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This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teachingand learningformats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adaptingthe (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats. [ABSTRACT FROM AUTHOR]

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly personal at a practitioner level and shaped by need, before becoming driven by collaboration at an organisational level with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of organisational change. This resonates with literature which shows innovation has three outcomes: originality (practitioner-based agency); scale (going beyond the site of creation) and value (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency. [ABSTRACT FROM AUTHOR]

Today, theoretical and practical advancements in information and communication technologies (ICT) have proven to be indispensable towards achieving the goals of modern educational institutions including the underlying process models. There is evidence that existing technologies such as learning analytics (LA) can not only be used to understand the users (e.g. learners) and the context in which learning takes place, but also can take educators further in achieving different learning goals and innovation. On the one hand, there is a need for educators to adopt digital technologies in support of different activities that constitute educational processes; ranging from the changing higher institutional labour market to the rapid renovation of information systems and tools used to support learners. Moreover, such a requirement also relates to an educational community that is expected to include more proactive and creative learning strategies and experiences for the said stakeholders (e.g. teachers and students). On the other hand, this study shows that to meet those needs, learning analytics which implies measurement, collection, analysis, and reporting of data about the progress of stakeholders and learning contexts; is of importance. To this end, this paper conducts a systematic mapping study of current literature to determine trends in learning analytical methods and its application over the past decade. We look at how learning analytics has been used to support improved process monitoring and management (e.g. educational process innovation) within different organizational settings and case studies application. Consequently, this paper proposes a Learning Analytics Educational Process Innovation (LAEPI) model that leverages the ever-increasing amount of data that are recorded and stored about different learning activities or digital footprints of users within the educational domain to provide a method that proves to be useful towards maintaining continuous improvement and monitoring of different educational platforms. Thus, the notion of learning analytics for Educational Process Innovation in this paper. Technically, this work illustrates the implication of the method using dataset about online learning activities of university students for its experimentations and analysis. [ABSTRACT FROM AUTHOR]

The growth of Sino-foreign cooperative universities, departments and courses in China necessitates further discussion of how to develop teaching approaches that suit students attending these institutions. Despite substantial analysis of the commercial dimensions of Sino-foreign university partnerships, discussion of effective teaching strategies within these settings remains underdeveloped. This paper shares the author's experience of developing and delivering a Western civilization course to 210 students attending a Sino-foreign undergraduate program at a Chinese university over the course of one academic year. Specific attention is paid to how digital tools can be used to address the challenges of unfamiliar teaching styles, limited language comprehension, and the lack of prior exposure to course content. Student feedback and anecdotal observations are drawn upon to underscore the potential utility of certain digital course aids deployed in the classroom and lecture hall, as well as being accessible to students through an online platform. [ABSTRACT FROM AUTHOR]

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This paper aims to explore the potential role of Master's of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master's of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master's of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students' professional learning. [ABSTRACT FROM AUTHOR]

The dominant roles that digital connective technologies have in the 21st century are causing profound changes in all domains of life, which signal that we have reached a new age: the digital age. Education is one of the fundamental domains of life re-engineered to adopt to the changing landscape of what it means to function in this new age. The school paradigm which rests on the conditions and requirements of the industrial age appears to fall short in terms of meeting the needs and demands of the 21st century learner. The emerging digital connective technologies and the educational innovations they triggered such as open educational resources (OER), massive online open courses (MOOCs) and learning analytics are disrupting the learning processes and structures of the industrial age such that it is now an imperative to develop a new educational paradigm. These new innovations enable learners to extend learning outside the boundaries of traditional learning institutions through informal and enriched learning experiences using online communities on new platforms such as social media and other social platforms. The digital innovations aforementioned also free the learners from the shackles of time so that learners can, not only access but also create knowledge through social interaction and collaboration. The age we live in is ripe for unprecedented fundamental changes and opportunities for higher education (HE). Therefore, policymakers involved in education need to re-think the implications of digital connective technologies, the challenges and opportunities they bring to the educational scene while developing value-added policies regarding HE. This paper addresses the learner, instructor, learning environments and the administration dimensions of HE and how the digital connective technologies are impacting on these dimensions in the digital age. The paper also offers, as a conclusion, a road map for HE to better function in this age. [ABSTRACT FROM AUTHOR]

