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Learning design is an ill-structured process that must account for multiple stakeholders, contextual constraints, and other instructional needs. Whereas many theories outline learning theories, less is known about the formative design process and how it impacts the design and development of learning technologies. This is critical because a formative view considers the issues that educators encounter and how to overcome them during the learning design process.This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts.

This book provides a Finnish perspective on high-quality teaching in higher education and explores Finnish approaches on teaching, learning and supporting students. It addresses the concepts of quality in teaching, teaching excellence and effective teaching in today's higher education in which the student body has become increasingly international and heterogenous. The book discusses how the role of the teacher has changed from authority to facilitator in the past decades while many students still value their university experience based on the teachers they encounter. The book provides a practitioner view on how students can be supported through communication, compassion and expertise and how professional and pedagogical development are essential for high-quality teaching in an increasingly competitive, diverse and online world of higher education. The book introduces the principles of Finnish higher education and universities, and the Finnish education system in connection with the approach to teaching, teacher education and the highly valued profession of a teacher. What is good teaching in higher education? It can consist of the learning environment, the location, the students and the teacher, and many studies show that effective, compassionate, skilled and humanist teachers will leave their mark on students. It is also equally important for teachers to invest in pedagogical training and conduct research on teaching practices, experiments and students'perceptions as part of professional development. International classrooms also require specific considerations, as does online learning. The COVID-19 pandemic forced a substantial transfer to online and blended learning in higher education, but can quality teaching exist online, or have we passed the baton to students to be in charge of their learning, to study even more independently?

Adopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom. Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions: Is this a scientific theory or just a new practice, and why is it important? How can I be more inclusive in my current practice? Is it sustainable and how do I ensure I'm implementing it correctly? The book will have a broad appeal and is essential reading for anyone looking to understand and implement UDL across their learning environment – be it a university or any education institution.

Universities are grappling with the issue of broadening the knowledgebases of their students to achieve excellence in education through the development and enhancement of intellectual power and capacities, preparing students to shoulder their civil and ethical responsibilities through a sense of personal growth and self-direction that can have real impact. Yet the demand for high impact practices in education is in a constant state of flux due to the ever-evolving reality of today's interconnected world. How can universities develop realistic opportunities through high impact learning and what can be the expected outcome of such learning? Collating various case studies, policies and other empirical research, High Impact Practices in Higher Education: International Perspectives examines effective high impact learning practices and demonstrates approaches that promote learning communities and common intellectual experiences. Contributors consider theoretical frameworks as well as applied models in terms of benefits gained and challenges encountered for the sake of educators, faculty members and students. With relevance for every area and discipline within higher education, High Impact Practices in Higher Education: International Perspectives facilitates the advice and support a university may need in its journey towards becoming a progressive, high impact institution.

As they have done historically, innovative institutions enrich the college ecosystem, helping the higher educational industry develop flexible resilience. The chapters in this book showcase perspectives, hard-won lessons, challenges and provocative ideas about how historically innovative institutions can contribute to the current discourse on innovation in higher education. The chapters in this book include case studies of innovative campuses and practices, as well as future-looking directions for innovation. Taken together, they ask, is there a way to consider how future trends can be navigated in effective ways, so that the most important features of higher education––student learning, the liberal arts, the cultivation of critical thinking––can remain central to tomorrow's institutions?

Digital tools and pedagogies in public higher education are unfolding their potential by providing large groups of students with automated, continuous learning and feedback opportunities. However, most of the existing studies are cross-sectional, unidirectional and focus on a limited selection of relevant target variables and instructional features. In a field study, Andreas Maur used longitudinal latent structural equation modelling with a large sample of students to analyse the interrelations between formative feedback from electronic quizzes and different facets of the control value theory of achievement emotions. The results suggest that regular quizzes most consistently improve self-efficacy, anxiety, effort, course enjoyment, and hopelessness over time. Only feedback effects related to intrinsic motivation were consistently less effective for female and less proficient students, and for students in traditional versus flipped classrooms. These findings highlight the need to scale up formative feedback in higher education and to cultivate feedback systems with higher levels of sophistication, adaptability, and gamification mechanics.

This book provides holistic guidance and proposes practical frameworks to navigate complex learning environments in the rapidly evolving climate, and an environment to facilitate effective learning and knowledge transfer, while advocating a shift in the learning culture, and culture of learning, in varying contexts. It serves well for varying and cross-disciplinary clusters of individuals, particularly for academics, senior management of higher education institutions, and senior leaders of corporate organizations. This book equips readers with a deeper understanding of the evolving and dynamic issues that need to be addressed in the higher education context; to handle multifaceted situations in the process of engaging University students to be nurtured as future global leaders and knowledge workers.

