higher education
Benchmarking e-learning in higher education : Lessons learned from international projects
Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed.
This qualitative, multiple-case-study research with single and cross-case analysis focuses on benchmarking e-learning in higher education. The results of this study include providing conceptual lenses with which to see, discuss and perceive the complexity of benchmarking e-learning in higher education in extended, stretched and boundless learning environments.
Almae Matris Studiorum Campus
AMS Campus è il deposito istituzionale dei materiali didattici dell'Università di Bologna. Consente di accedere e consultare in modo agevole ed efficace i materiali didattici preparati dai docenti dell'Ateneo nell'ambito dei propri corsi.
5th International Conference of Education, Research and Innovation
ICERI2012 will focus on the presentation of innovative projects and open up a floor for to discuss the main aspects and the latest results in the field of Education and Research. The general aim of the conference is to promote international collaboration in Education and Research in all educational fields and disciplines. The attendance of more than 700 delegates from 70 different countries is expected.
CHEPS 2012 International Conference New Perspectives in Higher Education and Regional Development
Dynamic processes of knowledge infrastructures, innovative businesses and regions
Why do universities choose to contribute to regional economic development? Universities have many assets and facilities that can help drive regional economic development, but that is for the majority of higher education institutions that have the university name not a central part of what they do.
Central to the idea of a university is of independent, abstract learning and knowledge creation in a global knowledge commons, so why would universities tie themselves and be limited by opportunities for co-operation within the particular territory in which they are located? As universities are increasingly strategically managed to achieve their core goals, understanding why universities might choose to work with regions is essential to understanding the contributions that they can potentially make to economic development in general and recovery from the current economic crisis.
Akademische Personalentwicklung im Bereich des technologiegestützten Lernens in höheren Bildungseinrichtungen im Vereinigten Königreich
Dieser Artikel berichtet über eine im November 2011 durchgeführte Studie zur akademischen Personalentwicklung im Bereich des technologiegestützten Lernens in höheren Bildungseinrichtungen im Vereinigten Königreich. Die Daten für die Studie wurden in einer Online-Umfrage gesammelt, die per E-Mail an das Heads of e-Learning Forum (HeLF) versendet wurde. Dabei handelt es sich um ein Netzwerk, dem je ein leitender Mitarbeiter jeder britischen Einrichtung angehört und das sich mit der Förderung des Lernens und der Lehre durch den Einsatz von Technologie befasst.
Vor der Umfrage wurden von den öffentlichen Websites einiger Universitäten vergleichbare Informationen über die Personalentwicklung im Bereich des technologiegestützten Lernens zusammengetragen. Bei der Online-Umfrage gingen 27 Antworten ein; das entspricht etwa einem Viertel der (insgesamt 118) im Heads of e-Learning Forum vertretenen höheren Bildungseinrichtungen des Vereinigten Königreichs. Unter den Umfrageteilnehmern waren sowohl „traditionelle“ Universitäten (16 pre-1992 universities) als auch „neue“ Universitäten (11 post-1992 universities) vertreten, und die Ergebnisse lassen erkennen, welchen Ansatz diese britischen Hochschulen bei der akademischen Personalentwicklung im Bereich des technologiegestützten Lernens verfolgen. Die Hauptfrage der Umfrage lautete „Welche Vorkehrungen treffen höhere Bildungseinrichtungen im Vereinigten Königreich für die akademische Personalentwicklung im Bereich des technologiegestützten Lernens?“.
Insgesamt wurden 12 geschlossene und offene Fragen formuliert, um ausreichende Informationen darüber zu sammeln, wie verschiedene britische Einrichtungen dem Personalentwicklungsbedarf im Bereich des technologiegestutzten Lernens Rechnung tragen. Im Anschluss an die Begründung der gewählten Forschungsmethode werden die Ergebnisse der Online-Umfrage analysiert und diskutiert und Schlussfolgerungen gezogen.
IMHE General Conference 2012. Attaining and Sustaining Mass Higher Education
The goal of the Conference will be to identify longer-term trends and will include analyses of national and institutional policies, case studies and the latest research from the OECD and elsewhere.
The 2012 Conference will focus on Attaining and Sustaining Mass Higher Education. Around the world, mass higher education is either an aspiration or a reality. Yet this has thrown up many new issues and challenges for countries, including how to manage access, quality and accountability, funding and financing, institutional diversity, internationalisation, technology and the academic workforce.
The goal of the Conference is to identify longer-term trends and will include analyses of national and institutional policies, case studies and the latest research from the OECD and elsewhere. The Conference will bring together many different perspectives and look at the issues at the international, national, institutional, or sub-institutional level. Participants will be able to:
- Listen to thought leaders and hear how the world is changing and what to do about it
- Network, swap notes, make new connections, share experience and challenges with others and pick up fresh ideas
- Ask an OECD expert to explain their work
Different choices are being made about a wide range of issues, such as selectivity, regulation and quality assurance, system diversity, public/private investment, and combinations of education and research.
In much of the developed world, sustaining public funding for the mass higher education system and replacing an ageing academic population are reaching a critical point. At the very same time, investments in research and education are booming in many rapidly growing economies, notably in Asia. However, even for these countries, as for much of the rest of the developing world, major questions loom about quality, accessibility and retaining academic capital.
The role of open and flexible education in European higher education systems for 2020: New Models, New Markets, New Media
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a consequence, the creation of international student markets is becoming a reality. Formal learning nowadays becomes integrated with non-/informal learning and educational innovation is now both financially, technology and socially driven. Worldwide there is an awareness of the emerging role of open education en open educational resources to support educational transformation. For example, by offering better quality education to significantly larger numbers of students. The role of open and flexible learning is becoming more important for these new models, new markets and new media.
2013 Key West International Academic Conference
Please join The Clute Institute for our 2013 Key West International Academic Conference, March 18-20, 2013 convening at the Key West Marriott Beachside Hotel located in Key West, Florida. We offer five tracks at this conference: Business & Economics, Education, Energy Policy, Engineering Education, and Health Sciences.
For more information on this conference and future conferences, please visit www.CluteInstitute.com