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Aligning the Vision for Technology-Enhanced Learning with a Master Plan, Policies, and Procedures
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The contemporary appearance of the term “digital literacy” on university websites suggests institutional interests on digital literacy that focus not only on the development of technology skills but also cognitive and attitudinal aspects in student development. This paper presents an exploration of institutional conceptions of digital literacy based on document analysis of university published information online. The investigation involved universities located in Australia as embedded case studies (n=42). Evidence suggests variations in defining this term and shows that universities have diverse goals as espoused in their corresponding definitions of digital literacy, from developing technical skills of using and understanding technology, to possessing a set of capabilities for living, learning and working in an increasingly digital world. For universities who enumerated a coherent account of digital literacy, the results indicate that their practices of promoting the development of digital literacy are entrenched in their espoused intent of graduate outcomes. The paper concludes with curricular and pedagogical implications in preparing and assisting students for the challenges of 21st century living, learning and working.
In this editorial we take stock IJCE’s shift from a prestigious paperoriented small-scale journal into a journal focused on globally open publication. Taking stock of the first 11 months, we look at characteristics and implications of this shift, metrics of success, and review published article highlights.
Previous research that evaluated first year students’ transition into university found that the values of ‘being, belonging and becoming’ were important in particular within the first few months and within the first year of university. From our previous work, we reported that three things matter to students: the academic staff they work with, the nature of their academic study and the feeling of belonging. This paper provides a further illumination to our work by reporting on the qualitative data collected in the same study. The study included 530 students from five cohorts over a five-year period. As part of the Student Experience Evaluation instrument, open-ended questions probed students about their early experiences of belonging and transition into university. This original research uses rich data to illuminate the scales and items from previous quantitative data analysis to explore ‘belonging’, triangulated with research from the field. This paper is timely due to increased emphasis placed on learning and teaching with the introduction of the Teaching Excellence Framework. Student satisfaction is not a simplistic measure and this study articulates the complexity of student belonging in Higher Education.
Technological advances are dramatically changing the nature of employment, placing demands on higher education to ensure graduates are adequately prepared for working and participating in the digital economy. For this reason, it is necessary to critically review what is meant by digital literacy in a higher education context, and determine what skills underpin the term in order to inform curriculum transformation. Through a brief exploration of the term, it is apparent that there is no single shared understanding of what digital literacy entails, proving problematic for both students and teachers when attempting to scaffold and extend digital capabilities. Our understanding of digital literacy is continually changing in response to the dynamic nature of digital technology innovation. A shared and functional understanding of digital literacy is essential to developing graduate learning outcomes around digital skills and knowledge, allowing digital literacy to be scaffolded and developed through the curriculum. This paper explores digital literacy definitions and frameworks, and proposes a model which provides the foundation to drive curriculum transformation aimed at building graduates’ digital capabilities
Online education has grown exponentially over the last few decades, churning through a swarm of acronyms, ambiguities and potentialities. Substantial energy has been invested in producing technology, building academic capability, and understanding learners and markets. Though it feels pervasive, online education is comparatively new in the scheme of higher education, and key education and business models remain in formation. To spur advance, this paper argues that as online education matures increasing energy must shift from supplier-centric concerns about provision to instead ensuring learner value and success. We argue that online education presents new opportunities not just for the mechanics of higher education, but for improving each student's experience and outcomes. Central to such advance is a clear picture of student success, cogent perspectives for understanding students, effective strategies for analysing and interpreting huge volumes of data, and more evidence-based academic leadership. The paper investigates each of these areas, provoking an agenda to guide further student and institutional achievement.
The authors reflect on ways increased prevalence of technology and digital natives entering the workplace influence how work is approached. They talk about competencies of the digital workforce and suggests both digital natives and digital immigrants could have the skills needed to utilize technology for manipulating data, problem solving, and new product creation. They comment on interpersonal relating and identity development in digital workforces, and the utilization of technology at work.
There is surprisingly little analysis of the employment and earnings impact on students of taking and completing Internet-based programs and of how it compares with earnings outcomes for graduates of face-to-face universities. This paper analyzes a follow-up survey of students who began attending the virtual Internet-based Open University of Catalonia (UOC) in the early 2000s. We find that, on average, they made smaller percentage gains in earnings than workers of similar age and initial education in the Spanish labor market. Yet, we also find that many of our UOC respondents were “high flyers,” already earning high salaries when they had begun studying at UOC. When we separate them out, we find that younger, more “normal” UOC students made larger earnings gains than the comparison group in the Spanish labor market. We emphasize the importance of disaggregating the varied clientele of online universities in assessing their economic payoffs.