Der Ruf nach Optimierung als Modus des Organisierens ist allenthalben zu vernehmen. Aber ist Optimierung eine pädagogisch sinnvolle oder aus erziehungswissenschaftlicher Sicht eher kritisch zu beurteilende organisationale Strategie? Das Buch geht dieser Frage nach und spannt den Bogen in unterschiedlichste Handlungsfelder des Organisierens auf: Diese reichen von Institutionen des Bildungssystems wie Schule und Hochschule bis hin zu zivilgesellschaftlichen, öffentlichen oder privatwirtschaftlichen Organisationen ohne explizit pädagogische Zielsetzung. Die Frage nach dem Umgang mit dem Thema Optimierung betrifft insofern auch die vielfältigen Kontexte des Theorie-Praxis-Transfers und damit die Erziehungswissenschaft insgesamt sowie die Organisationspädagogik als Querschnittsdisziplin. Beiträge aus unterschiedlichen Bereichen der Erziehungswissenschaft gehen der Frage nach, wie der Optimierungsdiskurs – gerade auch im Lichte globaler Entwicklungen – ein reflexives Selbstverhältnis von Disziplin, Organisationen und Profession(ell)en anregen kann, nicht zuletzt im Hinblick auf Zukunftspotenziale jenseits der Optimierung.

This second edition of Fundamental College Composition: A Grammar and Style Guide (FCC: AGSG), contains nine new chapters designed to further assist college students in their journey to become clear and precise writers of English. College classroo

This book contributes to the understanding of regional and global perspectives on the development and challenges the higher education sector in sub-Saharan Africa faces in the era of globalization. It focuses on the critical aspects of the higher education sector in the Global South, with a particular emphasis on sub-Saharan Africa. It brings together empirical, theoretical and philosophical perspectives from researchers in some of the leading universities in sub-Saharan Africa. The book highlights the higher education sector's stages of growth and development and the contemporary challenges it faces in aligning its goals and capacity globally, and maintaining its image and public identity locally. This book covers neoliberal educational reforms, leadership and governance, pedagogy, technology, the global knowledge economy, and digital advancement. It delves into how the nature and practice of learning, teaching, research, and community engagement as core functions of higher education are re-oriented to contribute to societal transformation in Africa. Further, the book discusses the implications of contemporary issues in higher education: internationalization, employability, leadership and management, and accountability and autonomy in teaching, research, and community engagement.

This book examines the tide of change facing higher education as it grapples with providing a more relevant and demonstrated value for its graduates entering the workplace. Based on their experience with the Business in Practice program they created, the authors share the rationale and practical approaches colleges and universities need to implement if they are to foster the development of a work-ready graduate. What sets the program apart are the two-credit courses crafted to take advantage of the unique knowledge and work experiences of industry professionals that complements our core curriculum. Utilizing experiential learning, the program is designed so that students can apply soft/smart skills in a progression that helps develop those capabilities that are beneficial for them and desired by employers. It is structured to bring internship-like experiences to campus, giving the vast majority of students a quality work-related experience that is impactful and relevant for today's economy.

Eine zeitgemäße Berufliche Orientierung endet nicht mit der Wahl eines Berufes nach der Schulzeit. In der globalen Informationsgesellschaft wird die Weiterentwicklung von Kompetenzen zur kontinuierlichen Lebensaufgabe. Unterstützung in diesem Prozess geben Lehrende und Beratende aus unterschiedlichen Kontexten, z. B. Schule, Elternhaus, Hochschule, Arbeitsagenturen, Kammern, Erwachsenenbildung u.v.m.Eine effektive Berufliche Orientierung erfordert die institutionenübergreifende Zusammenarbeit der Akteure. Gleichzeitig gilt es, die Individuen im Sinne eines ganzheitlichen Life Design-Ansatzes als Gestaltende ihrer persönlichen Laufbahn zu befähigen. Der vorliegende Band diskutiert aktuelle Herausforderungen für die Berufliche Orientierung und Beratung und diskutiert in diesem Zusammenhang insbesondere digitale Unterstützungsmöglichkeiten.

The book brings together diverse views from around the world and provides a comprehensive overview of academic integrity and how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 20-30 years. New technologies that have made it easier than ever for students to ‘cut and paste', coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise'. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few.Because of this broad interest and input, this handbook serves as the single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.

