Ehlers / Schneckenberg Changing Cultures in Higher Education

Moving Ahead to Future Learning
1. Auflage 2010
ISBN: 978-3-642-03582-1
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 533 Seiten

More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching. Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new - and often informal - learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios. The book addresses everyone involved in higher education - university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.

Ulf-Daniel Ehlers is Adjunct Associate Professor of the Graduate School for Management and Technology of the University of Maryland University College, and Assistant Professor in the Department for Business Information Sciences of the University of Duisburg-Essen. He has coordinated many European and national lighthouse projects, and is Vice-President of the European Foundation for Quality in E-Learning. Ulf has developed the Learners' Quality Model for e-learning, is advising governments and international NGOs in the fields of technology enhanced learning. Dirk Schneckenberg is Professor of Strategic Management at the ESC Rennes School of Business in France. His research interests are organizational learning, knowledge management and innovation strategies for firms, as well as the necessity to rethink business and higher education for the 21st century. He has managed research projects funded by the European Commission and published around 40 refereed papers in journals, books and international conference proceedings.

Autoren/Hrsg.

Ehlers, Ulf-Daniel

Schneckenberg, Dirk

Inhaltsverzeichnis

1;Foreword;5
2;Preface;7
3;Contents;11
4;List of Figures;15
5;List of Tables;17
6;List of Editors and Contributors;19
7;Introduction: Changing Cultures in Higher Education;33
7.1;1.1 Drivers and Directions of Change in Higher Education;34
7.2;1.1.1 Changing Cultures for Future Universities;36
7.3;1.2 Overview: What Can You Expect?;38
8;New Challenges for Universities: Why They Must Change;47
8.1;2.1 Introduction;47
8.2;2.2 The Pressure for Change 2.2.1 Universities 1.0;48
8.3;2.2.2 The Growth of a Knowledge-Based Economy;49
8.4;2.2.3 Skills and Competencies in a Knowledge-Based Economy;50
8.5;2.2.4 The Central Significance of ICT in Knowledge-Based Economies;51
8.6;2.2.5 The Implications of Change;54
8.7;2.3 Will Universities Change?;54
8.8;2.4 Driving Change;56
8.9;2.4.1 Increase the Institutional Incentives for Change;56
8.10;2.4.2 Professionalize the Training of University Teachers and Provide Better Incentives for Innovative Teaching;56
8.11;2.4.3 Management Training for Senior University Administrators;57
8.12;2.5 Conclusion;57
9;Learning Innovation for the Twenty-First Century;58
9.1;3.1 Introduction to Learning Innovation;58
9.2;3.2 Introducing Learning Innovation at the University of Leicester;59
9.3;3.2.1 Students Experience and Learning;60
9.4;3.2.2 Institutional Positioning;61
9.5;3.2.3 Benefits of Learning Innovation;61
9.6;3.2.4 Deciding How and Where to Focus: The Nature of the Learning Innovation Strategy;62
9.7;3.2.5 Core Capabilities;62
9.8;3.2.6 Differentiation of Learning Technologies;63
9.9;3.2.7 Constant Innovation;63
9.10;3.2.8 The Challenges of Change;64
9.11;3.2.9 Quadrant One;65
9.12;Development Research;65
9.13;3.2.10 Quadrant Two;66
9.14;3.2.11 Quadrant Three;66
9.15;3.2.12 Quadrant Four;66
9.16;3.2.13 Innovation to Mainstream Processes;66
