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RESEARCH & PUBLICATIONS

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Online-Lernen ist an die Spitze der akademischen Welt gerückt, da Hochschulen auf der ganzen Welt gezwungen waren, ihre Präsenzkurse mit wenig Vorbereitung in den virtuellen Raum zu verlegen. Aber auch jetzt, im Zuge der Pandemie, bleiben viele Fragen unbeantwortet: Kann ein Online-Kurs die gleiche Qualität liefern wie ein Live-Klassenzimmer-Erlebnis? Kann eine Institution dabei ihre einzigartigen kulturellen Werte bewahren? Wie kann ein Online-Kurs eine sinnvolle Form der Gemeinschaftsbildung fördern? Was sind die „Must-Have“-Anforderungen für die Verlagerung von Präsenzkursen und -programmen in einen Online-Bereich? Wie wirkt sich eine Umstellung auf digitales Lernen auf Unterrichtsmethoden, das Engagement von Studenten und Fakultäten und Bedenken hinsichtlich der Akkreditierung aus?
 

Diese und viele andere Fragen machen dieses Handbuch zu einer unschätzbaren Ressource für Pädagogen und Administratoren. Bearbeitet von Drs. Kjell Rudestam, Judith Schoenholtz-Read und Monique Snowden,Dieser Band fängt die Erfahrungen führender Pädagogen und Fachleute im Online-Lernen ein– sowohl an traditionellen Campussen als auch in virtuellen Organisationen. Unter Bezugnahme auf die Forschungsliteratur sowie Erfahrungen aus erster Hand und Fallstudien argumentieren die Autoren, dass Online-Lernen zu einem festen Bestandteil der Zukunft der Hochschulbildung werden wird.

The literature review recognizes that academia is entering an unprecedented era, emphasizing the importance of mentorship, clear guidance, and adaptability in the evolving digital literacy and education landscape.

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Ancient Greek Mentors: The mentorship between philosophers like Socrates, Plato, and Aristotle laid the foundation for disciplines like ethics, jurisprudence, and rhetoric. This era established the tradition of Western Literacy.

Gutenberg Printing Press: The invention of the printing press in 1450 triggered the mass production of books, allowing privileged individuals to access information and fostering autodidactic information literacy.

Renaissance and Scientific Literacy: Figures like Galileo Galilei introduced scientific literacy during the Renaissance, while the Scientific Method emerged, leading to the Enlightenment era.

 

Radio and Auditory Learning: The late 18th century saw the rise of auditory learning through innovations like Marconi's wireless telegraph and the subsequent invention of radio broadcasts.

 

Digital Revolution: The 20th century witnessed technological milestones, from IBM's establishment in 1911 to the declaration of the modern information age in 1947. Innovators like Gates, Jobs, Berners-Lee, Bezos, Zuckerberg, and Page & Brim reshaped the digital landscape.

 

Digital Literacy in the Academic World: The integration of digital literacy into academia started with the dot.com boom and continued into complete online immersion, significantly accelerated by the COVID-19 pandemic.

 

Digital Transformation: Brooks and McCormack's definition of digital transformation (DX) emphasizes culture, workforce, and technology shifts, revolutionizing educational and operational models.

 

The Role of Mentorship Communication Mindset: Mentorship communication emerges as a crucial glue that binds together the diverse aspects of digital literacy. It has been recognized as pivotal in reshaping education and empowering learners.

 

Revitalizing Education: The review underscores the need to prioritize educators in the educational reform process, as they play a fundamental role in knowledge transfer. Clear guidance is identified as a top priority for learners.

 

European Union's Digital Education Action Plan: The European Union has set forth a comprehensive plan focusing on leveraging digital technology, developing competencies, and improving education through data analysis.

THE 7 CORE CONCEPTS 

 

1. Digital Literacy and Mentorship: This chapter underscores the critical importance of digital literacy and adopting a mentorship communication mindset in the 21st century. It identifies three pillars for success: digital communication proficiency, mentorship methodology, and purposeful infrastructure.

2. Educational Technology Challenges: Acknowledging the complexity of educational technology, the chapter calls for clarity and compassion in decision-making amidst a sea of buzzwords like "post-pandemic pedagogy" and "transformative learning." The Chapter explores integrating technology into all aspects of life, offering a unique opportunity to redefine how we achieve success, growth, and happiness through learning.

 

3. Mentorship Communication Mindset: The chapter introduces a mentorship communication mindset, emphasizing the inseparable connection between technology and human interaction in education. It prioritizes motivation, validation, and care in the learning process.

 

4. Transition to Digital Learning: Highlighting the shift from experimental phases to long-term digital learning planning, the chapter stresses the need for a paradigm shift in both infrastructure and validation methods.

5. Strategic Planning & Policy: It highlights the need for strategic planning and policy development to enhance digital literacy and mentions various frameworks and standards used in the field.

 

6. Centers for Excellence & Digital Repositories: The concept of Centers for Excellence (CoE) and Digital Repositories (DR) is introduced as a means to archive institutional legacy, provide curriculum resources, and ensure compliance preparedness.

 

7. 2030 Vision: The text connects the discussion to the United Nations' 2030 vision and its Sustainable Development Goals, emphasizing the role of digital literacy in achieving these goals.

 

SUPPORTERS & ENDORSEMENTS 


President Emeritus, The Woodrow Wilson National Fellowship Foundation
President of the Council for Higher Education Accreditation (CHEA)

Professor and former Provost, SUNY Empire State College

President and C.E.O., the Southern Association of Colleges

Chief Learning and Innovation Officer, American Council on Education

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