The terminology of-agile education',-agile pedagogy',-the agile classroom', has gained prominence in the literature in recent times. The concept of agile education emanates from the concept of-organizational agility', which has been adopted and adapted to agile shipbuilding, agile logistics and supply chain, and agile software development, which, together with the concepts of Lean Thinking, which has its basis in the Toyota Way, are now being seen in combination, termed as Leagility. We seek to apply this terminology to education. The discussion is about the applicability of Leagilty in computer systems development education. The fundamental teaching and learning practices in computer systems education are practical and hands-on with theory following practice being more appropriate than practice following theory, and with theory practised in-situ allowing the emergence of theory based on the practice in an inductive manner. This paper is a discursive discussion, based on personal experience and perceptions gained from 50 years of involvement in the tertiary education sector, both as a student, and academic teacher and researcher, and concurrent or other experience as an IT/IS practitioner, to project management level. The proposal is to radically overturn the current educational model, and implement a hands-on, practical,-super-project' as the primary learning vehicle, and incorporating a paradigm of continuous and formative assessment, student learning teams, teaching teams, and curriculum design and development, to overcome the perceived 7 Wastes of Education, based on the 7 Wastes of Production, from the Lean Thinking model derived from The Toyota Way of Management.
Roy Irvine Morien, Naresuan University, Thailand
Duangporn Limthamrong, Naresuan University, Thailand
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
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