Those are joints with operationalizations, tactics and strategies to identify and understand the methods and approaches to be applied with academics in higher education. The most common objectives are transforming or customizing what exists to improve learning by user or consumer experience and finding solutions to a specific problem with a unique method created by the academic or by the time of academics. Studies with analyzes of methods and results from the application of operationalizations, tactics and strategies with academics can be considered. The results [in points] can be used to increase the individual final average. The application consists of reflecting on the professor’s practice from individual and collective performance of the academics. Engagements can be linked to points or based on the desire to carry out missions. Prototyping proposals that involve engagement can be pivoted countless times. The innovation to think what has not been thought is built throughout the semester. Responsibility for learning becomes solidarity with the actions of the professor and colleagues. The professor is the helmsman in the actions and reactions of the academics since emotional intelligence is always necessary. Disruptive technologies are strategies for creations and (co) creations of digital solutions with strategies that favor hands on and physical transformation. From contents prepared by the professor, the academics have the path that leads to countless pivots before delivering the solutions.
Published in Chapter:
Creation of Digital Solutions in Higher Education: Strategies With Hands-On and Disruptive Technologies in Phygital Transformation
Copyright: © 2023
|Pages: 30
DOI: 10.4018/978-1-6684-8282-7.ch001
Abstract
This chapter is based on research on learning in phygital transformation in higher education. Texts referring to methodologies as strategies were read and paradigms were created to vivify the transform(active) methodology with disruptive innovation, linked to reflections on disruptive opportunities and phygital transformation, as well as the inclusion of theories regarding educational innovation. It is evident that texts read were analyzed and interpreted from the unveiling of the contemporary world and the face-to-face, remote, and hybrid modes of teaching and learning, as well as of acting and thinking in different times and spaces. Opportunities for disruptive mental configurations in times of Industry 5.0 in higher education emerge through a real universe that is volatile, uncertain, complex, ambiguous, fragile, anxious, non-linear, and incomprehensible. It was concluded that further research is needed, and new paradigms need to be legitimized and recognized by the scientific community.