Radical Roots: How One Professor Transformed a University tells the story of Joel Torstenson, a sociology professor at Augsburg University in Minneapolis, Minnesota. In the 1960s, Torstenson challenged his university to embrace its urban setting and to design its curricular, co-curricular, and community engagement programs to advance its mission of “Education for service.” The compelling story of Torstenson's legacy at Augsburg over the past 60 years offers lessons for colleges and universities across the country committed to democratic engagement in their work at the intersections of mission and place. Augsburg University's saga as an urban settlement has not always been embraced by the university. Though location and place are central to the university's identity, it is not sufficient to explain the integrative power of the university's character. For that purpose, it is critical that place be understood through the lens of Augsburg's academic mission and work. This integrated view of place and mission required a new way of imagining the university's core work of educating students. The purpose of this book is two-fold. The first is to document and celebrate the legacy of Professor Joel Torstenson, and to understand the impact of this legacy's inception, evolution, and current manifestations and impact at Augsburg and in the wider world. Professor Torstenson cared deeply about the public purpose of higher education, and Torstenson's model for what this public purpose might look like prompted massive transformation in Augsburg University's trajectory. The resulting experiments in education and commitment to the city flowered into a legacy that has spurred Augsburg University to create an innovative model for 21st Century education. This model has impacted everything from student learning and community life, to teaching and curricular structure, to the public mission of the institution and its presence in the city and world. Torstenson's creative—and even radical—work in the 1960s and'70s has been carried through the decades by continued innovation in teaching and learning based in experiential education, and a commitment to place and community building. This legacy has simultaneously advanced the public purpose and mission of the University. Secondly, this book shares what are some of the lessons learned from fifty years of innovation following Torstenson's vision, with the hope that these lessons might serve the broader community of colleges, universities, faculty, staff, and students engaged in similar pursuits. Augsburg's innovative experiential education, place-based community engagement, and public and anchor institution work has been and will continue to be a model for other institutions. We believe that Torstenson's legacy, and the lessons learned through the years of its evolution, has lessons to teach and models to follow for our sibling institutions across the United States. The volume includes discussion prompts and questions after each section. There is also a companion website (www.augsburg.edu/radicalroots) that includes additional resources related to the volume's themes.Perfect for course such as: Higher Education and Democracy in the United States; Principles of Experiential Education; Place Matters: Higher Education and Community Engagement; Universities as Anchor Institutions in their Communities; Introduction to Citizen Professionalism: Leading in the 21st Century; Public Work, Social Responsibility, and Vocation in a World of Extremes; Accompaniment: Developing Democratic Skills and Fostering Healing with Communities; Curricular Innovations in Higher Education; and Principles of Higher Education Pedagogy

Dieses E-Book enthält komplexe Grafiken und Tabellen, welche nur auf E-Readern gut lesbar sind, auf denen sich Bilder vergrössern lassen. Die Fachwelt ist sich einig: Für die Persönlichkeitsentwicklung sind Reflexionsprozesse von zentraler Bedeutung. Für Studierende wie auch Lehrpersonen, Coachs und Supervisor•innen stellen sie jedoch häufig eine Blackbox dar. Im zweiten Band geben die Herausgeberinnen erste Antworten. Die theoretischen und praktischen Beiträge zeigen, wie Reflexionsprozesse im Kontext der Persönlichkeitsentwicklung verstanden, angestossen und begleitet werden können.

This edited book seeks to evolve a global community of practice to share case studies, engage in critical discussion and spearhead thought leadership, to address the paradigm shift in next generation educational practice. This book showcases novel research studies in various forms and engenders interdisciplinary conversation and exchange concerning innovation, technology, and the role of applied education in workforce futures. It also equips readers with global perspectives on the latest developments in applied degree education and thinking on new education futures.

Despite - or because - we live in calculative and instrumental times in higher education, liberal arts colleges and programmes are flourishing. They draw students fascinated by society and culture who want to make a creative contribution. The Reinvention of Liberal Learning around the Globe is an indispensable introduction to this diverse and brilliant educational world. (Simon Marginson, Professor of Higher Education; Director of ESRC/RE Centre for Global Higher Education, University of Oxford)The editors pull together a diverse set of authors to share a wide range of approaches and trends in shaping the present and future of our liberal arts institutions and programs. The diversity of perspectives makes this book of interest and use to anyone thinking deeply about and acting in support of the future of higher education and liberal arts education. (Michael McDonald, President, Great Lakes Colleges Association and the Global Liberal Arts Alliance)This book rigorously questions and redefines liberal arts education by examining unique contexts of Asia, North and South America, Europe, Africa, and the Middle East. It also considers the complexity of contemporary issues and emerging innovations in higher education. With the diversity of perspectives and experiences presented by the international authors, we could envision future liberal arts education in nurturing global and caring leaders with multiple collaborative possibilities through this book. (Mikiko Nishimura, Professor of International Christian University, Japan; Co-President of the Global Research Network for Liberal Arts Education)This volume comprehensively documents the transforming nature of liberal arts institutions within the overall tensions provided by the global pandemic occurring at the intersection with a major transitional moment of technology and communication. Its timeliness is underscored by the geographic reachof its contributions, providing a unique perspective on the multitude of ways in which higher education is responding to these powerful forces. (Deane E. Neubauer, Professor Emeritus of Political Science, University of Hawaii, Manoa; Associate Director of the Asia Pacific Higher Education Research Partnership)This is a most timely overview and analysis of liberal arts worldwide. The editors brought together thoughtful scholars from around the world to demonstrate the dogged persistence, resiliency, and vulnerability of the liberal arts. For those who still believe that the key value of higher learning is to enrich the intellect, enliven the spirit, and take more responsibility for the future of humanity, this valuable book provides a framework for the future. (Gerard A. Postiglione, Emeritus Professor, Honorary Professor of Education, The University of Hong KongChapter 3 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Today's world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Qatar, Kosovo, Turkey, Austria, Israel, Sweden, and the United States, Higher Education in Emergencies: Best Practices and Benchmarking challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters focus on effective methods for evaluating and assessing emergency preparedness, as well as exhibiting exemplary responses that have set a precedent for institutional adaptability moving forward. Championing tangible action and its measurable impacts, Higher Education in Emergencies: Best Practices and Benchmarking provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.