9.17;3.3 Implementation Partners for the Strategy at Leicester;67
9.18;3.3.1 Learning Innovation Research;67
9.19;3.3.2 Communication Strategy;68
9.20;3.3.3 Human Resources (HR);68
9.21;3.3.4 IT Services (ITS);68
9.22;3.3.5 Learning Futures Academy;69
9.23;3.3.6 Evaluation Criteria;70
9.24;3.4 UK Policy Context;70
9.25;3.5 Conclusions;71
10;“They had People Called Professors. . .!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions?;73
10.1;4.1 Introduction;73
10.2;4.2 What is Informal Learning?;74
10.3;4.3 Accelerating Global Phase Change;76
10.4;4.4 Creating Informal Learning: Learnscaping;77
10.5;4.5 The Big Picture;78
10.6;4.6 Conclusion;83
11;Transforming Universities;85
11.1;5.1 A Theory of Change;85
11.2;5.1.1 Establishing a Sense of Urgency;85
11.3;5.1.2 Forming a Powerful Guiding Coalition;86
11.4;5.1.3 Creating a Vision;86
11.5;5.1.4 Communicating the Vision;86
11.6;5.1.5 Empowering Others to Act on the Vision;87
11.7;5.1.6 Planning for and Creating Short-Term Wins;87
11.8;5.1.7 Consolidating Improvements and Producing Still More Change;88
11.9;5.1.8 Institutionalizing New Approaches;88
11.10;5.2 The Role of Structure;88
11.11;5.3 The Role of Culture;90
11.12;5.4 The Role of Leadership;92
11.13;5.5 The Role of Governance;93
11.14;5.6 The Quest for Meaning;95
12;Section A New Strategies for a Culture of Change and Innovation in Universities;98
12.1;Stories of Change: The University of Zurich, Switzerland;99
12.1.1;6.1 The Role of e-Learning at the University of Zurich;99
12.1.2;6.2 Three Drivers of Change;100
12.1.3;6.3 How Did We Initiate Cultural Change in the Organization?;100
12.1.4;6.4 Three Recommendations;101
12.2;Shaping Learning Cultures: A Strategic Challenge for Universities;102
12.2.1;7.1 Grievances and Lamentations;102
12.2.2;7.2 Who Generalizes, Generally Lies: Addressing the Right Questions;103
12.2.3;7.3 Prescribing and Describing Learning Cultures at Universities;105
12.2.4;7.4 From Reflection to Action: How to Shape Learning Cultures on the Strategic Level at Universities?;107
12.2.5;7.5 Stopping, but not Finishing . . .;111
12.3;Faculty Development in Context: Changing Learning Cultures in Higher Education;112
12.3.1;8.1 Introduction;112
12.3.2;8.2 Teaching in Higher Education;114
12.3.3;8.2.1 New Challenges for Teaching;114
12.3.4;8.2.2 Steady Teaching Cultures;116
12.3.5;8.2.3 A Cultural Approach to the Study of Learning Cultures;118
12.3.6;8.3 Faculty Development Shapes Learning Cultures;120
12.3.7;8.3.1 Faculty Development for Novice Teachers;120
12.3.8;8.3.2 Assessing Faculty Development in Higher Education;121
12.3.9;8.4 Towards a Holistic Perspective on Faculty Development;125
12.3.10;8.4.1 Environmental Factors Affecting Learning Transfer;125
12.3.11;8.4.2 The Specificity of the Context in Assessing Learning Transfer;127
12.3.12;8.4.3 Research Interest;128
12.3.13;8.5 Concluding Remarks;129
12.4;Open Content, Open Learning 2.0: Using Wikis and Blogs in Higher Education;130
12.4.1;9.1 Introduction;130
12.4.2;9.2 Management of Change;131
12.4.3;9.3 Open Learning;132
12.4.4;9.4 Negotiation of Meaning;133
12.4.5;9.5 Reflective Thought;133
12.4.6;9.6 Web 2.0;133
12.4.7;9.7 Open Content;134
12.4.8;9.8 Learning 2.0 and Self-Organization;135
12.4.9;9.9 Personal Spaces for Learning;136
12.4.10;9.10 Social Connections for Learning;136
12.4.11;9.11 Adaptive Frameworks;137
12.4.12;9.12 Blogs;137
12.4.13;9.13 Wikis;138
