The Emerging Global Campus Model

This paper analyses the Emerging Global Model of universities as well as the changes which the ICT drives in a global scale. The emergence of e-Infrastructure for e-Science, the Open Educational Resources movement, e-Libraries and the tendency of building global educational alliances are analysed as well. The paper puts in focus the influence of the Web 2.0 technologies and the new organizational models they drive, e.g. Enterprise 2.0, University 2.0. A new university model is defined – the Emerging Global Campus Model. Some arguments that the ultimate result of the ICT driven transformation in the world could make the whole world to become a Global Campus in the next few decades

The Global Campus: ICT and the Global Transformation of Higher Education

This paper analyses the changes which the ICT drives in a global scale. The emergence of e-Infrastructure for e-Science, the Open Educational Resources movement, e-Libraries and the tendency of building global educational alliances are analysed as well. The paper puts in focus the influence of the Web 2.0 technologies and the new organizational models they drive, e.g. Enterprise 2.0, University 2.0. A new university model is defined – the Global Campus Model. Some arguments that the ultimate result of the ICT driven transformation in the world could make the whole world to become a Global Campus in the next few decade

The Global Campus - ICT and the Future of Universities

This paper analyses the changes which the ICT causes on a global scale. The globalization of higher education triggered by e-Learning, the emergence of e-infrastructure for e-science, the Open Educational Resources movement, e-libraries and the tendency of building global educational alliances are analysed as well. Special emphasis is put on several wellknown university models, e.g. Research University, Open University and Entrepreneurial University, as well as on some emerging university models for the Knowledge Society, such as: Global University and Innovation University. The paper puts in focus the influence of the ICTs and the new organizational and business models they bring, such as Virtual University, eCampus, Enterprise 2.0, University 2.0. A new university model is defined—the Global Campus Model. Some arguments that the ultimate result of the ICTs driven transformations could turn the whole world into a Global Campus in the next few decades

Between 'technological obduracy' and 'academic resistance': concepts of use of blackboard and the experience of university teachers.

Until recently, Blackboard has been one of the most common forms of learning-management systems (LMSs) in use in Australian universities. However, it has been adopted and used by academics far less than its proponents had anticipated. The literature of academic use of learning-management systems paints a picture, either of a relatively straightforward understanding of adoption of new educational technologies as an informational problem, or alternatively, of problematic academics who ‘resist’ using Blackboard. Academics themselves can understand the technology of Blackboard to be obdurate, time consuming and difficult to use. Drawing on a combination of sensemaking theory, practice theory and the socio-technical theories of social construction of technology and actor network theory, I ask how academics have set about using Blackboard. I clarify how educational technology use in the literature is constructed from diverse perspectives and how users in practice negotiate their way through Blackboard at four levels of encounter: as material infrastructure; as a process of orientation to, and reading of, navigational and interface symbolism; as an individual sensemaking project about representing education; and as an organisational representation and a technical system. Each level contains capacities for disruption and rebuilding of former habits and sense. “Rebuilding” a new interpretation and an effective use of Blackboard by any individual academic is never certain, as at each level different strategies are required, but rebuilding a notion of technologised education by creating ”genres of use” explains some of the differential in approaches to Blackboard use. At a meta level, this process of creating “use” also elucidates theories of action, practice and social change in practice theory and to a lesser extent in social construction of technology and actor network theory, by adding the insights of sensemaking theory to show how academics build their own concepts of use in an LMS, that can appear obdurate and unwieldy to users. The theoretical purpose is to offer an essay in understanding the processes of socio-technical change where change is not necessarily fostered by technological ease or user self-motivation