proposition to reflect the need for preparing top-quality health professionals. It also has to support professional development and to manage effectively the accreditation of programs and the certification of skills and knowledge. In this chapter, the authors expand a theoretical framework about Active and Transformative Learning (ATL) that has introduced in the volume of ATL for STEAM disciplines and also discussed how artificial intelligent (AI) tools, such as OPENAI Chat GPT, can serve as transformers and value carriers for the implementation of ATL activities and use cases in healthcare education.

Today's students are powerful consumers and producers of media. Yet for all their access and use of media, many students need assistance from educators to develop critical media skills. These skills are necessary for participation in a culture increasingly characterized by the prevalence of the Internet and social web. However, despite significant changes in contemporary culture, the focus of media literacy remains much the same – meeting the challenge of accessing, analyzing, evaluating, and creating various media forms. Educators and students need to recognize that each has significant roles to play in developing a rigorous approach to media literacy. In embracing all forms of media as well as roles that extend beyond passive consumption, both educators and students are able to discover newly empowering skills that will provide best practice opportunities for better civic and educational engagement.

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.

Chapter 7 synthesizes the perception research into plausible design and configuration strategies for the learning experience dimension of a psychophysical learning system. The processes used in all five senses to reduce information into a perception are again used to create learning activities and processes, which facilitate the learning and discriminate meaning from the learning objects and activities. This process attends to the interactions across the categories of content to determine the critical components of the discipline to include in the learning experience. Once again, the focus of the psychophysical learning experience is placed on the structure of the (external) discipline, which is used to configure the learning experiences.

This chapter introduces the history and development of inquiry-based learning (IBL) and describes how teaching and learning strategies over several decades in P-12 and higher education have built upon the ideas of John Dewey. Though personal reflection, uncertain learning paths and outcomes, and mindful inquiry have been central foundations undergirding IBL, the approach now stands upon the shoulders of theoretical and research giants such as Piaget, Vygotsky, and Bruner. Over 100 years, modern IBL proponents like Gruenewald, have implemented and experimented, contributing to cognitive and social science pedagogy, for instance, by attempting to make contemporary teaching and learning relevant, thoughtful, and action-oriented.

Dewey’s work continues to dominate educational landscapes and inquiry-based approaches to teaching and learning have, in contemporary forms, withstood the test of time. Two case studies in this chapter illustrate how IBL has materialized as problem-based and place-based methodology, reflecting influences of social and cognitive constructivism, humanistic psychology, and eco-feminism. Those who embrace IBL continue to improve teaching and learning strategies in order to find more effective methods of immersing themselves and their students in globally critical conversations about essential life issues – inside and outside of classrooms – a central and enduring tenet of Dewey’s experiential learning.