12.4.14;9.14 The Five-Stage Wiki Activities Model;139
12.4.15;9.14.1 Benefits;140
12.4.16;9.14.2 Limitations;141
12.4.17;9.15 Conclusions;141
12.5;Stories of Change: The National University of Ireland, Galway;142
12.5.1;10.1 From Teaching to Learning and the Role of Technology;142
12.5.2;10.2 “In at the Deep End”: Lecturers as Students;143
12.5.3;10.3 Institutional Cultural Change;144
12.6;Strategic Integration of Open Educational Resources in Higher Education;145
12.6.1;11.1 Introduction;145
12.6.2;11.2 Definitions and Examples of Open Educational Resources;146
12.6.3;11.3 Milestones of the OER Movement and Exemplary Projects;147
12.6.4;11.4 Reasons for Institutional Involvement in OER;148
12.6.5;11.5 Examples of OERs in Higher Education;150
12.6.6;11.6 MIT Open CourseWare;150
12.6.7;11.7 OpenLearn at the Open University in the United Kingdom;151
12.6.8;11.8 Envisaged Organizational Changes Through Strategic Implementation of OERs;152
12.6.9;11.9 Blueprint of an Implementation Model;153
12.6.10;11.10 The Impact of Web 2.0 on OER;155
12.6.11;11.11 Conclusions and Outlook;156
12.7;New Directions for Higher Education: Challenges, Opportunities, and Outcomes;158
12.7.1;12.1 Introduction;158
12.7.2;12.2 Challenges;159
12.7.3;12.2.1 Economic Issues;160
12.7.4;12.2.2 Changing Demographics;161
12.7.5;12.2.3 Demand for Accountability;162
12.7.6;12.2.4 Teaching and Learning;162
12.7.7;12.2.5 Emerging Technology;164
12.7.8;12.3 The New Higher Education;165
12.7.9;12.4 Leading Toward the New Higher Education;167
12.7.10;12.5 Strategic Planning as a Leadership Tool;169
12.7.11;12.5.1 Strategic Planning Starts with Detailed Assessment;169
12.7.12;12.5.2 Strategic Planning Focuses on the Future;169
12.7.13;12.6 Conclusion;171
12.8;Making User-Generated Content Communities Work in Higher Education – The Importance of Setting Incentives;173
12.8.1;13.1 Introduction;173
12.8.2;13.2 Fields of Managing UGC-Communities 13.2.1 A Conceptual Framework;174
12.8.3;13.2.2 A Software-Oriented Perspective: Web 2.0;176
12.8.4;13.2.3 An Organizational Perspective: Incentive Setting;177
12.8.5;13.3 Theoretical Background of Incentive Setting in UGC- Communities 13.3.1 A Business- Oriented Perspective;178
12.8.6;13.3.2 A Pedagogy-Oriented Perspective;180
12.8.7;13.4 Case Study on UGC-Communities in Higher Education 13.4.1 eGroups: A UGC Community of Students in Germany and New Zealand;182
12.8.8;13.4.2 Six Incentives for Making UGC Communities Work;185
12.8.9;13.5 Conclusion;190
12.9;Strategic Issues in University Information Management;191
12.9.1;14.1 Introduction;191
12.9.2;14.1.1 University Management;192
12.9.3;14.1.2 Primary Processes;194
12.9.4;14.1.3 Secondary Processes;195
12.9.5;14.1.4 Structural Issues;196
12.9.6;14.2 e-Science;196
12.9.7;14.3 Consequences for Universities;199
12.9.8;14.4 Issues in the Business Models of a University;202
12.9.9;14.4.1 Competitive Positioning;204
12.9.10;14.4.2 Managing Research and Teaching;205
12.9.11;14.4.3 Competitive Positioning in Teaching;206
12.9.12;14.5 Conclusions;209
12.10;Creating the Future: Changing Culture Through Leadership Capacity Development;213
12.10.1;15.1 Introduction;213
12.10.2;15.2 Background;214
12.10.3;15.3 Leadership Development in Higher Education;215
12.10.4;15.3.1 Methodology;217
12.10.5;15.3.2 The Faculty Scholars Program;218
12.10.6;15.3.3 Outcomes;219
12.10.7;15.4 Future Directions;227