Mit der zunehmend intensivierten Verbindung von Lehr-Lern-Laboren und Digitalisierung werden in bestehenden Lehr-Lern-Laboren digitale Angebote integriert, neue Lehr-Lern-Labore mit digitaler Ausrichtung aufgebaut sowie rein digitale, fachübergreifende Labor-Formate an den Hochschulen als „Raum“ zum digitalgestützten Lehren und Lernen etabliert. Der Band greift jene aktuellen, digitalgeprägten Strömungen in der Lehr-Lern-Labor-Landschaft auf und beschreibt konzeptionell sowie empiriebasiert Veränderungen der Merkmale von Lehr-Lern-Laboren infolge des Einbezugs von Digitalisierungsaspekten in den MINT-Fächern sowie den Bildungswissenschaften.

This thoughtful volume challenges widely accepted, traditionalist scientific notions of ‘the academic'– prevalent in higher education institutions globally – in order to promote best practice, and redefine the field as accessible, inclusive and forward thinking. This book situates itself away from the dominant discourse on academia and eschews the common tropes that have proved prohibitive to furthering the field and research within. By releasing ‘the academic'from the restrictive, narrow boundaries typically imposed, Representations of the Academic opens up a form of public sphere where the contributors bring together their innovative views to propose a new normative form. Chapters explore examples of good practice that demonstrate alternative ways of thinking and, in doing so, the book continues an emergent tradition of investigating the origins, nature and purposes of academic work at a time when critical values are under threat.The book will be of interest to students, academics and researchers in the fields of education, educational research and higher and professional education more broadly. Those involved with interdisciplinary and intercultural studies, ethics and values in research will also benefit from this volume.

The COVID-19 pandemic has impacted over a billion students, resulting in a mass transition to online education and the cancellation or postponement of countless seminars, workshops, exams, sports events and conferences. While remote learning has allowed institutions to continue providing education to students throughout these circumstances, it has also created a number of challenges for the mental health of both faculty and students as well as to the technical capabilities of higher education institutions. At the start of the pandemic, not every university had the necessary facilities for the quick switch to remote learning, not all faculty were prepared to make it and not all students were equipped to take on more responsibility for their learning. Pandemic Pedagogy: Preparedness in Uncertain Times collates various case studies and other empirical research that examine learning practices and demonstrate approaches to address future catastrophes and continue the pandemic recovery process. Contributors discuss both theoretical models and strategic frameworks currently in use, as well as the benefits they provide, helping institutions address student and faculty concerns and prioritise future preparedness. Designing an adaptable education system capable of dealing with future crises, Pandemic Pedagogy: Preparedness in Uncertain Times will benefit educators, leaders, policy makers, government organizations, university faculty members and students.

The purpose of this book is to provide a model that speaks specifically to adopting Information Technology Governance (ITG) and University Governance processes. Utilizing numerous studies, investigations and research on IT and University Governance and adapting previous and future proposed models for the current pandemic, the book speaks specifically to adopting effective ITG and University Governance processes. The book comprises a number of chapters contributed by leading international authors which analyze all aspects of IT and University Governance in relation to their impact on strategies in Finance, Sustainability, Academic, Research, Students and Faculty, Leadership, Campus, Employment and Recruitment, Quality Assurance, External and Industrial Relations, Internationalization, Transformation, and Board and Scholarship. Findings from the research conducted by these leading authors provide solutions for higher education institutions in planning and allocating IT resources, managing the ownership of IT and other business projects while developing strategic committees and providing appropriate governance within the context of institutional objectives.

This book presents an overview on ten years of rich experience and innovative development of scientific research around pedagogy, didactics and educative technologies at Cadi Ayyad University. From active learning in traditional teaching to technology enhanced learning, many efforts have been done so far by both researchers and PhD students making from Science Education an essential pillar that should bring innovative solutions and improve quality in teaching and learning in classes. 13 different topics have been selected and converted to chapters summarizing a decennia of active and open research works at the university. The selected chapters are a compilation of initiatives of research that Cadi Ayyad University team's are developing and experimenting among students. This compilation is unique in the field and country, so that it provides a innovative view on how some key topics are addressed in Higher Education.

Die Forderung nach einer praxisorientierten Lehrer•innenbildung ist seit vielen Jahren virulent. Für die Professionalisierung angehender Lehrkräfte ist dabei entscheidend, Praxisbezüge in einen pädagogischen und fachdidaktischen Reflexionskontext zu stellen. Diesen Ansatz von Praxis und domänenbezogener Reflexion verfolgen die Beiträge aus den Bildungswissenschaften und Fachdidaktiken, die im Rahmen des Kasseler Projekts Professionalisierung durch Vernetzung – Fortführung und Potenzierung (PRONET2) der „Qualitätsoffensive Lehrerbildung“ entstanden sind.Die Beiträge verbinden Praxisstudien mit unterschiedlichen Reflexionsanlässen, die sich auf Lehr-Lernszenarien, ganze Seminarkonzeptionen oder die Begleitung von Schulpraktika beziehen. Dabei geht es um Reflexionsgegenstände wie Unterrichtsvideos, Reflexionshandlungen wie Blogeinträge sowie Untersuchungen zum Reflexionsvermögen, zur Reflexionsgüte und zur Wirksamkeit von inhaltlich ausgerichteter Reflexion. Der Band zeigt konzeptionell wie empirisch auf, wie reflexive Praxisstudien zu einem wichtigen Bestandteil einer – auch phasenübergreifend angelegten – Lehrer•innenbildung werden können.

