Searching for ‘Digital Asia’ in its Networks: Where the Spatial Turn Meets the Digital Turn

2015 ◽  
Vol 2 (1-2) ◽  
pp. 57-92 ◽  
Author(s):  
Florian Schneider

This article examines how digital methods can provide a way to search for ‘Digital Asia’ in its networks, interfaces, and media contents. Using the example of higher education institutions in Beijing, Hong Kong, and Taipei, the paper explores how search engines, institutional homepages, and hyperlink networks provide access into the workings and representations of academia online. The article finds that even a seemingly cosmopolitan endeavour such as academia exists in rather parochial spheres, and that users that enter those spheres do so in highly biased ways. Further reviewing the digital tools that lead to these findings, the article also argues that while digital methods promise to bring together the ‘digital turn’ and the ‘spatial turn’ in the humanities and social sciences, they also pose new challenges. These include theoretical concerns, like the risk of implicitly reproducing views of neoliberal modernity, but also practical concerns related to digital literacy.

2015 ◽  
pp. 37
Author(s):  
Helena Montenegro Maggio

ResumenLa investigación de la docencia universitaria ha sido un campo ampliamente explorado en los países anglosajones pero escasamente abordado y debatido en nuestro país. El presente artículo tiene como propósito contribuir en el debate del fortalecimiento de la docencia universitaria chilena a través de la propuesta de “Scholarship of Teaching” desarrollada porBoyer (1990), lo cual implica nuevos desafíos para las instituciones de Educación Superiory los actores que forman parte de ella.Palabras clave: Docencia Universitaria - profesor universitario - scholarship of teaching- indagación reflexiva. Teaching in higher education contexts: the contribution of "the scholarship of teaching" to strengthen the teaching conducted by university professorsAbstractResearch on university teaching, an extensively explored field of study in Anglo-Saxons’countries, has been hardly examined and debated in Chile. By using Boyer’s “Scholarshipof Teaching”, the aim of this paper is to make a contribution on discussions on how to strengthen Chilean university teaching, which entails new challenges for higher education institutions as well as players that take part on it.Keywords: University teaching - university teacher - scholarship of teaching - practitionerinquiry.


2012 ◽  
Vol 10 (4) ◽  
pp. 44-55
Author(s):  
Enric Serradell-López ◽  
Pablo Lara-Navarra ◽  
Cristina Casado-Lumbreras

Higher education institutions are crucial in the present. Universities play a role that varies with time and evolves with society. Globalization is changing the world and affecting higher education institutions in all their intrinsic characteristics: personnel, programs, infrastructures and students. Analyzed is the relevant research on cultural dimensions and applies it to higher education institutions focusing the analysis of the impact on eLearning setups. To do so, variables related to organizational strategy, design of curricula and teaching tools are proposed and analyzed from a set of cultural dimensions. Results show that higher education institutions are facing big challenges in their adaptation to multi-cultural arrangements.


2017 ◽  
Vol 51 (01n02) ◽  
pp. 145-164
Author(s):  
KIN YUEN RAYMOND TAM

The purpose of this article is to uncover the trend of developing education courses for social entrepreneurship in higher education institutions in Hong Kong. The author had searched the syllabi or course descriptions across the websites of the higher education institutions in Hong Kong with the keywords of entrepreneurship, social entrepreneurship and social innovation. It was found that most of the social entrepreneurship courses offered were one-off single subject for undergraduate students, General Education courses, and minor courses, with only a few courses targeting postgraduates. It was also found that curricular differences among the courses offered by various schools or faculties were not that obvious. To understand this, the author had undertaken an analysis of the schools where these courses resided, course objectives, course content, and teaching and learning strategies among these various social entrepreneurship courses. Discussion of these has given insights to arguing for the need of multidisciplinary collaborations among social entrepreneurship educators.


2021 ◽  
Vol 30 (1) ◽  
pp. 125-131
Author(s):  
J. C. Quadrado ◽  
Yu. P. Pokholkov ◽  
K. K. Zaitseva

Facilitated by public administrations and the European Union, higher education institutions should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era and should exploit the opportunities presented by technology to improve the quality of teaching and learning. The article focuses on new European Union grant programs that empower the increasing of digital literacy in the higher education area, developing cooperation, and overcoming challenges during the coronavirus pandemic. This initiative can empower a new European University and support an international project aimed at certification of professional educators with the participation of a Russian partner.


2018 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Sarah Guri-Rosenblit

The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. 


2014 ◽  
Vol 3 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Yasmin Ibrahim ◽  
Anita Howarth

Mobile technologies such as tablets, iPads, laptops, netbooks as well as mobile phones with internet connectivity and recording features present new challenges to the academy. In the age of convergence and with the encoding of several features into mobile telephony, private spaces of the classroom can be reconfigured through the mediation of technologies. In most cases, existing rules and regulations of higher education institutions do not comprehensively address these challenges. The introduction of new technologies into the classroom has been often framed historically as vital and relevant for a progressive academic society or as part of a national imperative to transform the ways in which the authors access and engage with knowledge. This paper surveys British universities to examine how they govern the phenomenon of recording content through mobile technologies. The results reveal a pervasive use of mobile devices in UK universities and clear divergences in approaches to enacting mobile device-specific policies to govern the usage of these technologies.


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