123 research outputs found
From eLearning to eUniversity
This paper analyses the specifics and the tendencies in building the knowledge society as
well as the role of the universities in this process. Some European policies and programs dedicated to the
new role of the universities in realizing the Lisbon Strategy are analysed as well. It is emphasized on the
importance of integration of the ‘knowledge triangle’ (education, research and innovation) into a research
university and on the urgent need to re-design the university activities according to the new requirements. A
model of eUniversity is defined as a research and entrepreneurial university which integrates ICT in all
university activities, including the ones related to the outside knowledge intensive organisations. The paper
describes also some real experiences, emerging models and lessons learnt based on the case of Software
Engineering education and research at Sofia Universit
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
Towards Web 2.0 Schools: Rethinking the Teachers
This paper aims at analyzing the Web 2.0 based distance education in the K-12
schools as an emerging phenomenon that catalyzes a new educational reform all
over the world. Some pre-Web 2.0 best practice examples are analyzed in order to
draw the main findings in the paper. The teacher’s professional qualification designed
to meet the new challenges is considered as a key problem for a successful
penetration of this phenomenon in the schools. It is emphasized on the importance of
designing a life-long teacher training strategy adapted to the new achievements in
the technology enhanced learning research and the new learning theories. Building
social skills and competencies appropriate to work in a Web 2.0 based learning
environment and other global ‘social software’ is recommended to be included both in
the school curricula and the corresponding teacher development curricula. Such skills
and competencies should penetrate the curricula of any life-long learning initiative
dedicated to the citizens of the information society
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
A Model for European e-Competence Framework
The paper describes a model of implementation of the
European e-Competence Framework in Sofia University by
using the methodology and tools developed in the frames of
the EC Sixth Framework European Integrated Project Ten-
Competence. The work is a follow up activity of an internal
university project for implementation a curricula in
computing based on the ACM/IEEE recommendations
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
Towards University 2.0: A Space where Academic Education Meets Corporate Training
The paper analyses the need of an institutional change of the universities in order to adapt to the
current requirements of networked and knowledge economy. The e-Learning phenomenon and the ICT
driven global educational reform are analysed as well in parallel with the needs of implementing new
pedagogy models. Some university models are briefly described, such as: Research University,
Enterpreneurial University, eUniversity and Corporate University. The paper puts its attention also on
the Web 2.0 technologies and their influence on the new business models. The emergence of the
Entreprise 2.0 model is briefly described. University 2.0 is defined as a research and entrepreneurial
university which integrates Web 2.0 technologies and applications in all university activities,
including ones with all knowledge intensive stakeholders, and implements the features of the
Enterprise 2.0. The role of the community of practice and the open innovation is analysed. The case of
Sofia University that has developed a new computing curricula and strives to implement the European
e-Competence Framework by applying the University 2.0 model has been analyzed and presented as
wel
A Model for Strengthening the Software Engineering Research
Like all other New Member States (NMS) Bulgaria is
experiencing a dramatic change in all areas of its society. These
changes reflect very seriously on the research capacity of the
country and, in particular to Sofia University (SU). The Faculty of
Mathematics and Informatics (FMI) has experienced some serious
problems closely related to the general socio-economic and the
research environment in Bulgaria. This paper describes a model
for strengthening the research capacity of FMI, especially the one
in the area of Software Engineering. The case study of successful
industry-university cooperation in the framework of European
project is presente
Interoperability of Cross-Border European Egovernment Services: Some Design Issues
The authors analyse some of the research outcomes achieved during the implementation of the EC GUIDE research project “Creating an
European Identity Management Architecture for eGovernment”, as well as
their personal experience. The project goals and achievements are however
considered in a broader context. The key role of Identity in the Information
Society was emphasised, that the research and development in this field is
in its initial phase. The scope of research related to Identity, including the
one related to Identity Management and Interoperability of Identity Management Systems, is expected to be further extended. The authors analyse the
abovementioned issues in the context established by the EC European Interoperability Framework (EIF) as a reference document on interoperability
for the Interoperable Delivery of European eGovernment Services to Public
Administrations, Business and Citizens (IDABC) Work Programme. This
programme aims at supporting the pan-European delivery of electronic government services
Towards an organisational model of ‘interface’ university structure as a means of serving Lifelong Learning needs
The paper conceptualises on the experiences of the Centre of Information
Society Technologies (CIST), Sofia University, Bulgaria, in serving the
learning and training needs of non-university audiences who fall in situations
that can be described as lifelong learning-determined. In developing this
conceptualisation we use the research findings and policy agendas in two
distinct areas – Lifelong Learning, and Higher Education Systems. More
specifically we explore the organisational and management issues and
challenges of the quite interesting situation of a structure behaving “in
between” the market shaped lifelong learning demands, and the rules and
practices of “classical university” structures to which CIST is subordinated. As
a result of these three streams of thought and practice we outline an ‘interface’
model of university interdisciplinary structure, which aims to explicitly meet
the demands of the lifelong learning market
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