12.11;Using Appreciative Inquiry for an e-Learning Change Management Programme: The ENTICE Project at Brunel University;229
12.11.1;16.1 Introduction;229
12.11.2;16.2 The Institutional Context of the Project;230
12.11.3;16.3 Intended Outcomes of the Project;231
12.11.4;16.4 Choice of Method and Procedure;231
12.11.5;16.4.1 Phase 1;231
12.11.6;16.4.2 Phase 2;236
12.11.7;16.5 Evaluation of the Methodology;236
12.12;Fostering Connectivity and Reflection as Strategic Investment for Change;239
12.12.1;17.1 Introduction;239
12.12.2;17.2 Background;241
12.12.3;17.3 Overview of the Cluster C Projects;243
12.12.4;17.3.1 Brunel University: An Appreciative Inquiry Approach;243
12.12.5;17.3.2 Cambridge University: Developing an Empirical Evidence Base;244
12.12.6;17.3.3 London South Bank University: Skills Audit and Support;246
12.12.7;17.3.4 Reading University: Alignment with Quality Assurance;248
12.12.8;17.4 Reflecting on the Experience of the Cluster C Projects;252
12.12.9;17.4.1 Commonalities: Communication of Evidence;252
12.12.10;17.4.2 Challenges;252
12.12.11;17.4.3 Implications;253
12.12.12;17.5 The Cluster C Approach;253
12.12.13;17.5.1 Ten Tips for Leveraging Cross-Institutional Collaboration in the Design and Management of Institutional Change Processes;255
12.12.14;17.6 Conclusion;256
13;Section B e-Competence and Faculty Engagement for e-Learning;257
13.1;Stories of Change: The K.U. Leuven, Belgium;258
13.1.1;18.1 Guided Independent Learning;258
13.1.2;18.2 e-Competence at K.U. Leuven;259
13.1.3;18.3 Growing in e-Competence at K.U. Leuven;260
13.1.4;18.4 Incentives;260
13.1.5;18.5 Impact of (growing) e-Competence at the Individual Level;260
13.2;What is e-Competence? Conceptual Framework and Implications for Faculty Engagement;262
13.2.1;19.1 Introduction;262
13.2.2;19.2 Strategic Concepts for e-Learning;264
13.2.3;19.3 Action Competence in a Nutshell;265
13.2.4;19.4 Conceptual Approach for e-Competence;268
13.2.5;19.5 Portfolio Models for Faculty Development and Engagement;271
13.2.6;19.6 International Survey on e-Competence Measures: Methods;273
13.2.7;19.7 International Survey on e-Competence Measures: Findings;274
13.2.8;19.8 Summary and Conclusions;278
13.3;Learning in Communities;280
13.3.1;20.1 Introduction;280
13.3.2;20.2 Orientation 1: Meetings;283
13.3.3;20.2.1 Key Success Factors;283
13.3.4;20.2.2 Questions to Consider;283
13.3.5;20.2.3 Technology Implications;284
13.3.6;20.3 Orientation 2: Open-ended Conversations;285
13.3.7;20.3.1 Key Success Factors;286
13.3.8;20.3.2 Questions to Consider;286
13.3.9;20.3.3 Technology Implications;286
13.3.10;20.4 Orientation 3: Projects;288
13.3.11;20.4.1 Key Success Factors;288
13.3.12;20.4.2 Questions to Consider;288
13.3.13;20.4.3 Technology Implications;289
13.3.14;20.5 Orientation 4: Content;289
13.3.15;20.5.1 Key Success Factors;290
13.3.16;20.5.2 Questions to Consider;290
13.3.17;20.5.3 Technology Implications;291
13.3.18;20.6 Orientation 5: Access to Expertise;292
13.3.19;20.6.1 Key Success Factors;293
13.3.20;20.6.2 Questions to Consider;293
13.3.21;20.6.3 Technology Implications;293
13.3.22;20.7 Orientation 6: Relationships;294
13.3.23;20.7.1 Key Success Factors;295
13.3.24;20.7.2 Questions to Consider;295
13.3.25;20.7.3 Technology Implications;295
13.3.26;20.8 Orientation 7: Individual Participation;297
13.3.27;20.8.1 Key Success Factors;298
13.3.28;20.8.2 Questions to Consider;298
13.3.29;20.8.3 Technology Implications;299
