New models for learning flexibility: negotiated choices for both academics and students

‘Flexible learning’ represents a need associated with ‘lifelong learning’ and the equipping of graduates to actively engage in a ‘knowledge society’. While the precise meaning of each of these terms is not easy to discern, notions of flexible learning have progressed an evolutionary path that concentrates on students as though they are the only stakeholder group in the higher education environment that would benefit from choice. Academic discourse also presumes that all cultural groups making up the increasingly diverse student population aspire to engage in student-centred learning as a precursor to involvement in a knowledge economy. In this environment academics have been encouraged to embrace on-line teaching and promote a more student-centred learning approach when the natural inclination and talent of many academics may make this style of pedagogy so challenging that learning outcomes are compromised. We question this ‘one size fits all’ mentality and suggest a model that empowers both the students and academics by allowing them the ability to choose the approach that suits their educational philosophy and preferred learning/teaching approach. The model represents an innovation in flexibility that recognises initial embedded learning foundation abilities and reaches both teachers and learners by utilizing their own frames of reference

Empowering Lifelong Learning through Open Universities in Taiwan and Indonesia

Purpose – This research attempts to reveal ways of addressing challenges in open universities related to empowering lifelong learning; establishing policies and strategies in dropouts, student portfolio, and support services for students with special needs; and implementing online instructional design and strategies. Two institutions were investigated, namely National Open University (NOU) Taiwan and Universitas Terbuka (UT) Indonesia, both founded in the 1980s to serve lifelong learners with diverse backgrounds and needs. This study was aimed at understanding good practices and challenges for improvement for the two open universities in those areas being investigated. Design/methodology/approach – This research was qualitative using document analysis along with focus group discussions and interviews with administrators, academic staff, students, and alumni to collect data for analysis. Findings – Lifelong learning is the necessity of individual in societies for continuing professional development through enabling access to quality university education. Open universities have been tasked to cater for lifelong learners using non-traditional approaches, new technology, and adapting to online learning and teaching in digital age. This research was exploratory, and the findings were expected to improve understanding of lifelong learning in open universities, particularly in NOU and UT. Practical implications – Findings of this research are relevant to open universities to enhance its missions and define its possible new roles to serve lifelong learners. Originality/value – This research reveals the roles of open universities in lifelong learning and enhances understanding of open universities that have a wide range of responsibilities in offering programs and courses to accommodate lifelong learner

Inclusive Learning and Teaching in a Digital World

Introducing learning and teaching platforms based on digital technology has been an on-going process for more than a decade now all across Asia and Europe. Within the two regions, the initiative in introducing digital technology to teaching and learning has been discussed at the supra-national level in the case of Europe, while governments and HEIs in Asia seem to individually plan and implement the policy respectively at its own pace. With diverse contexts and backgrounds of countries in Asia, policies at the national and institutional level can be examined primarily based on the specific contexts of each country’s educational systems and orientations. However, the COVID-19 pandemic has abruptly changed the scenario and pace of implementing digital technology in teaching and learning in these regions. These changes were exponential. It was inevitable for every country and its respective education institutions to consider the way in which teaching and learning can be delivered and provided through digital and on-line technology. As mentioned by the OECD, “One change likely to remain after the pandemic ends is the intensified use of digital technologies in the delivery and management of higher education” (Weko & Morley, 2020)

The e-revolution and post-compulsory education: using e-business models to deliver quality education

The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education

Middle-out approaches to reform of university teaching and learning: Champions striding between the top-down and bottom-up approaches

In recent years, Australian universities have been driven by a diversity of external forces, including funding cuts, massification of higher education, and changing student demographics, to reform their relationship with students and improve teaching and learning, particularly for those studying off-campus or part-time. Many universities have responded to these forces either through formal strategic plans developed top-down by executive staff or through organic developments arising from staff in a bottom-up approach. By contrast, much of Murdoch University's response has been led by a small number of staff who have middle management responsibilities and who have championed the reform of key university functions, largely in spite of current policy or accepted practice. This paper argues that the "middle-out" strategy has both a basis in change management theory and practice, and a number of strengths, including low risk, low cost, and high sustainability. Three linked examples of middle-out change management in teaching and learning at Murdoch University are described and the outcomes analyzed to demonstrate the benefits and pitfalls of this approach

Making with Shenzhen (Characteristics)—Strategy and Everyday Tactics in a City’s Creative Turn

This paper investigates the government-led maker movement in Shenzhen, China by deploying Michel de Certeau’s concepts of “strategy” and “tactics”. While there is a growing body of literature surrounding the maker movement, the discrepancy between the maker movement presented in urban policies and its participants’ actual practices is underexplored. Situating the exploration in the Chinese context, this article looks into how state intervention shapes the maker movement and actors’ participation. This work starts with considerations of political economy to demonstrate how the “Make with Shenzhen” campaign as a strategy fits into the government’s creative city agenda. It then draws upon the findings of a longitudinal ethnographic study to illuminate how discourses, institutions and apparatuses are tactically appropriated by individuals to mobilize symbolic, monetary, social and political resources to serve their interests. We argue that these tactical practices can potentially lead to meaningful changes in the city of Shenzhen and the everyday life of its people. By juxtaposing the strategy of the “Make with Shenzhen” campaign with the tactical practices surrounding it, this study offers insight into the challenges and possibilities brought about by the city-wide learning and making in the Chinese context

Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education

(First Paragraph) The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO’s Category 1 education Institute in the Asia-Pacific region devoted to education for peace and sustainable development, as enshrined in SDG Target 4.7. UNESCO MGIEP promotes the use of digital learning platforms where teachers and students can co-create and share a highly interactive learning experience. With the rise of the internet, there has been a proliferation of online content and digital resources intended to support teaching and learning, albeit widely varying in quality. Digital education media and resources, if carefully designed and implemented, have a significant potential to be mobilized on a massive scale to support transformative learning for building sustainable, flourishing societies

NMC Horizon Report: 2017 Higher Education Edition

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and perspectives