The literature on the re-use of learning materials has largely focused on the development of materials. This paper explores how re-use can be stimulated after learning materials have been developed and made available. We searched for and developed guidelines that support staff and/or management most frequently adopt in cases of (un)successful re-use of existing digital teaching and learning materials and methods by teachers in higher education. In a grounded theory approach, we collected existing guidelines from 11 literature studies, and developed new guidelines from 19 (mainly Dutch) case studies. Through constant comparison, we developed 'low-level' guidelines, which were classified into high-level guidelines. Five high-level guidelines turned out to be robust when subjected to repeated comparison with the case studies. Further, this paper elaborates existing guidelines by showing specific elaborations of them in our case studies. [ABSTRACT FROM AUTHOR]

The diversified literature on innovation processes impedes innovation and entrepreneurship education in providing a holistic innovation process model while practitioners struggle to implement innovation processes in the face of trends such as servitization and digitalization. This paper aims to shed light on how innovation processes are depicted by lectures and educators to establish a validated process view on digital innovation for services which will help provide grounding for innovation and entrepreneurship teaching. Consequently, this work expands innovation process and innovation teaching literature and contributes to high-quality up to date innovation and entrepreneurship education by providing propositions towards innovation processes and teaching practices. [ABSTRACT FROM AUTHOR]

Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning. [ABSTRACT FROM PUBLISHER]

Universities have discovered that learning need not dwell inside the confines of the four traditional classroom walls. The internet provides a vital link to information like never before. As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of technology has been purported to have the potential to lead the way in developing more competent technology and educational leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. Online education seems set on its course to overtake traditional colleges within the next few decades, especially as society becomes ever more dependent on the internet to get work done. This research paper examines areas in which educational programs can meet today's global standards, allow for the greatest flexibility in meeting student needs, and yet continue to increase leadership and educational opportunities for all student groups. The purpose of the study is to outline: whether distance technology is indeed used; what types of distance technology are employed; what goals drive the implementation of distance technology; and what factors inhibit the successful use of distance technology in higher education engagement graduate employability. The paper aims to focus on the issues involve the role of higher education in improving employability in developing the students' potential and flexibility to adapt their knowledge, skills, and attitudes to the labor market. In view of this, distance universities may have an important role in designing and implementing accreditation standards for employability. The attention should be paid to the development of transferable skills such as critical thinking, oral expression and team work to promote employability while raising the quality standards of the Higher Education Degree. [ABSTRACT FROM AUTHOR]

This paper offers the results of a quantitative study carried out with the aim of defining the technological skills profile of 301 students entering the BA in elementary education. A 29-question digital survey was used; results reflect a prevalence of female students over 30 years of age, who have access to a computer with an Internet connection, prefer to interact using phones, use e-mail, surf the Internet every day, are able to use technology at a basic level, particularly office suites, and are unfamiliar with the use of modern tools such as blogs and social bookmarking. It is concluded that these students do not display the characteristics expected of digital natives: the production, dissemination and consumption of culture online. [ABSTRACT FROM AUTHOR]

In the digitally empowered society, increased internet utilization leads to potential harm to the youth through cyberbullying on various social networking platforms. The cyberbullying stats keep on rising each year, leading to detrimental consequences. In response to this online threat, the Indian Government launched different helplines, especially for the children and women who need assistance, various complaint boxes, cyber cells, and made strict legal provisions to curb online offenses. This research evaluates the relevant initiatives. Additionally, a survey is conducted to get insights into cyberbullying in higher education institutions, discussing multiple factors responsible for youth and adolescents being cyberbullied and a few measures to combat it in universities/colleges. [ABSTRACT FROM AUTHOR]

This work seeks to support scholars interested in non-face-to-face modalities of higher education in making decisions about the use of digital and educational technologies (DET) to promote educational transformation (ET) in the context of their organizations. This organizational change deals with the implementation of technology-based flexible educational practices, focused on helping students develop competencies of interest for their personal and professional growth. With this in mind, in 2018 we identified and followed six leading higher education institutions on three continents that, for years, have carried out educational innovation experiences with the support of technology. Two of the analyzed experiences make use of eLearning, another of bLearning, and the others combine eLearning and bLearning as a complement to the face-to-face modality. The meta-analysis of the cases, carried out in 2019, followed suggestions from (Stake in The art of case study research, Sage Publications Inc., 1995) as well as from qualitative research that seeks to understand what is behind the cases from three dimensions: education, technology, organization. For each one, we determined what they do, how they do it, and what success factors must be considered. As the data was collected before the 2020 pandemic and this issue produced structural imbalances in society and in higher education, it was considered pertinent, at the end of 2020, to check the pulse of the ET mediated with DET in three of the six institutions studied. The purpose was to refine the findings of the meta-analysis and learn from the decisions made in the situation of forced change in environments, means, and strategies to continue providing quality higher education. [ABSTRACT FROM AUTHOR]