This book brings together education research and practice carried out by An-Najah National University, a lead Higher Institution in Palestine that managed to move from a face-to-face setting to a fully online learning and teaching environment during the initial COVID-19 outbreak, within a month, seamlessly, which makes a success cases study of virtualization. This book concentrates on approaches to ensure the continuous improvement and quality of higher education provision across the country, with particular focus on: a) learning and teaching methodologies in online settings; b) use of open education as a key resource; and c) development of academic capability building, along with academic and knowledge exchange with other higher education partners. Innovative ideas, best practices, and comparative case studies are presented, discussed, and compared with international ones to make specific recommendations for a successful and sustainable implementation.

Das Lernen mit frei zugänglichen Online-Ressourcen als wichtige Informationsquelle zum Erwerb neuen Wissens birgt einige Herausforderungen, da Inhalte im Internet frei verbreitet werden können und unüberschaubare Mengen an unstrukturierten, unzuverlässigen, oder voreingenommenen Informationen leicht zugänglich sind. Studierende müssen in der Lage sein, Online-Informationen und -Quellen zu suchen, zu selektieren, auszuwählen, zu überprüfen und anhand relevanter Kriterien kritisch zu bewerten. In Deutschland wurde dahingehend ein neuer theoretisch-konzeptueller Ansatz für die Operationalisierung dieser Fähigkeiten durch das Konstrukt Critical Online Reasoning (COR) sowie Messung dieser Fähigkeiten mittels eines neuen Assessments (CORA) entwickelt. Auf Grundlage theoretischer Überlegungen zum COR-Konstrukt sowie zur argumentationsbasierten Validierung nach den Standards for Educational and Psychological Testing (AERA et al.) ist das Ziel dieser Arbeit eine Analyse von zentralen Validierungsaspekten.

Um Schule zukunftsfähig zu machen, bedarf es mehr denn je großer Anstrengungen möglichst aller Beteiligter. Aus der Kreativwirtschaft oder Softwarebranche kommend, werden agile Arbeits- und Herangehensweisen im Zusammenhang insbesondere mit komplexen Themen- und Problemstellungen zunehmend auch im Schulkontext diskutiert. Agiles Arbeiten verspricht bei Schulentwicklungsprozessen z. B. flexiblere und auch schnellere sowie passgenaue Reaktionen auf Veränderungen. Auch im Unterricht befördern agile Herangehensweisen und Methoden flexibles Arbeiten sowie Kooperation, Kreativität und Innovationfreude bei Schülerinnen und Schülern.Der Band stellt zunächst grundlegende theoretische Zugänge zum Thema „Agilität“ vor. Anschließend werden Perspektiven mit Blick auf Schule, Schulentwicklung und Schulsystem aufgezeigt. Mehrere Praxisbeispiele runden den Sammelband ab.​

Der Sammelband soll dazu beitragen, den Stellenwert von Serious Games und Gamification als wichtige und nachhaltige Methode in der beruflichen Aus- und Weiterbildung (Personalqualifikation, Personalentwicklung) noch stärker herauszuarbeiten. Gleichzeitig sollen bedeutsame und zukunftsweisende Lernentwicklungsperspektiven in digitalen Lernwelten aufgezeigt werden. Die enge Verknüpfung von didaktischen Aspekten und Lerneffekten, die aus dem praktischen Einsatz von Serious Games resultieren können, grenzt die Publikation von bislang vorliegenden Veröffentlichungen zu dieser Thematik ab, wie auch die Darstellung des praktischen Einsatzes der Serious Games und deren Evaluation.

Schulabsentismus als das illegitime Fernbleiben von Unterricht und Schule wurde lange Zeit als vor allem städtisches Problem gesehen. Vor dem Hintergrund einer zunehmenden Peripherisierung von ländlichen Bildungslandschaften mit entsprechenden Problemstellungen stellt sich die Frage, ob sich Schulabsentismus auch in diesen Regionen ausbreitet und wie damit umgegangen wird. In einer triangulativen Mehrebenen-Studie wurde diesem Forschungsdesiderat aus Sicht von Lehrkräften und weiteren Expert•innen nachgegangen.

Die empirische Erhebung der quantitativen Lehrer•innen-Studie (n=1650) an österreichischen Höheren Technischen Lehranstalten (HTL) befasst sich mit dem Thema Industrie 4.0/ Digitalisierung und hat fachtheoretische/-praktische sowie allgemeinbildende Lehrer•innen der Fachrichtungen Maschinenbau, Mechatronik, Bautechnik, Elektrotechnik, Elektronik und Informatik im Fokus. Themenschwerpunkte sind dabei neue Anforderungen an das Wissenspotential/an die Wissensexpertise von Lehrkräften durch Industrie 4.0/Digitalisierung, deren Stellenwert in der HTL-Ausbildung sowie die sich verändernde Kompetenzförderung durch Industrie 4.0/ Digitalisierung aus der Sichtweise von HTL-Lehrkräften.

