Fostering Excellence in Management Education through Ingenious Learning

In the present era it is essential to provoke major shifts in educational practice, the focus has to be to explore new forms of teaching, learning and assessment for an interactive world, to guide instructors and policy makers in productive innovation in the education sector. Massive open social learning brings the benefits of social networks to the student community taking massive open online courses (MOOCs). A central theme of massive-scale courses is personalization. Learning design is used in the development of courses or series of lessons to help educators plan a coherent sequence of media, technologies and pedagogies. Flipped learning reverses the traditional classroom approach to teaching and learning. It moves direct instruction into the learners own space. Bring-your-own-device like smart phone and tablet computers have the potential to reduce the cost of ICT provision and introduce new possibilities for learners, and offer new challenges. Web tools and activities if designed properly will support learning to learn. The event based time bounded learning encourages students to learn together. The objective being supporting face to-face encounters between amateur and experts, and the scale of events can provide access to resources that would otherwise prove inaccessible. A threshold concept is something that, when learnt, opens up a new way of thinking about a problem, a subject. Instructors are increasingly using threshold concepts as starting points for the design of effective lessons. One approach is to develop standard sets of threshold concepts for different subject areas; another is to embed them in teaching and learning processes and practices. As todays graduates engage with the demands of the current Knowledge Age, the skills that they need to succeed in their lives after college, or any other institution of higher learning, are 21st century skills rather than 20th century skills. Kivunja (2014) calls this the new learning paradigm. Unfortunately, those skills are not yet included in many of the learning outcomes prescribed by most educational jurisdictions or required to be assessed in high-stakes state and national examinations. It is essential that policy makers, across all nations, and in particular higher education providers, have a firm understanding of the skills most in demand in the 21st century Digital World, how those skills relate to the orthodoxy academic standards, and how those skills can be effectively taught. So, it is imperative to ask and answer the questions: what are those skills, and how can they be taught effectively to present and future students in higher education to improve their Digital Economy readiness