Higher Education Learning Trends: Selected Bibliography

The University Archives has determined that this item is of continuing value to OSU's history.The Learning Group worked to develop a strongly and pervasively learner-centered view of the Ohio State University Libraries. It examined trends in teaching and learning at Ohio State University by interviewing campus administrators, faculty, and staff closely involved with academic programs and student life; surveyed recent higher education and library publications concerned with teaching and learning; and learned from the example of other academic libraries. This bibliography partially addresses the second and third activity. The group surveyed the literature to identify current trends in higher education learning, which in the groups judgement, were applicable to the Thompson Library renovation project. The Learning Group members were: Miriam Conteh-Morgan, Karen Diaz, Anne Fields, Marty Jamison, Fred Roecker, Rocki Strader,Tom Cetwinski, Linda Gonzalez and Scott Bennett (Consultant)

A framework for the design of Informal Learning Spaces (ILS) to facilitate informal learning in Jordan Universities

Variations in education to facilitate individual study and collaborative work have increased the need for Informal Learning Spaces (ILS) in universities, this research aims to develop a framework for the design of Informal Learning Spaces to facilitate Informal Learning within Jordanian universities based on recent developments in UK universities. In the Arabic world, a greater emphasis is on formal learning spaces, such as classrooms and lecture theatres, and there are fewer opportunities for Informal Learning, and possibly less acknowledgment of the role of Informal Learning. In the UK context ILS are increasingly being introduced into university campuses. However, there were still unanswered questions related to many aspects of ILS. The literature review identified that the subjects of ILS and IL had not been widely researched, with only recent studies. In particular, it is unclear what the role is for the design of ILS in facilitating informal learning and whether it is relevant for all groups, or particularly important for certain groups of students. The research has not previously been undertaken by researchers in Jordan. Therefore, this research makes a significant contribution to the understanding of the importance and use of informal learning space, particularly in Jordan.The research explored best practice in design and use of Informal Learning Spaces in UK universities. The research also identified the current nature of non-designed informal learning spaces in Jordan universities, and how these spaces are currently used for informal learning. Using empirical observations and interviews and a grounding in literature, an ILS design framework was developed to guide the design of Informal Learning Spaces. The ILS framework has several elements which have been identified issues which support spaces that are harmonious with learning theories (focussing on Constructivist theory) and the needs of current students. Using the thematic analysis and grounded theory as the theoretical framework to achieve the research aim. The research revealed that there is a need in Jordanian universities for a framework to enable architects to design ILS in a clear and effective way. Jordanian architects supported the development of the new framework for designing ILS.The research indicates that ownership and comfort are preferred for students when they choose and stay in a location for study, and if universities create spaces identifiable with comfort, flexibility, sensory stimulation and technology, then students will be more productive in these locations. The significance of this study is that it informs our theoretical understanding of learning theories, and more broadly the findings of this research are also useful for campus planners and campus facility managers worldwide to plan and provide conducive Informal Learning Spaces on campus. Informal learning spaces play an important role for students, who have preferred places to study, where they regularly work along with friends and find inspiration to work in the company of others

Report on the Renovation of the Thompson Library

The University Archives has determined that this item is of continuing value to OSU's history.The Learning Group worked to develop a strongly and pervasively learner-centered view of the Ohio State University Libraries. It examined trends in teaching and learning at Ohio State University by interviewing campus administrators, faculty, and staff closely involved with academic programs and student life; surveyed recent higher education and library publications concerned with teaching and learning; and learned from the example of other academic libraries. The report speaks to the renovation of the Thompson Library and addresses the various parties planning that renovation. Three themes pervade the report: the library as a contributing member of a learning community, learning as an acculturation process, and technology that inspires and supports acculturation. The Learning Group members were: Miriam Conteh-Morgan, Karen Diaz, Anne Fields, Marty Jamison, Fred Roecker, Rocki Strader,Tom Cetwinski, Linda Gonzalez and Scott Bennett (Consultant

The opportunities and difficulties for M-learning to enhancing students learning results

