Conclusion

2019 ◽  
pp. 184-193
Author(s):  
Charlotte Baker ◽  
Rebecca J. Blankenship
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Learning Culture ◽  
Digital Transformation ◽  
Short Term ◽  
Higher Education Teaching

In this summary, authors Charlotte Baker and Rebecca Blankenship provide an overview of the cases and their impact on the overall DLI initiative. They also explore similar initiatives at other colleges and universities and how these technical transformations are changing the higher education teaching and learning culture. The authors examine the DLI in terms of other short-term, mid-term, and long-term goals as noted in the 2019 Horizon Report and how the DLI initiative can be used as a vehicle to actuate an ongoing culture of innovation and digital transformation in colleges and universities across the country.

scholarly journals Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses

2021 ◽  
Vol 1 (1) ◽  
pp. 11-22
Author(s):  
Christin Voigt ◽  
Linda Blömer ◽  
Jonas Kötter ◽  
Uwe Hoppe
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Time Pressure ◽  
Agile Development ◽  
Face To Face ◽  
Recommendations For Action ◽  
Change In Higher Education ◽  
Higher Education Teaching

The Corona Pandemic has a major impact on teaching at universities. Various stakeholders have to face new challenges when face-to-face courses are no longer feasible. The management of higher education institutions, teachers and their teams as well as the IT and didactics support are called upon to develop digital teaching and learning formats at short notice. This article aims to identify specific tasks and responsibilities with the help of two literature analyses and to transfer the results into a holistic overview of agile change for Flipped Classroom courses. This overview is based on a Change Management (CM) process to which tasks of agile development and change are assigned. It thus combines both short-term development under time pressure from an agile perspective as well as long-term necessary steps of CM. The necessity and usefulness of such an overview was determined before its creation. For this purpose, a short quantitative survey was conducted with 65 people, who have already passed through the entire CM-process of digital change in higher education teaching and are therefore regarded as experts. The usefulness and necessity of the overview were confirmed. The concluding recommendations for action address the possible use of the overview, the implementation of individual tasks and the joint action of the stakeholders during and also after the Corona Pandemic, which should support the change to digital higher education teaching.

Introduction

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Historical Perspectives ◽  
Law And Policy ◽  
Political Events ◽  
Educational Disadvantage ◽  
The World ◽  
Higher Education Teaching

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

The Evolving Knowledge Cities

2014 ◽  
pp. 114-129
Author(s):  
Mohammad Ayub Khan
Keyword(s):  
Higher Education ◽  
Social Economic ◽  
Institutions Of Higher Education ◽  
Academic Institutions ◽  
Short Term ◽  
The World ◽  
The Future ◽  
Potential Benefits

This chapter discusses the emerging models of knowledge cities in many countries of the world and the potential challenges posed by them for the existing as well as the future academic institutions of higher education (universities) in those countries in particular and in the in world in general. Specifically, this chapter is dedicated to the study of various issues and themes that concern the evolving knowledge cities such as the long-term and short-term objectives behind the establishment of knowledge cities and their potential benefits (i.e., social, economic, financial, environmental, and knowledge) for their societies. The chapter concludes that the development of knowledge cities are beneficial for all stakeholders including the academic institutions of higher education that directly or indirectly associated with such programs.

Aspectual Analysis of Digital Transformation and New Academic Professionals

2021 ◽  
pp. 108-122
Author(s):  
Alaa Abdulrhman Alamoudi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Digital Transformation ◽  
Theoretical Frameworks ◽  
Ict Implementation ◽  
Technological Tools ◽  
Significant Research ◽  
Academic Professionals

Higher education institutions (HEIs) are currently developing a significant research interest in transferring from traditional to novel practices in teaching and learning through the use of modern technological tools and platforms. The integration of digital technologies in higher education has tended to focus on improving academic professionals in developing countries like Saudi Arabia. This chapter was driven by a desire to understand ICT implementation in higher education institutions (HEIs) by professionals using digital transformation in Saudi Arabia. This chapter discusses the implementation of digital transformation in teaching and learning at HEIs in Saudi Arabia. This aim is achieved throughout several objectives, beginning by reviewing the related literature and presenting theoretical frameworks. The literature review will provide the possibility of identifying the focal trends related to the topic.

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