This study compared how people working in three different types of organisations in the United States (K-12 schools, higher education, and business) rank the importance of eight conditions that have been shown to facilitate the implementation of innovations. The study also sought to determine if the nature of the innovation (i.e., technology or process innovation) affected the rankings. Technology innovations are those that require the use of a new tool or product such as an innovative communications device or new piece of manufacturing equipment. Process innovations are those that require a new method or system such as a new method for performance evaluations or new budget approval process. A total of 635 participants completed an online instrument to determine their individual ranking of the eight conditions, 315 participants responded to questions specific to technology innovation while 320 responded to process specific questions. Analysis of variance was used to compare differences between the groups. Significant differences were found on five of the eight conditions in the technology sample and on seven of the eight conditions in the process sample. In addition, there were differences within groups based on the nature of the innovation. Change agents must adapt their strategies to account for the different rankings of the eight implementation conditions based on type of organisation and the nature of the innovation. The results of this study provide a framework for understanding and accounting for the group differences. This is the first study to address the prescriptive value of the eight implementation conditions.
A timely complement to John Bruer's Schools for Thought, Classroom Lessons documents eight projects that apply cognitive research to improve classroom practice. The chapter authors are all principal investigators in an influential research initiative on cognitive science and education. Classroom Lessons describes their collaborations with classroom teachers aimed at improving teaching and learning for students in grades K-12. The eight projects cover writing, mathematics, history, social science, and physics. Together they illustrate that principles emerging from cognitive science form the basis of a science of instruction that can be applied across the curriculum.
The book is divided into three sections: applications of cognitive research to teaching specific content areas; applications for learning across the curriculum; and applications that challenge traditional concepts of classroom-based learning environments.
Chapters consider explicit models of knowledge with corresponding instruction designed to enable learners to build on that knowledge, acquisition of specified knowledge, and what knowledge is useful in contemporary curricula.
Contributors Kate McGilly. Sharon A. Griffin, Robbie Case, and Robert S. Siegler. Earl Hunt and Jim Minstrell. Kathryn T. Spoehr. Howard Gardner, Mara Krechevsky, Robert J. Sternberg, and Lynn Okagaki. Irene W. Gaskins. The Cognition and Technology Group at Vanderbilt. Marlene Scardamalia, Carl Bereiter, and Mary Lamon. Ann L. Brown and Joseph C. Campione. John T. Bruer.
Bradford Books imprint
A sense of belonging (SoB) is a valued concept in campus-based learning, being firmly linked with improved student attainment, increased learners’ satisfaction and reduced attrition rates. Some researchers even assert that learners are unable to fulfil the goals of higher education without acquiring a SoB. This article recognises that SoB can help promote and consolidate learning and seeks to specify how tutors may nurture online learners’ SoB. An adapted version of the Community Inquiry Framework (CoIF) is used to frame specific suggestions for action. This revision of the well-known Framework focuses upon the overlapping intersections of the three Presences, entitled Influences: ‘Trusting’, ‘Meaning-making’ and ‘Deepening understanding’. For each Influence, guidance illustrated by examples is offered, leading to particular suggestions that concentrate upon the promotion of a sense of belonging as an important aspect of the online tutor’s facilitative activities.
Students’ sense of belonging is known to be strongly associated with academic achievement and a successful life at university. To achieve a comprehensive understanding of belonging, this study collected data via the 10 Words Question. Responses from 426 participants were analysed using a sequence of analytic methods including In Vivo coding, systematic coding, clustering, and contingency analysis. The results show that, in addition to academic and social engagement, there are two additional domains of belonging which are often neglected: surroundings and personal space. Surroundings equate to participants’ living space, and geographical and cultural location, while personal spaces refer to life satisfaction, life attitudes, identity and personal interests. Both positive and negative data demonstrate the complex and multi-dimensional character of belonging in higher education. The study concludes that policies for student engagement in higher education should reflect all four domains to support the full range of students’ experiences.