Der Band ist eine Auswahl von derzeit praktizierten Online/Hybrid-Formaten und deren didaktische Grundlegung in der (wissenschaftlichen) Weiterbildung. Gefragt wir danach, welche Erfahrungen und konkreten Angebote bzw. didaktischen Überlegungen den Ruf nach verstärkter flexibler Online-Lehre rahmen. Dabei sollen einerseits Praxisbeispiele, Materialien und Handlungsanleitungen im Mittelpunkt stehen, zum anderen soll der wissenschaftliche Diskurs über die Möglichkeiten, Voraussetzungen und auch die Grenzen derartiger Lehr- und Lernformen erweitert werden. Vor allem aus didaktischer Sicht ist hier zu klären, ob und wie dies mit den derzeitigen Formaten einzulösen ist und ob das zutrifft, was vielerorts behauptet wird: „The learning is equivalent, regardless the mode.”

This book sheds light on the risk of losing the authoritative knowledge discovered and taught by public universities. It argues that public universities are as indispensable now, as never before, for providing governments and citizens with reliable knowledge crucial for confronting the looming environmental, cultural, economic, and political challenges now threatening humanity's very existence. Acknowledging the history of universities around the world, the book highlights the role they have played in creating and curating knowledge. It examines John Henry Newman's liberal idea of the university and Wilhelm von Humboldt's conception of the institution and argues this is all under threat at the hands of fake prophets and biased media preaching'alternative facts'and populist falsehoods. Shedding light on neoliberalism and the tensions between research, education, and training, the author demonstrates that the best pedagogical and economic outcomes are achieved when these interests are dynamically informing each other. This book will be of interest to academics, university managers, and higher education policymakers questioning the role, value, and purpose of the contemporary public university.

This is the latest volume in the Learning in Higher Education series. Active Learning has at least two major benefits: 1) it engages students in their learning, and 2) it enhances their deeper learning outcomes. In this book, authors from universities in Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and the USA show how they have used active learning to engage their students and improve their deeper learning outcomes. Reading the book, you will gain insight into how the authors designed and carried out their teaching, using one of these eleven active learning methods: authentic project-based learning; case-based learning; experience-based learning; flipped and peer learning; inquiry-based learning; learning space design; project-based learning; research-based learning; students as partners framework; technology-enhanced learning; and virtual exchange co-design.

This book presents selected case studies from the Arab world on the universities responses to the pandemic. This book will look in detail at the priorities of the higher education sector in the post-COVID-19 era and the changes that must be adopted by universities and governments. These changes will allow the higher education sector to emerge from the crisis and build short- and long-term resilience.The onset of the COVID-19 pandemic has induced sudden changes worldwide by setting a global lockdown that has impacted all industries and sectors, affecting our daily lives and forcing us to adapt to a new normal. This book is the first major account of how the pandemic has shaken universities and higher education institutions in the Arab world today and tomorrow. Crucially, it examines the responses of universities to COVID-19, highlights their current position, and addresses the negative and positive outcomes. Has this crisis become an adversity or an opportunity forhigher education institutions? What are the pillars that will ensure the success of the Arab higher education sector post COVID-19?

Viele (Erhebungs-)Projekte in der Hochschulforschung bringen neue Erkenntnisse aus dem Bereich der Survey Methodology hervor. Damit Forschende von dieser Expertise profitieren und sie für die Optimierung ihrer Befragungspraxis nutzen können, werden die Ergebnisse in diesem Sammelband zusammengebracht. Vorgestellt werden Beiträge zum Thema Rekrutierung und Incentivierung, Survey Design und Mixed Devices, Instrumentenentwicklung, Panel Attrition und Non-Response sowie internationale Befragungen. Der Fokus liegt dabei auf den besonderen Herausforderungen, die die Erforschung Hochqualifizierter für die Durchführung quantitativer Studien mit sich bringt.

Mit dem vorliegenden Buch wird der Versuch unternommen, eine interdisziplinäre Auseinandersetzung mit dem Thema 360°-Videos in Forschung und Lehre aus Sicht verschiedener sozialwissenschaftlicher Disziplinen anzuregen. Es bietet Informationen zur Erstellung von 360°-Videos, zu deren Einsatz in Forschung und Lehre sowie beispielhafte Lehr-Lern-Szenarien mit 360°-Videos in der Hochschuldidaktik. Die Videografie gilt in weiten Teilen der empirischen Sozialforschung als vielversprechendes Mittel der Datengewinnung und erfreut sich auch in der universitären Lehre zunehmender Beliebtheit. Die Anwendung von und der Umgang mit 360°-Videos ist in dieser Diskussion bislang jedoch erst ansatzweise thematisiert worden. Dabei kann diese Technologie einen immensen Fortschritt für die wissenschaftliche Forschung und Lehre bedeuten: Der Bildausschnitt kann frei gewählt werden und mittels einer VR-Brille können die Beobachtenden das Geschehen sogar „hautnah“ miterleben.Gleichzeitig stellen 360°-Videos Forschende und Lehrende vor neue Herausforderungen. Diese beginnen bereits bei der Produktion des Materials und resultieren in der Frage, wie diese Art von Video sinnvoll und nachvollziehbar wissenschaftlich verwendet werden kann.

