LEADER 07517nam 22007935 450 001 9910741147703321 005 20240326115140.0 010 $a9783642381744 010 $a364238174X 024 7 $a10.1007/978-3-642-38174-4 035 $a(CKB)3710000000019121 035 $a(EBL)1466779 035 $a(SSID)ssj0001005234 035 $a(PQKBManifestationID)11634295 035 $a(PQKBTitleCode)TC0001005234 035 $a(PQKBWorkID)11051540 035 $a(PQKB)11649915 035 $a(DE-He213)978-3-642-38174-4 035 $a(MiAaPQ)EBC1466779 035 $a(PPN)172426847 035 $a(EXLCZ)993710000000019121 100 $a20130911d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aOpen Learning Cultures $eA Guide to Quality, Evaluation, and Assessment for Future Learning /$fby Ulf-Daniel Ehlers 205 $a1st ed. 2013. 210 1$aBerlin, Heidelberg :$cSpringer Berlin Heidelberg :$cImprint: Springer,$d2013. 215 $a1 online resource (250 p.) 300 $aDescription based upon print version of record. 311 08$a9783642381737 311 08$a3642381731 320 $aIncludes bibliographical references and index. 327 $aPreface; What Can You Expect?; Contents; Index of Figures; Index of Tables; Chapter 1: Introduction: An Avalanche Is Coming; 1.1 A Fast Track Introduction to the Connection Between Quality and Assessment; Chapter 2: Discovering the Power of Social Media; 2.1 Getting Started with Social Media; 2.2 The Rise of Web 2.0 and Social Media in Higher Education; 2.3 The Effects of the Next Generation Technology on Higher Education; 2.3.1 Web 1.0 and Web 2.0; 2.3.2 From E-learning 1.0 to E-learning 2.0; 2.4 The Read and Write ``Pro-sumer ? ? Web; 2.5 Harnessing the Power of Social Networks 327 $a2.5.1 The Strength of Weak Ties2.5.2 The Wealth of Networks; 2.5.3 The Wisdom of Crowds; 2.5.4 Crowdsourcing; 2.6 The Web as a Platform; 2.7 Architecture of Participation; 2.8 Looking Ahead: Web 3.0 and the Semantic Web; Chapter 3: Emerging Open-Learning Cultures: Transforming Higher Education; 3.1 Understanding Learning Culture as a Holistic Concept for Higher Education; 3.2 Creating a Model of Learning Culture; 3.2.1 Organizational Culture According to Edgar H. Schein; 3.2.2 Organizational Culture According to Geert Hofstede; 3.2.3 Organizational Culture According to Johannes Ru?egg-Stuerm 327 $a3.2.4 Organizational Culture According to Gareth Morgan3.2.5 Harvesting Elements for a Learning Culture Model; 3.3 From Knowledge Acquisition to Competence Development; 3.3.1 How to Develop Competence?; 3.3.2 Designing Learning for Competence Development; 3.4 The Rise of Lifelong Learning; 3.5 The New Blend: Connecting Formal and Informal Learning; 3.6 Opening Learning Architectures: From Distribution to Collaboration; 3.7 From Expert via User to Learner-Generated Content; 3.8 Open Educational Resources and Open Educational Practices; 3.8.1 Open Educational Resources; 3.8.2 Creative Commons 327 $aUse of Creative Commons in Higher and Further Education3.8.3 Open Educational Practices; 3.9 Massive Open Online Courses; 3.9.1 Myth 1: MOCs Follow Their Own Quality Logic; 3.9.2 Myth 2: MOOCs Are the Solution for a Better Educated World for All for Free, Especially the Developing and Emerging Coun...; 3.9.3 Myth 3: MOOCs Use Innovative Learning Design; 3.9.4 Myth 4: Large Data Will Improve Teaching (Taken from Tony Bates Blog 2013); 3.10 From Teachers to Facilitators, Learning-Stewards and Change Agents; Chapter 4: Open and Community-Based Learning Ecologies: Peers and Networks 327 $a4.1 Learning Networks Between Peers4.2 Learning Networks: Moving from a Constructive to a Connected and Networked Learning Paradigm; 4.3 Networks or Communities: Different Learning Ecologies; 4.4 Communities of Practice; Chapter 5: The Foundations for Quality of Open-Learning Cultures; 5.1 Revisiting the Quality Debate in Education; 5.2 Quality from an Educational Perspective: Participation and Coproduction as Conditions for Educational Quality Development; 5.3 The Learner ?s Role in Quality Development: An Important and Often Misunderstood Principle 327 $a5.4 How to Involve Learners into Quality Development 330 $aToday we are seeing a new form of blended learning: not only is technology enhancing the learning environment but formal and informal learning are combining and there is self- and peer-assessment of results. Open learning cultures are challenging the old and long-practiced methods used by educators and transforming learning into a more student-driven and independent activity , which uses online tools such as blogs, wikis or podcasts to connect resources, students and teachers in a novel way. While in higher education institutions most assessments are still tied to formal learning scenarios, teachers are more and more bound to recognize their students? informal learning processes and networks. This book will help teachers, lecturers and students to better understand how open learning landscapes work, how to define quality and create assessments in such environments, and how to apply these new measures. To this end, Ehlers first elaborates the technological background for more collaborative, distributed, informal, and self-guided learning. He covers the rise of social media for learning and shows how an architecture of participation can change learning activities. These new paradigms are then applied to learning and education to outline what open learning landscapes look like. Here he highlights the shift from knowledge transfer to competence development, the increase in lifelong learning, and the importance of informal learning, user generated content, and open educational resources. He then shows how to manage quality by presenting a step by step guide to developing customized quality concepts for open learning landscapes. Finally, several methods dealing with assessment in these new environments are presented, including guidelines, templates and use cases to exemplify the approaches. Overall, Ehlers argues for assessment as an integral part of learning processes, with quality assurance as a method of stimulating a quality culture and continuous quality development rather than as a simple controlling exercise. 606 $aEducational tests and measurements 606 $aEducation$xData processing 606 $aEducational technology 606 $aPersonnel management 606 $aComputers and civilization 606 $aAssessment and Testing 606 $aComputers and Education 606 $aDigital Education and Educational Technology 606 $aHuman Resource Management 606 $aComputers and Society 615 0$aEducational tests and measurements. 615 0$aEducation$xData processing. 615 0$aEducational technology. 615 0$aPersonnel management. 615 0$aComputers and civilization. 615 14$aAssessment and Testing. 615 24$aComputers and Education. 615 24$aDigital Education and Educational Technology. 615 24$aHuman Resource Management. 615 24$aComputers and Society. 676 $a371.3 676 $a371.35 700 $aEhlers$b Ulf-Daniel$4aut$4http://id.loc.gov/vocabulary/relators/aut$0596758 906 $aBOOK 912 $a9910741147703321 996 $aOpen Learning Cultures$93553662 997 $aUNINA