In this visionary book, written by six internationally recognized Global Teacher Prize finalists, the authors create a positive and hope-filled template for the future of education. They address the hard moral, ethical and pedagogical questions facing education today so that progress can serve society, rather than destroying it from within our classrooms. This blueprint for education finally brings forward what has always been missing in education reform: A strong collective narrative with authentic examples from teachers on the front line. It is a holistic, personalized approach to education that harnesses the disruptions of the Fourth Industrial Revolution to better shape the future for the next generation, and ensure that every child can benefit from the ongoing transformations. A great read for anyone who has an interest in educating our youth for these uncertain times, highlighting why teachers will always matter. © 2018 Armand Doucet, Jelmer Evers, Elisa Guerra, Dr. Nadia Lopez, Michael Soskil and Koen Timmers.
This book has been primarily written for people who are interested and involved in helping students maximise the learning and development they gain from their higher education experience. The authors contributing to this book hope that their attempt to examine and give practical meaning to the idea of lifewideness makes sense to you and helps you support and facilitate development of people in your professional context. We hope also that it might have meaning for you in your own life. The book is also written for people who are helping higher education institutions develop a better understanding of the ways in which students engage in and are shaped by their whole life experience while they are studying. And for those people who are trying to bring about change in institutional practice, particularly those who are finding it challenging, we hope the contributions in this book will reinforce your conviction that this is a worthwhile thing to do. In recent years, Universities in the UK have been encouraged to evaluate what they do through the lens of the students' experience. This has resulted in an increasing institutional interest and awareness in the way in which students integrate higher education with their life beyond the campus. Student Support Services in some universities have been inspired by the visionary report 'Learning Reconsidered: A Campus-wide Focus on the Student Experience' (NASPA and ACPA 2004). We hope that this book will encourage and be of value to those who make decisions or who create policies relating to the student experience. This book has been primarily written for people who are interested and involved in helping students maximise the learning and development they gain from their higher education experience. The authors contributing to this book hope that their attempt to examine and give practical meaning to the idea of lifewideness makes sense to you and helps you support and facilitate development of people in your professional context. We hope also that it might have meaning for you in your own life. The book is also written for people who are helping higher education institutions develop a better understanding of the ways in which students engage in and are shaped by their whole life experience while they are studying. And for those people who are trying to bring about change in institutional practice, particularly those who are finding it challenging, we hope the contributions in this book will reinforce your conviction that this is a worthwhile thing to do. In recent years, Universities in the UK have been encouraged to evaluate what they do through the lens of the students' experience. This has resulted in an increasing institutional interest and awareness in the way in which students integrate higher education with their life beyond the campus. Student Support Services in some universities have been inspired by the visionary report 'Learning Reconsidered: A Campus-wide Focus on the Student Experience' (NASPA and ACPA 2004). We hope that this book will encourage and be of value to those who make decisions or who create policies relating to the student experience.
The book is available to download from the Lifewide Education website. https://www.lifewideeducation.uk/learning-for-a-complex-world.html
The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.
This book is about the shift from the modern university of the nation state to the global virtual university of the future. John Tiffin and Lalita Rajasingham launched the idea of virtual universities on the Internet with the publication of 'In Search of the Virtual Class: Education in an Information Society' in 1995. Since then, virtual universities have multiplied worldwide. However, the authors argue that globalisation and the Internet are still in their infancy, and universities have yet to face the challenges of global free trade in broadband telecommunications, artificial intelligence and HyperReality. Based on material gathered from research in the USA, Japan, Taiwan, Brazil, Malaysia, Australia and New Zealand, this book describes how a global university could function in the future and presents a paradigm from which it might be constructed. This unique, visionary text will be critical reading for academics, postgraduate students and for anyone involve din policymaking and planning within the university community and administration. © 2003 John Tiffin and Lalita Rajasingham. All rights reserved.
This volume includes 15 of the key writings of Ronald Barnett, drawn especially from academic journals over the past 30 years. It also includes - as the introductory essay - an intellectual autobiography. The book offers an insight into Ronald Barnett's 3-decade long project of developing a social philosophy of the university, at once conceptual, critical, practical and imaginative.
For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students. Students, however, do not seek to be retained. They seek to persist. The two perspectives, though necessarily related, are not the same. Their interests are different. While the institution’s interest is to increase the proportion of their students who graduate from the institution, the student’s interest is to complete a degree often without regard to the institution in which it is earned. Although there has been much written from the former point of view, much less has been written from the latter. This article seeks to address this imbalance by laying out a conceptual model of student institutional persistence as seen through the eyes of students. Having done so, the article asks what such a model implies about institutional action to promote student persistence.