The ENTEP Project, funded by the Erasmus+ Programme of the European Union, has been initiated with the aim of improving the quality of education and teaching, enhancing teaching practices and further developing educational science in Russia and China. This book contains the results of this project. It unites general considerations with regard to the establishment of a general teaching and learning policy on the organizational level and more detailed reflections on teaching and learning, especially in times of digital education. Due to the international setting of the project, the volume delivers an insight into very different approaches, i. a. Italy, Great Britain, Portugal, Germany, and in particular Russia and China.

Der Band zielt darauf ab, den Diskurs zur China-Kompetenz und aktuellen deutsch-chinesischen Kooperationen im Kontext der Themenfelder Wirtschaft, Hochschulzusammenarbeit und Kultur abzubilden. Auf Grundlage der positiven nationalen sowie internationalen Resonanz zur Veranstaltung ‚China Woche 2020 an der Technischen Universität Clausthal‘ werden neue Ideen und Forschungsansätze zusammengefasst und für die weitere wissenschaftliche Diskussion zur Verfügung gestellt.

Im Promotionsprozess agieren Promovierende und Betreuende mittlerweile in differenten Lehr- und Lernsettings. In der vorliegenden Studie werden Video- und Audioaufnahmen von Promotionsbetreuung (Einzel- und Gruppensettings) in unterschiedlichen Fachbereichen erhoben und ausgewertet. In den verschiedenen Settings werden dabei situative Praktiken, Prozesse und Objekte herausgearbeitet, die hierbei unterschiedliche Formen von Bewertung und Betreuung aufweisen. Dabei zeigt sich, dass die vielfältigen Betreuungsweisen immer wieder auf eine für den Promotionsprozess konstitutive Krisenhaftigkeit verweisen. Die übergeordnete Frage, die sich damit stellt, ist folglich, in welcher Weise die jeweiligen Betreuungssettings mit jener Krisenhaftigkeit sowohl auf der Ebene der interaktiven Rahmung der Betreuungssituation als auch situativ, sprich auf der Ebene der Betreuungsinteraktion selbst, umgehen.

Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels. This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education.Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars, and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.

Literature and Character Education in Universities presents the potential of literary and philosophical texts for character education in modern universities. The book engages with theoretical and practical aspects of character development in higher education, combining conceptual discussion of the role of literature in character education with applied case studies from university classrooms. Character education within the academic context of the university presents unique challenges and opportunities. Literature and Character Education in Universities presents perspectives from academics in Europe, the USA and Asia, offering unique insights into the ways that engaged reading and discussion of core texts can promote the development of intellectual and moral virtues. Chapters draw on a wide range of texts from Confucius'Analects to J. D. Salinger's The Catcher in the Rye, focusing on themes such as truthfulness, self-knowledge, prudence, tolerance, friendship, and humility. Literature and Character Education in Universities will be of real use to researchers, academics and postgraduates in the fields of higher education, philosophy, and literature. It should be essential reading for university educators interested in character development and advocates of literary education in modern universities.

Warum brauchen wir eine digitale Bildung für nachhaltige Entwicklung (BNE) an Universitäten und Hochschulen? Wie können Lehr-Lern-Räume zu einer zukunftsgerichteten und zukunftsfähigen Hochschulbildung transformiert werden? Diese und weitere vielfältige Fragen behandeln Wissenschaftler•innen der Natur-, Sozial-, Geistes- und Kulturwissenschaften aus ihren jeweils unterschiedlichen, facheigenen Perspektiven.Das vorliegende Buch gibt Einblicke in die theoretische Auseinandersetzung mit nachhaltigkeitsrelevanten Themen wie Verantwortung, Transformation, Naturverständnis oder Werten und Normen sowie den vielfältigen grundlegenden Herausforderungen und Möglichkeiten einer digitalen Hochschulbildung für nachhaltige Entwicklung. Es bietet eine inhaltliche Breite von Themen einer BNE und stellt Hochschullehrenden verschiedene Anwendungsbereiche und Anknüpfungsmöglichkeiten an die digital geprägte Lebenswelt von Lernenden vor. Kritische Reflexionen veranschaulichen, vor welchen Herausforderungen und Grenzen digitale Hochschullehre im Kontext einer BNE steht.Ziel dieses Buches ist es, über Disziplin- und institutionelle Grenzen hinweg den notwendigen Wandel von Denk- und Handlungsweisen im Kontext einer nachhaltigen Entwicklung zu fördern und eine zukunftsorientierte Hochschulbildung zu gestalten.