13.3.30;20.9 Orientation 8: Community Cultivation;300
13.3.31;20.9.1 Key Success Factors;301
13.3.32;20.9.2 Questions to Consider;301
13.3.33;20.9.3 Technology Implications;301
13.3.34;20.10 Orientation 9: Serving a Context;303
13.3.35;20.10.1 Key Success Factors;304
13.3.36;20.10.2 Questions to Consider;304
13.3.37;20.10.3 Technology Implications;304
13.3.38;20.11 Conclusions: Using Orientations to Think About Technology Needs;305
13.4;Supporting Changing Cultures Through Emerging Practices;307
13.4.1;21.1 Introduction;307
13.4.2;21.2 Educator Communities of Practice;309
13.4.3;21.3 Online Conferences in Professional Development;311
13.4.4;21.4 The e/merge Model;313
13.4.5;21.4.1 The e/merge Conference Strategy;314
13.4.6;21.4.2 Communities of Practice or Network?;315
13.4.7;21.4.3 Encounters at the Boundary;316
13.4.8;21.5 Participant Experiences of e/merge;317
13.4.9;21.6 Conclusion;320
13.5;Conspiracies and Competences;321
13.5.1;22.1 Intended Competence Development;321
13.5.2;22.2 Competence Development in Higher Education;323
13.5.3;22.3 Cultural Change and Resistance;326
13.5.4;22.4 Universities on the Path to Competence?;328
13.5.5;22.5 Interiorization: Completing the Circle;329
13.6;Education Innovation: Case Studies in e- Learning and Face- to- Face Teaching in Higher Education: What is the Best?;335
13.6.1;23.1 Introduction;335
13.6.2;23.2 Context;336
13.6.3;23.3 Methodology;339
13.6.4;23.3.1 Teaching Activities/Functions;339
13.6.5;23.3.2 Case Studies;340
13.6.6;23.4 Results;341
13.6.7;23.5 Conclusions;343
13.7;The Homo Zappiens and its Consequences for Learning in Universities;345
13.7.1;24.1 Introduction;345
13.7.2;24.2 Characteristics of a New Generation;347
13.7.3;24.2.1 Iconic Preferences;347
13.7.4;24.2.2 Technology is Air;348
13.7.5;24.2.3 Inversed Education;348
13.7.6;24.2.4 Networking is Their Lifestyle;348
13.7.7;24.2.5 Cooperation;349
13.7.8;24.2.6 Virtual is Real;349
13.7.9;24.2.7 Multiple Identities;349
13.7.10;24.2.8 Multitasking;350
13.7.11;24.2.9 Critical Evaluation;350
13.7.12;24.2.10 Zapping;350
13.7.13;24.2.11 Instant Payoff;351
13.7.14;24.2.12 Self-Confidence Through Self-Direction;351
13.7.15;24.3 Core Competences of Homo Zappiens;351
13.7.16;24.3.1 Dynamic Experimenting Through Games;352
13.7.17;24.3.2 Imagining Identities for Multiperspective Enquiry;352
13.7.18;24.3.3 Prosuming;352
13.7.19;24.3.4 Networking;353
13.7.20;24.3.5 Challenging Traditional Higher Education;353
13.7.21;24.4 Consequences for Higher Education;354
13.7.22;24.4.1 Homo Zappiens as an Individual: Power to the User;354
13.7.23;24.4.2 Homo Zappiens in Organizations: The Networked Society;355
13.7.24;24.4.3 Homo Zappiens in Higher Education: Life is Play;356
13.7.25;24.5 Future Structures for Higher Education;357
13.8;Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers;360
13.8.1;25.1 Why is it Necessary to Define an Information and Communications Technology ( ICT) Competency Framework for Teachers?;360
13.8.2;25.2 Which Competencies are Considered Essential for Teaching in an Online Environment?;361
13.8.3;25.3 Methodology;363
13.8.4;25.4 Results;364
13.8.5;25.4.1 Proposed Definition for Planning/Design Role;366
13.8.6;25.4.2 Comments;366
13.8.7;25.4.3 Redefinition of Planning/Design Role;368
13.8.8;25.4.4 Comments;369
13.8.9;25.5 Overall Competency Framework;369
13.8.10;25.5.1 Defining Planning/Design Role for Teaching in Online Environments;370