The introduction of an online learning management system (LMS) raises a number of complex issues involving institutional responses at various levels to the adoption and diffusion of technological change. Issues include those related to governance, management and technical support, as well as to core learning and teaching matters associated with the professional development and teaching of academic staff, and the support of staff and students. This paper draws on two cycles of an evaluation conducted in one institution as WebCT Vista was introduced and piloted, highlighting the key issues that emerged from the evaluation. These issues are considered in the context of a selected model for examining the adoption and diffusion of information and communication technologies (ICTs) in higher education, with a view to analysing the outcomes of the initiative, and guiding future planning.
The capability to involve students in online forum discussions, deliver learning resources online and to provide online administrative services, regardless of students' mode of study, characterise the current online environment at CSU. This was based on the University's stated principles, governing the development and implementation of the online environment in the mid-1990s. CSU's position at the time has evolved around providing quality support services to students and, in doing so, would enrich the students' University experience (Rebbechi and Smith 2002). The design of the existing online environment was therefore intended primarily to meet the support needs of students rather than to facilitate online learning in its true sense.
Eight conditions that facilitate the adoption, implementation, and institutionalization of educational technology innovations are described and applications to the transfer of portable software are suggested. The conditions: dissatisfaction with the status quo, knowledge and skills, resources, time, rewards, participation, commitment, and leadership. Potential outcomes for using the conditions to review the likely level of portability of an educational software product in terms of its implementation in local sites are suggested.
Abstract This paper describes a model for integrating instructional technology into colleges and universities. The model is known as the RIPPLES Model because the main elements of the model are Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. The paper includes three main sections: a review of literature related to adoption and diffusion of innovations; results of a questionnaire sent to college Deans; and a brief discussion of the RIPPLES Model itself. The paper concludes with a discussion of the applicability of the model to other settings. Background Higher education, like many other areas of society, is beginning to make increased use of the rapidly increasing and expanding capabilities of technology. Communications,and manufacturing,technologies have had a profound impact on the missions of business and industry. Instructional technology has great potential to provide a similar impact on the teaching, research, and service missions of any college or university. However, as in most instances where organizations adopt new technology, there are numerous barriers to the integration of instructionaltechnology,in higher education. Even in colleges where integration has been relatively successful, the unintended consequences of technology and resistance to change among faculty, staff, and students have made the technology integration process a challenging and difficult one. The paper describes a model for overcoming,the barriers to integrating instructional technology into higher education. The elements of the model were developed by reviewing the relevant literature and by analyzing the results of a questionnaire sent to higher education Deans. The model described in this paper, like most models, has both descriptive and prescriptive applications. It describes the factors that facilitate the
The steady growth in technology-based education is forcing the higher education sector to re-consider institutional strategies for managing the changing nature of teaching and learning. Increasingly, educational service providers (ESPs) are entering the education 'market', and are offering services that enable universities to 'buy-in' the expertise to develop technology-based courses. This essay explores some of the key issues in managing change, and suggests some frameworks on which to base strategic planning.
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
A study of current trends in the virtual delivery of education
In this paper, we describe the results of a study into the conditions that facilitate the implementation of innovations. According to Ely (1990, 1999), there are eight conditions that facilitate the implementation of instructional innovations. The current study operationalized each of the eight conditions for both business/industrial settings and for educational settings. The goal of the study was to determine which of the eight conditions were perceived to be most influential in facilitating implementation by those working in business and in education. Results of the study can be used to increase the utilization of new programs and technologies.
2020 trends to watch: Higher education technology
- J Kim
The next generation digital learning environment: A report on research
- M Brown
- J Dehoney
- N Millichap
Building the connected campus in the era of digital transformation
- Dell Boomi
Can the universities of today lead learning for tomorrow? The University of the Future
- Ey
Campus master planning
- L Dalton
- J Davis
Australian Universities at a Crossroads: Insights from their leaders and implications for the Future
- W B Lacy
- G Croucher
- A Brett
- R Mueller
Learning in landscapes of practice
- E Wenger-Trayner
- B Wenger-Trayner
Information Systems Research: Relevant Theory and Informed Practice
- E Stolterman
- A C Fors