Under the social change that rely on technologies that create new Difficulties and challenges for universities, this paper considers the possibility of mobile learning and a subset of e-learning to influence a quantum leap in higher education, Environments universities face accelerated growth in demand for higher education, a significant reduction in government supporting and funding for education, Change in the awareness and understand of the type of knowledge, global competitiveness, changing student demographics and outlooks. At the same time unbinding mobile phones is connect a lots numbers of powerful learners to communications networks.by a review of some literature pilot on the current situation of m-learning that explores alternatives to help universities carry out its core functions of storage, processing and Launcher knowledge that can be applied to real life matters, through the study of the weakness and strengths of increased connectivity to networks of mobile communications to support Structural, self-guided interactive educational quality for learners toward using mobile devices increasingly.This article as well discusses if mobile learning can be alignment between technology development with the changing expectations of students and the implications of a variety in teaching and institutional strategies. Moreover Technologies, Consisting of mobile computing, handheld, and mobile phones, wireless and laptop, PDAs

The students’ acceptance and use of their university’s virtual learning environment

The proliferation of digital and mobile devices, including; smartphones and tablets has led policy makers and practitioners to include these ubiquitous technologies in the realms of education. A thorough review of the relevant literature suggests that both students as well as their course instructors are becoming increasingly acquainted with the adoption of education technologies in the higher educational context. Hence, this study explores the university students’ readiness to engage with the virtual learning environment (VLE). The methodology has integrated measuring items that were drawn from the educational technology literature, including the unified theory of acceptance and use of technology, to better understand the students’ perceptions towards VLE. It investigated whether they were influenced by their instructors or by fellow students to use VLE. The results suggest that most of the research participants were using this technology as they believed that it supported them in their learning outcomes. The findings also revealed that the students were not coerced by their course instructors or by other individuals to engage with VLE. Moreover, the university’s facilitating conditions had a significant effect on the participants’ usage of VLE. In conclusion, this contribution puts forward key implications to practitioners. It also clarifies the limitations of this study and proposes future research directions.peer-reviewe

Guidelines for Quality Assurance and Accreditation of MOOCs

Massive open online courses (MOOCs) have emerged as an educational innovation with the potential to increase access to and improve the quality of education. Different stakeholders in education view MOOCs from different perspectives. However, there are common questions related to the quality of these courses and to the granting of equivalent credits. This document provides a set of guidelines designed to support decision making about the sorts of quality measures that are appropriate in different contexts. These MOOC Quality Guidelines can be used by governments, accreditation agencies, institutions and learners with an interest in developing, running, accrediting or participating in MOOCs, to improve quality assurance (QA) and accreditation

Integrating personal learning and working environments

This review paper part of a series of papers commissioned by the Institute for Employment Research at the University of Warwick under the title of 'Beyond Current Horizons – Working and Employment Challenge'. In turn, in forms part of a larger programme of work under the banner of Beyond Current Horizons that is being managed by FutureLab on behalf of the UK Department for Schools, Children and Families. The brief was to cover: - The main trends and issues in the area concerned; - Any possible discontinuities looking forward to 2025 and beyond; - Uncertainties and any big tensions; - Conclusions on what the key issues will be in the future and initial reflections on any general implications for education. Given the wide ranging nature of the brief, this paper largely confines itself to trends and issues in the UK, although where appropriate examples from other countries in Europe are introduced. We realise that in an age of growing globalisation the future of work and learning in the UK cannot be separated from developments elsewhere and that developments in other parts of the world may present a different momentum and trajectory from that in the UK. Thus, when reading this report, please bear in mind the limitations in our approach

Assimilate or Accommodate?:The Need to Rethink Current Use of the Term ‘Mobile Learning’

Mobile devices are now ubiquitous in many areas of the globe and used for all kinds of communication modes in all walks of life, notably for learning as well as for entertainment. So what exactly do we understand by mobile learning? For a decade now, as mobile devices are found in an ever wider range of learning situations and contexts, mobile learning researchers have sought to define (Sharples, Taylor and Vavoula, 2007; Wexler et al., 2008) and redefine (Crompton, 2013) mobile learning in a way that is meaningful within this increasing range. However, the need to categorise educational applications of mobile technologies has become a progressively more complex challenge (Park, 2011), also including the classroom as a pedagogical context for mobile learning. However, Sharples and colleagues’ (2007) original definition of mobile learning emphasised the assumption that, for learning to be mobile, learners must be continually on the move which is clearly not the case for students using mobile devices in class. Yet the mobile learning research community continues to try to assimilate these instances into their understanding of mobile learning. Is it not now time to create a new concept reserving the original term ‘mobile learning’ for mobile technology supported learning opportunities that involve the learners physically moving between contexts