Academic Bildung In Net Based Higher Education
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| Author | : Trine Fossland |
| Publisher | : Routledge |
| Total Pages | : 219 |
| Release | : 2015-02-11 |
| Genre | : Education |
| ISBN | : 1317611004 |
The explosive emergence of net-based learning in higher education brings with it new possibilities and constraints in teaching and learning environments.This edited collection considers how the concept of Academic Bildung - a term suggesting a personal educational process beyond actual educational learning - can be applied to net-based higher education. The book is drawing on Scandinavian research to address the topic from both a theoretical and practical standpoint.Chapters explore the facilitation of online courses and argue how and why universities should involve dimensions of Academic Bildung on both a strategic and technological pedagogical content level. The book is structured in three parts: Part I frames the current state of net-based learning and introduces Bildung as a concept; Part II contains a set of four case studies in Norway, Sweden and Denmark, also including a fifth study that looks at Scandinavian approaches to teaching and learning in comparison with data from the USA, the UK, Australia and Canada; Part III provides a synthesis of theories and cases to examine whether a Scandinavian orientation can be discerned. Contributions suggest that in order to address one of the fundamental functions of higher education, the ability to produce new knowledge, the Academic Bildung of the students has to be in focus. Grounded in theoretical and empirical discussion, this book will appeal to researchers and academics in the field of higher education as well as personnel who work with teaching and learning with technology, and academics interested in the question of Academic Bildung.
| Author | : Trine Fossland |
| Publisher | : |
| Total Pages | : 205 |
| Release | : 2015 |
| Genre | : EDUCATION |
| ISBN | : 9781317610984 |
"The explosive emergence of net-based learning in higher education brings with it new possibilities and constraints in teaching and learning environments. This edited collection considers how the concept of Academic Bildung - a term suggesting a personal educational process beyond actual educational learning - can be applied to net-based higher education, drawing on Scandinavian research to address the topic from both a theoretical and practical standpoint. Chapters explore the facilitation of online courses and argue how and why universities should involve dimensions of Academic Bildung on both a strategic and technological pedagogical content level.The book is structured in three parts: Part I frames the current state of net-based learning and introduces Bildung as a concept; Part II contains a set of 4 case studies in Norway, Sweden and Denmark, also including a fifth study that looks at Scandinavian approaches to teaching and learning in comparison with data from USA, UK, Australia and Canada; Part III provides a synthesis of theories and cases to examine whether a Scandinavian orientation can be discerned. Contributions suggest that in order to address one of the fundamental functions of higher education, the ability to produce new knowledge, the Academic Bildung of the students has to be in focus. Grounded in theoretical and empirical discussion, this book will appeal to researchers and academics in the field of higher education as well as personnel who work with teaching and learning with technology, and academics interested in the question of Academic Bildung"--
| Author | : Søren S. E. Bengtsen |
| Publisher | : Springer Nature |
| Total Pages | : 212 |
| Release | : 2021-06-23 |
| Genre | : Education |
| ISBN | : 3030696286 |
This volume wholeheartedly engages with the current climate in higher education and provides not only a thorough analysis of the foundational elements constituting higher education but also a critical discussion of possible connections to societal and cultural domains and policy debates. Today, higher education institutions and programs are beset with multiple, and often conflicting, pressures and demands. Higher education is regarded by societies in general, and at the political level in particular, as a pathway to securing continued economic growth and ensuring cultural growth in surrounding societal contexts. Future academics are expected to become experts within their disciplines and at the same time to acquire and develop generic competences and transferable skills directly translatable into job market and professional contexts. These conflicting and fragmented policy approaches to higher education leaves academic leaders, teacher, researchers, and students with an incoherent curriculum and a confused and eroded academic identity and societal outlook. Much literature within higher education research that engages with similar topics are dominated by a backwards-looking and heavy critique of current political and educational conditions for the university and higher education. This volume suggests a new tack that is defined by openness and optimism towards possibilities for a transformative higher education curriculum – that at the same time stays firmly rooted within the foundational academic soil. By drawing on, and contributing to, the emerging research field the philosophy and theory of higher education, the book combines critique with a constructive and future-oriented approach and outlook on higher education. Further, it combines and links philosophical discussions on the idea of the future university with societal responsibility and a curricular and formational awareness.
