Changing Cultures in Higher Education Moving Ahead to Future Learnin
More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these to
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Ulf-Daniel Ehlers
l
Dirk Schneckenberg
Editors
Changing Cultures in Higher Education Moving Ahead to Future Learning
Editors Ulf-Daniel Ehlers University of Duisburg-Essen Faculty of Economics and Business Administration Universita¨tsstr. 2 45141 Essen Germany [email protected]
Dirk Schneckenberg ESC Rennes School of Business 2 rue Robert d’Arbrissel CS 76522 35065 Rennes CX France [email protected]
ISBN: 978-3-642-03581-4 e-ISBN: 978-3-642-03582-1 DOI 10.1007/978-3-642-03582-1 Springer Heidelberg Dordrecht London New York Library of Congress Control Number: 2009937446 ACM Computing Classification (1998): K.3, J.4, H.3.5, H.4.3, H.5.1 # Springer-Verlag Berlin Heidelberg 2010 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be obtained from Springer. Violations are liable to prosecution under the German Copyright Law. The use of general descriptive names, registered names, trademarks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. Cover design: Ku¨nkelLopka GmbH, Heidelberg, Germany Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
Technology-based teaching continues to evolve with the development of new technologies. New technologies allow for or provide “affordances” that subtly shift the way the learners and teachers interact and hence the underlying pedagogy of teaching. Nowhere is this more evident than in the development of what are conveniently called web 2.0 technologies. More and more educational scenarios or “landscapes” are developed utilizing Blogs, Wikis, Podcasts, and e-portfolios. Web 2.0 tools give learners much more control, through enabling learners easily to access, modify, or develop their own digital learning materials; and web 2.0 tools enable social learning networks that transcend the bounds of an individual class of students, thus blurring the distinction between formal and informal learning. The underlying key question of this book is, are our universities prepared to make graduates fit for the future of work in the twenty-first century? This book presents analyses of new learning scenarios or “landscapes” utilizing web 2.0 technologies and describes them as learning 2.0. However, the practices in the fields of strategic innovation of universities, faculty development, assessment, evaluation, and quality assurance have not changed sufficiently to accommodate fully the changes in technology and teaching. Often educators do not kn
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