This book draws on the responses to learning and teaching and applied education futures thinking, that provide insights into the future of learning. It brings together more than 30 novel and important applied research and scholarly contributions from around the world, including Australia, Canada, Finland, Germany, Hong Kong, Japan, Macau, Mainland China, Malaysia, Morocco, Pakistan, and the UK. The chapters, including reflective essays and practice-based case examples, are divided into five major themes:• Future ready values and competencies for the future of work• Innovative pedagogies in applied degree learning and training• Driving student access, engagement, and success through digital technologies• Intelligent technologies: Embedding the new world of work into applied degrees• Lifelong learning, partnering, and the future of workThis book is important for readers interested in international perspectives on the future of work and professional education.

This book is a collection of the leading scientific studies, which elaborate on the unique specifics of Central Asia and Russia and dwell on the potential and current contribution of digital higher education to the preservation of these specifics and adaptation of universities to them. In the four parts of this book, the authors determine the contribution of digital education to cultural inclusivity and the development of international education in Central Asia and Russia. The role of digital higher education in the sustainable development of regions in Central Asia and Russia is described. The advantages of digital higher education for the optimization of the labor market and employment of youth in Central Asia and Russia are determined. The current directions of digitalization (EdTech) and their contribution to the increase of quality and effectiveness of higher education in Central Asia and Russia are established.This multidisciplinary book is aimed atscholars from various spheres of science (pedagogics, cultural sciences, law, management, economics, and ICT), for whom the book offers the leading scientific and methodological inventions and developments on the digitalization of higher education in Central Asia and Russia.

Die COVID-Pandemie bewirkt einen starken Digitalisierungsschub der Hochschullehre, der die Interaktionen von Studierenden und Lehrenden nachhaltig beeinflusst und zu einer steigenden Vielfalt von Lehr- und Lernmethoden führt. Anhand von innovativen Lehrentwicklungsprojekten und empirischen Analysen, die an der Fachhochschule des BFI Wien durchgeführt wurden, werden diese Veränderungen exemplarisch sichtbar gemacht und Perspektiven für die nachhaltige Weiterentwicklung der Hochschullehre aufgezeigt.

This book promotes student-centered approaches to the learning process, allowing students to develop skills and competences that traditional, passive learning methods cannot foster. In turn, supporting active learning with digital technology tools creates new possibilities in terms of pedagogical design and implementation. This book addresses the latest research and practice in the use of technology to promote active learning. As such, on the one hand, it focuses on active pedagogical methodologies like problem-based learning, design thinking and agile approaches; on the other, it presents best practice cases on the use of digital environments to support these methodologies. Readers will come to understand and learn to apply active learning methodologies, either by replicating the best practices presented here, or by creating their own methods.

This book is aimed at developing sustainability competences through pedagogical approaches by comparing 15 case studies from 12 countries in 4 continents (Africa, America, Australia, and Europe) analysing how Sustainable Development (SD) is being taught in their courses, which competences are being developed, and which pedagogical approaches are being used to develop the competences. The book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used, utilizing a framework aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. Compared to previous works addressing SD in education, which often mostly cover tools for improving the sustainability of campus operations, this approach uses assessment tools to uniquely focus on how courses and programmes (i.e. curricula) incorporate SD. Through the case studies, readers will learn about how the 3 major groups of pedagogical approaches have been used: (1) Universal, meaning broadly applicable pedagogies that have been used in many disciplines and contexts; (2) Community and social justice, which are pedagogies developed specifically for use in addressing social justice and community-building; and (3) Environmental education, which are pedagogies emerging from environmental sciences and environmental education practices.

The present book entitled “Total Quality Management in Institutions of Higher Education” provide the status of total quality management parameters in existing higher education institutions and how to overcome problems faced by these institutions and achieve desired level of quality education. The focus of this book is an enhancing quality of higher education institutions with concrete suggestions. This book is highly useful for students, researchers and for those who are interested in quality management in institutions of higher education.

This edited volume presents a systematic analysis of conceptual, methodological and applied aspects related to the validation of educational tests used in Latin American countries. Inspired by international standards on educational measurement and evaluation, this book illustrates efforts that have been made in several countries to validate different types of educational assessments, including student learning assessments, measurements of non-cognitive aspects in students, teacher evaluations, and tests for certification and selection. It gathers the experience of validity studies from the main international assessments in Latin America (PISA, TIMSS, ERCE, and ICCS). Additionally, it shows the challenges that must be taken into account when evaluations are used to compare countries, groups or trends of achievement over time. The book builds on the premise that measurements in the educational field should not be used if there are no studies that support the validity of the interpretation of their scores, or the use made of such tests. It shows that, despite the recognition given to validity, relatively few educational measurement assessments have accumulated enough evidence to support their interpretation and use. In doing so, this volume increases awareness about the relevance of validity, especially when assessments are key component of educational policies.

This book discusses digital learning opportunities in higher education for refugees with different educational, social, cultural and linguistic backgrounds. Based on findings from practical studies and research projects from several countries, the book highlights the numerous challenges when it comes to the successful integration of refugees into higher education. These challenges arise at both the individual and the institutional level. The contributions included in this book show how these challenges can be effectively met using digital teaching-learning platforms. The work thus offers a comprehensive insight into the opportunities online-based learning platforms offer regarding the successful integration of refugees into higher education Overall, the research presented in this volume is relevant for political stakeholders, university practitioners in the field of migration research, university research, and online and digital learning.