| Author | : Tone Dyrdal Solbrekke |
| Publisher | : Routledge |
| Total Pages | : 169 |
| Release | : 2020-04-07 |
| Genre | : Education |
| ISBN | : 0429537522 |
Leading Higher Education As and For Public Good asserts that the purpose of higher education is twofold: for public good and as public good. Acknowledging that the notion of public good increasingly cannot be taken for granted, the book argues that leading, teaching and learning must be directly connected to its pursuit. It avers and demonstrates how this may be accomplished, articulating specific approaches and dispositions that require cultivation within university communities. This volume argues that leading higher education occurs within competing and sometimes conflicting webs of commitments, necessitating a capacity to negotiate legitimate compromises. Its empirical chapters expand on this, providing examples of academic developers who use deliberate communication as a method in cultivating leading and teaching praxis. What emerges is the potential of deliberative leadership to be transformative in building sustainable leadership in higher education, while simultaneously renewing commitments to education and contributing to public good. Leading Higher Education As and For Public Good is essential reading for policy-makers, university leaders and administrators, academics, students and all those interested in building a sustainable future for higher education that also contributes to public good.
| Author | : Mariann Lokse |
| Publisher | : Chandos Publishing |
| Total Pages | : 175 |
| Release | : 2017-03-22 |
| Genre | : Psychology |
| ISBN | : 0081010052 |
Why do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy has become increasingly important in academia. Also, students that know how to learn have a better chance of adapting their learning strategies to the demands of higher education, and thus completing their degree. The authors discuss the various aspects of how academic integrity and information literacy are linked to learning, and provide examples on how our theories can be put into practice. The book also provides insight on the normative side of higher education, namely academic formation and the personal development process of students. The cognitive aspects of the transition to higher education, including learning strategies and critical thinking, are explored; and finally the book asks how information literacy teaching in higher education might be improved to help students meet contemporary challenges. - Presents critical thinking and learning strategies as a basic foundation for information literacy - Covers information literacy as a way into deep learning/higher order thinking - Provides self-regulation, motivation, and self-respect as tools in learning - Emphasizes the interdependence of learning, academic integrity, critical thinking, and information literacy - A practical guide to teaching information literacy based on an increased focus on the learning process, an essential for Information literacy graduate students and higher education teaching staff in relevant fields
| Author | : Ronald Barnett |
| Publisher | : Routledge |
| Total Pages | : 207 |
| Release | : 2019-07-30 |
| Genre | : Education |
| ISBN | : 0429824904 |
For hundreds of years, knowledge has been central in understanding the university. Over recent decades, however, it is the economic value of knowledge that has come to the fore. Now, in a post-truth world, knowledge is also treated with suspicion and has become a vehicle for ideologies. Knowledge and the University combats all these ways of thinking. Its central claim is that knowledge is of value because of its connection with life. Knowledge is of life, from life, in life and for life. With an engaging philosophical discussion, and with a consideration of the evolution of higher education institutions, this book: Examines ways in which research, teaching and learning are bound up with life; Looks to breathe new life into the university itself; Widens the idea of the knowledge ecology to embrace the whole world; Suggests new roles for the university towards culture and the public sphere. Knowledge and the University is a radical text that looks to engender nothing less than a new spirit of the university. It offers a fascinating read for policy makers, institutional leaders, academics and all interested in the future of universities.
