When industry meets academia

This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry processes in relation educational contexts: empowerment of individuals communities practice through technology, broader consideration industrial approaches the concept teaching enhanced within digital environment.
 More precisely, this will feature some key theoretical frameworks used three different settings France regards life-long thanks Social Emotional Learning (SEL) (WEF, 2016). also discuss positive effect Internet its affordances (Southerton & Taylor, 2020) reducing differences between applied knowledge via professional-focused (Danvers, 2003). Thus, it briefly explain that spatial cognitive proximities (Lave Wenger 1991; Fruchter, 2001) can be reduced virtue technology (Anders, 2016; Antonczak, 2019; Glazewski Hmelo-Silver, 2019) ‘computer-supported learning’ methods facilitate social shared problem-solving (Sawyer, 2005; Levallet Chan, 2018; Presicce et al., without ‘restriction time place’ (Cheng 2019, 489). Additionally, point out aspects ‘emancipatory action’ (Merriam, 2001, 9) use ‘actual’ content ‘actionable feedback’ (Woods Hennessy, tools tactics.
 Next, focus case studies concisely presenting specifics for each courses, including various followed quick interim reflections.
 Then summarise challenges barriers encountered across such as virtual delivery, size students' groups connectivity considerations. principal advantages opportunities, like professionalisation dimension interactive authentic affordances. And conclude managerial recommendations experiential practical (knowledge codification) industry-based supported technologies.
 The close overall conclusion 21st-century career skills. In general, findings interest academics, practitioners policymakers. added value investigation is improves research innovation collective creating bridge fields Education Business.
 
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