Exploring Multimodal Designs in Higher Education Practice

2020 ◽  
pp. 283-350
Author(s):  
Nataša Lacković
Keyword(s):  
Higher Education ◽  
Education Practice

On the problem of intensification of introduction of informational communicative technologies into educational process at regional universities

2020 ◽  
pp. 78-81
Author(s):  
A.G. Bezpalov ◽  
◽  
T.V. Akulich ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Material Base ◽  
New Wave ◽  
Education Practice ◽  
Regional Universities ◽  
Information And Communication ◽  
Russian Education

Revealed is the essence of the problem of introducing information and communication technologies in educational process at regional universities against the background of a new wave of transformation of Russian education. The article highlights shortcomings of educational process at higher education institutions, incl. formalization of approaches to introduction of informational and communicative technologies at regional universities in the absence of clear technical and material base. Based on an empirical study of two regional universities, specifics of using informational and communicative technologies are revealed. The purpose of the research is to develop the strategy of the triad “education — practice — business”, that involves intensification of efforts to find approaches to attracting potential employers to development of informational and communicative technology base of regional universities. Conclusion is made that currently it is important to involve business representatives into creation of modern informational and communicative environment of universities that promotes integration of curricula in real business situations, in construct of modern markets, as well as in forming students’ flexibility in learning process.

MOOCs in Initial Teacher Training

2015 ◽  
pp. 222-249
Author(s):  
Carlos Monge López ◽  
Patricia Gomez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

The Open University of Catalonia as a Virtual University

2010 ◽  
pp. 1145-1150
Author(s):  
Morales
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Technologies ◽  
Education Institution ◽  
Open University ◽  
Virtual University ◽  
Early 21St Century ◽  
Education Practice ◽  
Face To Face ◽  
E Learning

Electronic Web-based campus information systems and e-learning educational delivery became increasingly important for higher education practice in the late 20th and early 21st century (Bates, 2000; Cobarsí, 2005). These emergent information technologies brought about changes in the traditional face-to-face campus and paper-based communication and teaching (Brown & Duguid, 2000). There are several trends in the introduction of information technology in universities that can be summarised into three main types (Duderstadt, 2000; Folkers, 2005). Firstly, most universities gradually adopted electronic campus information systems and e-learning to reinforce functionalities offered by their physical campus, with no intention of substituting the traditional campus but simply to strengthen their capabilities. Secondly, other institutions, the so-called first generation distance universities, had no physical campus from the very beginning, such as the institutions founded in the 1970s: the British Open University http://www3.open.ac.uk or Spain’s Universidad Nacional de Educación a Distancia http://www.uned. es/portal/index.htm. Thus, they incorporated electronic media to complement their usual means of communication by post or periodical face-to-face tuition. Thirdly, the Universitat Oberta de Catalunya (Open University of Catalonia, hereinafter the OUC) is a quite different case: it was created from the very beginning (the academic year 1995-1996) as a wholly e-learning and Internet-based higher education institution, where a virtual campus with wide-ranging functionalities supports most of the day-to-day activities. As a result of these original premises, this university has some important organizational and information system features, which are summarised and discussed in the sections below, from the chronological perspective offered by its having been in operation for 10 years.

Deceptive Promises

2016 ◽  
pp. 691-701
Author(s):  
Stefan Popenici
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
University Administrators ◽  
Press Releases ◽  
Educational Training ◽  
Education Practice ◽  
The Impact

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

scholarly journals Graduate attributes: implications for higher education practice and policy

2016 ◽  
Vol 40 (2) ◽  
pp. 155-163 ◽  
Author(s):  
Jennifer Hill ◽  
Helen Walkington ◽  
Derek France
Keyword(s):  
Higher Education ◽  
Education Practice ◽  
Graduate Attributes

scholarly journals Learning Responsibility - Teaching Sustainability. Experiential and Transformative Learning in a Business School

2021 ◽  
Vol 51 (7) ◽  
pp. 18-29
Author(s):  
Gabriella Kiss ◽  
Tamás Veress ◽  
Alexandra Köves
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Approaches To Learning ◽  
Education Practice ◽  
Research And Innovation ◽  
The Social ◽  
Practical Experiences ◽  
Nature And Society ◽  
Responsible Research

The emerging concept of responsible research and innovation (RRI) in some ways always relates to sustainability. In the transition towards sustainability, the authors need to build responsibility for both society and the environment in higher education and management education. Non-formal approaches to learning provide an opportunity to transform a student’s ‘head, heart and hand’, including at the social level as well. This paper showcases the role of experiential and transformative learning in higher education practice. Two of their courses are described and analysed, which are intended to familiarise students with the problem of sustainability within economic higher education. The authors share the theoretical and practical experiences of designing, teaching and assessing these courses. They aim to contribute to the discussion on how business education could be producing useful and credible knowledge that addresses problems important to nature and society.

Sign in / Sign up

Export Citation Format

Share Document