| Author | : Grete Jamissen |
| Publisher | : Springer |
| Total Pages | : 412 |
| Release | : 2017-06-10 |
| Genre | : Education |
| ISBN | : 3319510584 |
This book broadens the scope and impact of digital storytelling in higher education. It outlines how to teach, research and build communities in tertiary institutions through the particular form of audio-visual communication known as digital storytelling by developing relationships across professions, workplaces and civil society. The book is framed within the context of ‘The Four Scholarships’ developed by the Carnegie Foundation for the advancement and redefining of teaching, including the scholarships of discovery, integration, application, and teaching and learning. Across four sections, this volume considers the potential of digital storytelling to improve, enhance and expand teaching, learning, research, and interactions with society. Written by an international range of academics, researchers and practitioners, from disciplines spanning medicine, anthropology, education, social work, film and media studies, rhetoric and the humanities, the book demonstrates the variety of ways in which digital storytelling offers solutions to key challenges within higher education for students, academics and citizens. It will be compelling reading for students and researchers working in education and sociology.
| Author | : Olga Zlatkin-Troitschanskaia |
| Publisher | : Springer Nature |
| Total Pages | : 316 |
| Release | : 2020-01-02 |
| Genre | : Education |
| ISBN | : 3030265781 |
Research on students’ media use outside of education is just slowly taking off. Influences of information and communication technologies (ICT) on human information processing are widely assumed and particularly effects of dis- and misinformation are a current threat to democracies. Today, higher education competes with a very diverse (online) media landscape and domain-specific content from sources of varying quality, ranging from high-quality videographed lectures by top-level university lecturers, popular-scientific video talks, collaborative wikis, anonymous forum comments or blog posts to YouTube remixes of discipline factoids and unverified twitter feeds. Self-organizing learners need more knowledge, skills, and awareness on how to critically evaluate quality and select trustworthy sources, how to process information, and what cognitive, affective, attitudinal, behavioral, and neurological effects it can have on them in the long term. The PLATO program takes on the ambitious goal of uniting strands of research from various disciplines to address these questions through fundamental analyses of human information processing when learning with the Internet. This innovative interdisciplinary approach includes elements of ICT innovations and risks, learning analytics and large-scale computational modelling aimed to provide us with a better understanding of how to effectively and autonomously acquire reliable knowledge in the Information Age, how to design ICTs, and shape social and human-machine interactions for successful learning. This volume will be of interest to researchers in the fields of educational sciences, educational measurement and applied branches of the involved disciplines, including linguistics, mathematics, media studies, sociology of knowledge, philosophy of mind, business, ethics, and educational technology.
| Author | : Ann Marcus-Quinn |
| Publisher | : Springer Nature |
| Total Pages | : 376 |
| Release | : 2021-05-29 |
| Genre | : Education |
| ISBN | : 3030673499 |
This book addresses the gap in the literature concerned with global case studies of successful Digital, Mobile and Open Education. The book shares experiences from international teaching and learning projects at all levels of Education, and provides advice for future policy and investment in digital teaching and learning and Open Education projects. It also provides an expectation on the future capacity and sustainability of Open Education.
| Author | : Amy Aldous Bergerson |
| Publisher | : Routledge |
| Total Pages | : 186 |
| Release | : 2022-01-10 |
| Genre | : Education |
| ISBN | : 1000477568 |
Utilizing findings from more than 200 interviews with students, staff, and faculty at a US university, this volume explores the immediate and real-life impacts of COVID-19 on individuals to inform higher education policy and practice in times of crisis. Documenting the profound impacts that COVID-19 had on university operations and teaching, this text foregrounds a range of participant perspectives on key topics such as institutional leadership and loss of community, managing motivation and the move to online teaching and learning, and coping with the adverse mental health effects caused by the pandemic. Far from dwelling on the negative, the volume frames the lived experiences and implications of COVID-19 for higher education through a positive, progressive lens, and considers how institutions can best support individual and collective thriving during times of crisis. This text will benefit researchers, academics, and educators in higher education with an interest in the sociology of education, higher education management, and eLearning more broadly. Those specifically interested in student affairs practice, as well as the administration of higher education, will also benefit from this book.
