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![Higher education
„Kompetenzen erfassen […] prinzipiell unbegrenzte dispositionelle
Fähigkeiten, selbstorganisiert in eine zieloffene, komplexe,
unbestimmte Zukunft hinein erfolgreich zu handeln.“
Knowing-in-Action
Reflection-in-Action
Reflection on Reflection-in-Action
Higher Education as Reflection-Laboratory
(Schön 1983, 1986)
Implicit Action-Knowledge
Ad-Hoc Strategies
Development of ind. Action Theories
Professionality
Competence Responsibility
Action Adequacy
Abilities Will
Knowledge Apply
Information Connect (Wildt 2006)
(Erpenbeck 2005)](https://image.slidesharecdn.com/2017-03-icitm-cambridge-170308123332/75/Changing-Cultures-in-Higher-Education-Moving-Ahead-to-Future-Learning-4-2048.jpg)
Uploaded byUlf-Daniel Ehlers
Changing Cultures in Higher Education - Moving Ahead to Future Learning
The document discusses the evolving landscape of higher education, emphasizing the transition from traditional models to more flexible and individualized approaches. It highlights the importance of lifelong learning, the role of e-learning, and different educational models that integrate open education resources. The author, Dr. Ulf-Daniel Ehlers, advocates for adapting educational strategies to meet modern challenges and the needs of learners in a changing world.
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Changing Cultures in Higher Education - Moving Ahead to Future Learning
- 1. Prof. Dr. Ulf-DanielEhlers Baden-Wurttemberg Cooperative State University European Association for Institutes of Higher Education Changing Cultures in Higher education Moving ahead to future learning
- 2. Creative Commons Released undera Creative Commons Attribution ShareAlike 3.0 Belgium License You are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.
- 3. © 2007 Dr.Ulf-Daniel Ehlers ::: Reflexion im Netz ::: ulf.ehlers@lernqualitaet.de Serendipity and the prepared mind?! Is higher eductaion fit for this challenge?
- 4. Higher education „Kompetenzen erfassen[…] prinzipiell unbegrenzte dispositionelle Fähigkeiten, selbstorganisiert in eine zieloffene, komplexe, unbestimmte Zukunft hinein erfolgreich zu handeln.“ Knowing-in-Action Reflection-in-Action Reflection on Reflection-in-Action Higher Education as Reflection-Laboratory (Schön 1983, 1986) Implicit Action-Knowledge Ad-Hoc Strategies Development of ind. Action Theories Professionality Competence Responsibility Action Adequacy Abilities Will Knowledge Apply Information Connect (Wildt 2006) (Erpenbeck 2005)
- 5. Teaching Strategies Transfer Tutor/inCoach Facts („know-that“) Procedures („know-how“) Social Practices („knowing-in-action“) Transmission Dialogue Interaction Knowledge, Remenbering Doing, Problemsolving Reflective Action, innovation Teaching I Teaching II Teaching III Steering Enabling (Baumgartner 2004) (Reinmann 2005)
- 6. Changing E-Learning From Distribution… Learning Management Systems Materials online PresentationInformation …to reflection und Collaboration E-PortfoliosWeblogs Communikation Collaboration WiKisCommunities Rezeption Entwicklung
- 7. Do you useGoogle? Perpetual Beta = Co-Produktion of Learning =
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- 9. Some picks fromcurrent chatter... The Substitution Model • Open Education will substitute traditional higher education The Enrichment Model • Open Education is used to enrich traditional higher education The Lifelong Learning Model • Open Education will be used to offer lifelong learning opportunities
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- 14. The career ofan idea in higher Education ... Where does that leave us? • The traditional model: Exclusively for few chosen. • The modern (massification) model: Standard model for masses. • The post-modern model: Individualised and diversified HE (Rip and Mix Approach/ Patchwork)
- 15. Modern (Massification) Education Model Postmodern HIGHEREDUCATION Model Defined degrees Short and patchwork study cycles Study in a degree framework Study according needs and interest Curriculum is oriented to professions No clear curriculum, but certifiation needs Expert led/ Prof. led knowledge transfer Students are peers Exam driven/ Certification bound Learning experience in the foreground Certifiation of knowledge/ achievements Assessment of competences Institution bound De-institutionalised Institution‘s reputation determines value Experience + practice value gain importance Clear timebound structure of degrees Flexibilisation Disciplins are structure giving Inter-disciplinary/ trans-disciplinary Disciplin oriented: canon of methods and knowledge Problem oriented Academic status, traditions, clothing Individualised Differentiation against „non-higher education“ Continuum through ed.-sectors + levels CHANGING CULTURES IN HIGHER EDUCATION
- 16. Post-Secondary Education STRUCTURE •Vocational Education and Training • Higher Education • Lifelong Learning • Formal • Informal
- 17. What happens ifyou open the cages?
- 18. A Thought Experiment... Aschool beginner in September 2016... • ... finishes 2020 primary school • ... gradutaes from high school in 2028 • ... receives his bachelor degree in 2031 • ... and his Master in 2033 • ...starts to work... 18
- 19. Individualised Learning: Drivers andLarger Context Modernization of the World of Work Flexibilisation of the World of Education Lifelong Learning
- 20. Modernization of theWorld of Work Resolution of system of fixed professions From lifetime employment to lifetime employability From employed professionals to entrepreneurial professionals 1 2 3 (Lisop 1997) (Beck, Giddens, Lash 1996) (Voß, Pongratz 1998)
- 21. Flexibilisation of Worldof Education Flexibilisation of Degrees: Recognition of informal and non-formal education/ learning (EQR, NQR) Flexibilisation of Curricula and of learning contexts: Modularisation Flexibilisation of Contents: Key-Qualifications and Competence Flexibilisation of Methods and Learning Design: self- organised learning (Gruber 2007) 1 2 3 4
- 22. Lifelong Learning Between Emanzipationand Obligation: LLL from option to necessity LLL as medium of pleasure in present living Between Risk-Avoidance and Risk-generation 3 Perspectives on Lifelong Learning (Kade/ Seitter 1998) 1 2 3
- 23. Dr. Ulf-Daniel Ehlers::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de E-Learning 1st Gen LMS as island
- 24. Dr. Ulf-Daniel Ehlers::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de E-Learning 2nd Gen LMS as a Gate
- 25. Digital What is aconvincing digital agenda for eductaional institutions? http://images.google.de/imgres?imgurl=http://www.dhbw- vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/
- 26. Flexible How does thatfit in the educational model ? Con we organise that in our ed-institutions? http://images.google.de/imgres?imgurl=http://www.dhbw- vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/
- 27. Everywhere What do wedo in the classroom? http://images.google.de/imgres?imgurl=http://www.dhbw- vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/
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- 33. The Digital Myth WithE-Learning and availability of (OE)resources learning will improve!
- 34. From Resources toPractices (Initiative from 2010-2012) A Mindshift in Adult Learning
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- 38. Digital Import ofCurriculum 38
- 39. 39 Recoginition of OpenLearning?
- 40. Erweiterte Anerkennungspraxis: Anerkennung vonAngeboten anderer Hochschulen 40
- 42. ehlers@dhbw.de Baden-Wurttemberg Cooperative State University www.dhbw.de Thankyou for your attention!