13.8.11;25.5.2 Defining Pedagogical Role for Teaching in Online Environments;371
13.8.12;25.5.3 Defining Social Role for Teaching in Online Environments;372
13.8.13;25.5.4 Defining ICT Domain;372
13.8.14;25.5.5 Defining Management Domain;373
13.8.15;25.6 Conclusions;373
13.9;Stories of Change: e/merge @ the University of Cape Town;375
13.10;The Impact of Collaborative e-Learning on Concepts of Teaching;377
13.10.1;27.1 Introduction;377
13.10.2;27.2 Theoretical Framework;378
13.10.3;27.3 Developing e-Competence;381
13.10.4;27.3.1 Control in Learning Communities;382
13.10.5;27.3.2 Context of Learning Communities;383
13.10.6;27.3.3 Workflow in Learning Communities;384
13.10.7;27.4 Beliefs and Practices;385
13.10.8;27.5 Implications for e-Competence Development Programs;386
13.10.9;27.6 Looking Beyond the Course (and Institution);389
13.10.10;27.7 Conclusions;391
13.11;Stories of Change: TieVie – The Support Service for Finnish Universities Toward the Information Society;392
13.11.1;28.1 Introduction;392
13.11.2;28.2 TieVie and the Guidelines for the Finnish Information Society;393
13.11.3;28.3 Information Society as Content of TieVie;395
13.11.4;28.4 The Way Forward;396
14;Section C Innovation and Quality through e-Learning in Universities;397
14.1;Stories of Change: The Ruhr University of Bochum;398
14.1.1;29.1 Quality Management as a Central Responsibility;398
14.1.2;29.2 Students at the Core of Quality Development;399
14.1.3;29.3 Quality Campaign for Good e-Learning;400
14.2;Moving from Control to Culture in Higher Education Quality;401
14.2.1;30.1 Introduction: A Culture of Quality in Higher Education;401
14.2.2;30.2 The Need of Quality Culture in Higher Education;404
14.2.3;30.3 State of the Art in Organisational Culture;405
14.2.4;30.4 A Model of Quality Culture for Higher Education;408
14.2.5;30.4.1 Component 1: Structures;410
14.2.6;30.4.2 Component 2: The Enabling Factors;411
14.2.7;30.4.3 Component 3: The Quality Cultures Component;414
14.2.8;30.4.4 Component 4: The Transversal Elements;415
14.2.9;30.5 Summary and Conclusions;416
14.3;Quality for Global Knowledge-Intensive Organizations: A Step- by- Step Guide;418
14.3.1;31.1 Introduction;418
14.3.2;31.2 Internationalizing Knowledge and Learning Processes 31.2.1 The Context of Internationalization;419
14.3.3;31.2.2 Influence Factors;420
14.3.4;31.3 Quality Approaches 31.3.1 Quality for Knowledge Organizations;422
14.3.5;31.3.2 Quality for a Global Context;423
14.3.6;31.4 Quality of International Knowledge and Learning Processes: A Step- by- Step Guide;424
14.3.7;31.4.1 Step 1: Vision-Building and Quality Awareness;424
14.3.8;31.4.2 Step 2: Raising Awareness on Culture and Quality;425
14.3.9;31.4.3 Step3: Defining the Main Fields and Aspects of Quality;425
14.3.10;31.4.4 Step 4: Modeling Process-Oriented Quality;425
14.3.11;31.4.5 Step 5: Making Quality Explicit: Setting Quality Objectives/ Choosing Methods and Metrics;427
14.3.12;31.4.6 Step 6: Model Implementation and Adoption: Making the Concepts Work;429
14.3.13;31.4.7 Step 7: Quality Development: Improving the OrganizationÌs Performance;430
14.3.14;31.5 Conclusion;430
14.4;Innovation and Quality for New Learning Cultures;431
14.4.1;32.1 Introduction;431
14.4.2;32.2 New Learning Cultures;432
14.4.3;32.3 Learning Communities and Networks;433
14.4.4;32.4 Quality Development for e-Learning 2.0;435
14.4.5;32.5 Concepts and Methods of Quality Development for e- Learning 2.0;438
