Ebook: Changing Cultures in Higher Education: Moving Ahead to Future Learning
- Tags: Computers and Education, Assessment Testing and Evaluation, Educational Technology, Human Resource Management, Multimedia Information Systems
- Year: 2010
- Publisher: Springer-Verlag Berlin Heidelberg
- Edition: 1
- Language: English
- pdf
More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching.
Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new – and often informal – learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios.
The book addresses everyone involved in higher education – university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.
More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching.
Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new – and often informal – learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios.
The book addresses everyone involved in higher education – university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.
More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching.
Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new – and often informal – learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios.
The book addresses everyone involved in higher education – university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.
Content:
Front Matter....Pages i-xxxiv
Front Matter....Pages 70-70
Introduction: Changing Cultures in Higher Education....Pages 1-14
New Challenges for Universities: Why They Must Change....Pages 15-25
Learning Innovation for the Twenty-First Century....Pages 27-41
“They had People Called Professors…!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions?....Pages 43-54
Transforming Universities....Pages 55-67
Stories of Change: The University of Zurich, Switzerland....Pages 71-73
Shaping Learning Cultures: A Strategic Challenge for Universities....Pages 75-84
Faculty Development in Context: Changing Learning Cultures in Higher Education....Pages 85-102
Open Content, Open Learning 2.0: Using Wikis and Blogs in Higher Education....Pages 103-114
Stories of Change: The National University of Ireland, Galway....Pages 115-117
Strategic Integration of Open Educational Resources in Higher Education....Pages 119-131
New Directions for Higher Education: Challenges, Opportunities, and Outcomes....Pages 133-147
Making User-Generated Content Communities Work in Higher Education – The Importance of Setting Incentives....Pages 149-166
Strategic Issues in University Information Management....Pages 167-188
Creating the Future: Changing Culture Through Leadership Capacity Development....Pages 189-204
Using Appreciative Inquiry for an e-Learning Change Management Programme: The ENTICE Project at Brunel University....Pages 205-214
Fostering Connectivity and Reflection as Strategic Investment for Change....Pages 215-232
Front Matter....Pages 234-234
Stories of Change: The K.U. Leuven, Belgium....Pages 235-238
What is e-Competence? Conceptual Framework and Implications for Faculty Engagement....Pages 239-256
Learning in Communities....Pages 257-283
Front Matter....Pages 234-234
Supporting Changing Cultures Through Emerging Practices....Pages 285-298
Conspiracies and Competences....Pages 299-312
Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?....Pages 313-322
The Homo Zappiens and its Consequences for Learning in Universities....Pages 323-337
Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers....Pages 339-353
Stories of Change: e/merge @ the University of Cape Town....Pages 355-356
The Impact of Collaborative e-Learning on Concepts of Teaching....Pages 357-371
Stories of Change: TieVie – The Support Service for Finnish Universities Toward the Information Society....Pages 373-377
Front Matter....Pages 380-380
Stories of Change: The Ruhr University of Bochum....Pages 381-383
Moving from Control to Culture in Higher Education Quality....Pages 385-401
Quality for Global Knowledge-Intensive Organizations: A Step-by-Step Guide....Pages 403-415
Innovation and Quality for New Learning Cultures....Pages 417-432
Can Web 2.0 and Social Software Help Transform How We Measure Quality in Teaching, Learning, and Research?....Pages 433-446
The Development of a Theoretically Sound Concept of Quality Criteria: As in the Case of the Accreditation for Technology-Enhanced Learning EFMD-CEL....Pages 447-456
The MedidaPrix Award: An Agent for Changing Higher Education e-Learning Practice....Pages 457-469
The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education....Pages 471-483
The Organizational Impact of Open Educational Resources....Pages 485-497
Back Matter....Pages 499-533
More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching.
Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new – and often informal – learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios.
The book addresses everyone involved in higher education – university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.
Content:
Front Matter....Pages i-xxxiv
Front Matter....Pages 70-70
Introduction: Changing Cultures in Higher Education....Pages 1-14
New Challenges for Universities: Why They Must Change....Pages 15-25
Learning Innovation for the Twenty-First Century....Pages 27-41
“They had People Called Professors…!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions?....Pages 43-54
Transforming Universities....Pages 55-67
Stories of Change: The University of Zurich, Switzerland....Pages 71-73
Shaping Learning Cultures: A Strategic Challenge for Universities....Pages 75-84
Faculty Development in Context: Changing Learning Cultures in Higher Education....Pages 85-102
Open Content, Open Learning 2.0: Using Wikis and Blogs in Higher Education....Pages 103-114
Stories of Change: The National University of Ireland, Galway....Pages 115-117
Strategic Integration of Open Educational Resources in Higher Education....Pages 119-131
New Directions for Higher Education: Challenges, Opportunities, and Outcomes....Pages 133-147
Making User-Generated Content Communities Work in Higher Education – The Importance of Setting Incentives....Pages 149-166
Strategic Issues in University Information Management....Pages 167-188
Creating the Future: Changing Culture Through Leadership Capacity Development....Pages 189-204
Using Appreciative Inquiry for an e-Learning Change Management Programme: The ENTICE Project at Brunel University....Pages 205-214
Fostering Connectivity and Reflection as Strategic Investment for Change....Pages 215-232
Front Matter....Pages 234-234
Stories of Change: The K.U. Leuven, Belgium....Pages 235-238
What is e-Competence? Conceptual Framework and Implications for Faculty Engagement....Pages 239-256
Learning in Communities....Pages 257-283
Front Matter....Pages 234-234
Supporting Changing Cultures Through Emerging Practices....Pages 285-298
Conspiracies and Competences....Pages 299-312
Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?....Pages 313-322
The Homo Zappiens and its Consequences for Learning in Universities....Pages 323-337
Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers....Pages 339-353
Stories of Change: e/merge @ the University of Cape Town....Pages 355-356
The Impact of Collaborative e-Learning on Concepts of Teaching....Pages 357-371
Stories of Change: TieVie – The Support Service for Finnish Universities Toward the Information Society....Pages 373-377
Front Matter....Pages 380-380
Stories of Change: The Ruhr University of Bochum....Pages 381-383
Moving from Control to Culture in Higher Education Quality....Pages 385-401
Quality for Global Knowledge-Intensive Organizations: A Step-by-Step Guide....Pages 403-415
Innovation and Quality for New Learning Cultures....Pages 417-432
Can Web 2.0 and Social Software Help Transform How We Measure Quality in Teaching, Learning, and Research?....Pages 433-446
The Development of a Theoretically Sound Concept of Quality Criteria: As in the Case of the Accreditation for Technology-Enhanced Learning EFMD-CEL....Pages 447-456
The MedidaPrix Award: An Agent for Changing Higher Education e-Learning Practice....Pages 457-469
The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education....Pages 471-483
The Organizational Impact of Open Educational Resources....Pages 485-497
Back Matter....Pages 499-533
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