04936nam 22009015 450 991040411320332120230126212103.03-030-44897-510.1007/978-3-030-44897-4(CKB)4100000011273610(MiAaPQ)EBC6207813(DE-He213)978-3-030-44897-4(Au-PeEL)EBL6207813(OCoLC)1156632890(oapen)https://directory.doabooks.org/handle/20.500.12854/33494(EXLCZ)99410000001127361020200522d2020 u| 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierHigher Education Landscape 2030 A Trend Analysis Based on the AHEAD International Horizon Scanning /by Dominic Orr, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, Dieter Dohmen1st ed. 2020.Springer Nature2020Cham :Springer International Publishing :Imprint: Springer,2020.1 online resource (XXI, 59 p. 22 illus., 20 illus. in color.)SpringerBriefs in Education,2211-1921A University Landscape for the Digital World -- From Lines of Development to Scenario Development -- Four Models of Higher Education in 2030 -- Outlook on a New University Landscape in 2030 -- Appendix.This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030. Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.SpringerBriefs in Education,2211-1921Education, HigherOrganizationPlanningInternational educationComparative educationHigher Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O36000Organizationhttps://scigraph.springernature.com/ontologies/product-market-codes/516000International and Comparative Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O13000Higher EducationOrganizationInternational and Comparative EducationBusiness and ManagementHigher education systemsLearning pathwaysEducation organizationsPractical case studies in educationNew didactics and learning theoriesKnowledge in a Digitalized WorldDigital learningOpen AccessHigher & further education, tertiary educationOrganizational theory & behaviourEducationEducation, Higher.Organization.Planning.International education.Comparative education.Higher Education.Organization.International and Comparative Education.378378Orr Dominicauthttp://id.loc.gov/vocabulary/relators/aut894540Luebcke Marenauthttp://id.loc.gov/vocabulary/relators/autSchmidt J. Philippauthttp://id.loc.gov/vocabulary/relators/autEbner Markusauthttp://id.loc.gov/vocabulary/relators/autWannemacher Klausauthttp://id.loc.gov/vocabulary/relators/autEbner Martinauthttp://id.loc.gov/vocabulary/relators/autDohmen Dieterauthttp://id.loc.gov/vocabulary/relators/autMiAaPQMiAaPQMiAaPQBOOK9910404113203321Higher Education Landscape 20301998381UNINA