14.4.6;32.5.1 Self-Evaluation;439
14.4.7;32.5.2 Quality Assessment with e-portfolios;440
14.4.8;32.5.3 Social Recommendation and Community Participation;442
14.4.9;32.5.4 Evaluation Processes Aimed at a Target Group;445
14.4.10;32.6 ÏHoles in the WallÓ: Quality for New Learningscapes;445
14.5;Can Web 2.0 and Social Software Help Transform How We Measure Quality in Teaching, Learning, and Research?;447
14.5.1;33.1 Introduction;448
14.5.2;33.2 Changing Forms of Learning;448
14.5.3;33.3 The Social Construction of Knowledge;449
14.5.4;33.4 Quality Frameworks: Perception and Reality;451
14.5.5;33.5 The Commodification of Education and Its Impact on How We Measure Quality;451
14.5.6;33.6 How will Web 2.0 and Social Software Change our Understandings and Measurement of Quality?;453
14.5.7;33.7 What is the Purpose of Traditional Assessment Measures? 33.7.1 Assessment as a Measure of Effectiveness of the Institutions;454
14.5.8;33.7.2 Assessment as a Means of Screening or Selection;455
14.5.9;33.8 Critiques of Assessment Processes;455
14.5.10;33.9 Personal Learning Environments and Assessment for Learning Through Authentic Learning Tasks;458
14.5.11;33.10 Conclusion: An act in Progress: Moving Toward Quality Embedded in Learning Processes;460
14.6;The Development of a Theoretically Sound Concept of Quality Criteria: As in the Case of the Accreditation for Technology- Enhanced Learning EFMD- CEL;461
14.6.1;34.1 Introduction;461
14.6.2;34.2 Theoretical Foundation of the Quality Model 34.2.1 Quality Dimensions;462
14.6.3;34.2.2 Quality Perspectives;463
14.6.4;34.3 Derivation of Quality Criteria, Indicators, and Standards 34.3.1 Different Possibilities for the Derivation of Quality Criteria;465
14.6.5;34.3.2 Validation of the Quality Criteria;468
14.6.6;34.4 Concluding Remarks;469
14.7;The MedidaPrix Award: An Agent for Changing Higher Education e- Learning Practice;471
14.7.1;35.1 Introduction;471
14.7.2;35.2 The MedidaPrix Award and the Pattern Approach;472
14.7.3;35.2.1 Pattern Basics;472
14.7.4;35.2.2 Pattern Quality;478
14.7.5;35.3 Qualities of a Change Agent;480
14.7.6;35.4 Change Agent for a New Transformation Process;482
14.7.7;35.5 Conclusion;483
14.8;The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education;484
14.8.1;36.1 Background;484
14.8.2;36.2 The UNIQUe Approach;485
14.8.3;36.3 The Uniqueness of UNIQUe;486
14.8.4;36.4 Areas and Criteria;487
14.8.5;36.5 Pilot Experiences and Phases;487
14.8.6;36.5.1 Inquiry;488
14.8.7;36.5.2 Application;488
14.8.8;36.5.3 Eligibility;489
14.8.9;36.5.4 Self-Assessment Phase and Self-Assessment Report;489
14.8.10;36.5.5 Peer-Review Phase;491
14.8.11;36.5.6 Peer-Review Report;492
14.8.12;36.5.7 Awarding Body Decision;492
14.8.13;36.5.8 Continuous Quality Improvements;493
14.8.14;36.6 Evaluation Results and Recommendations for Future Deployment;493
14.8.15;36.7 Can UNIQUe Drive Innovation?;495
14.9;The Organizational Impact of Open Educational Resources;497
14.9.1;37.1 Introduction;497
14.9.2;37.2 Selling the Vision of OERs;499
14.9.3;37.2.1 Altruistic Motivations;499
14.9.4;37.2.2 Commercial Motivations;500
14.9.5;37.2.3 Transformational Motivations;500
14.9.6;37.3 Determining the OER Model;501
14.9.7;37.4 Production Issues;503
14.9.8;37.5 Dealing with Intellectual Property Rights (IPR) Issues;504
14.9.9;37.6 Strategies for the Discovery and Use of OERs;505
14.9.10;37.7 Conclusions;507
15;References;510
16;Index;542