LEADER 11034nam 2200577 450 001 9910746283503321 005 20231129122323.0 010 $a981-9941-70-9 035 $a(CKB)5850000000446455 035 $a(MiAaPQ)EBC30865408 035 $a(Au-PeEL)EBL30865408 035 $a(EXLCZ)995850000000446455 100 $a20231129d2023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTechnology-Enhanced Learning and the Virtual University /$fMichael David Sankey, Henk Huijser, and Rachel Fitzgerald, editors 205 $aFirst edition. 210 1$aSingapore :$cSpringer, Springer Nature Singapore Pte Ltd.,$d[2023] 210 4$d©2023 215 $a1 online resource (671 pages) 225 1 $aUniversity Development and Administration Series 311 $a981-9941-69-5 311 $a981-9941-68-7 320 $aIncludes bibliographical references and index. 327 $aIntro -- Preface -- Access -- Approachability: Communicating Access and Benefit -- Sensemaking -- Acceptability: Alignment with Socially (Culturally) Appropriate Alternatives -- Academic Freedom -- Equality and Diversity -- Ethical Staff and Student Behavior -- Affordability -- Appropriateness: Demonstrating Accountability Through Normative Alignment with Standards of Practice -- Concluding Comments -- References -- Acknowledgments -- Contents -- About the Editors -- Contributors -- Part I: Introduction -- 1 The Virtual University: Moving from Fiction to Fact -- Introduction -- Laying a Solid Foundation: Policy and Governance Models -- The Virtual Learning Environment -- Supporting Staff and Students -- Learning Theories and the Application of TEL -- Using Social Media in the Virtual University and the Future of the LMS -- The Role Openness Plays in the Virtual University -- New and Emerging Forms of Online Assessment and Alternate Forms of Credentialing -- Gamification, Adaptive and Conditional Learning -- The Rise and Rise of AI, VR, AR, MR, and XR -- Quality, Benchmarking, Learning, and Educational Analytics -- Concluding Thoughts -- Cross-References -- References -- Part II: Laying a Solid Foundation: Policy and Governance Models -- 2 Aligning the Vision for Technology-Enhanced Learning with a Master Plan, Policies, and Procedures -- Introduction -- Conceptual and Theoretical Bases -- Digital Transformation of Higher Education -- Drivers of Digital Transformation: Why Should They Matter? -- The Emergence of Fit-for-Purpose Digital Campuses -- On Being Digital at Heart: A Shared Vision for a Digital Campus (*A version of this excerpt was published in Campus Morning Ma... -- Case Example: The University for the Real World -- Implementation Strategies and Considerations for Fulfilling the Digital at Heart Vision -- Digital Campus Master Plan. 327 $aRIPPLES as a Model for Supporting the Transformative Implementation of Innovations -- Resources: Financial, Materials, Personnel, and Support Structures -- Infrastructure: Hardware, Software, and Supporting Technologies -- People: The Essential Role that the People Play Within the Organization in the Technology-Enabled Transformation and Innovation -- Policies: Institutional Policies and Procedures to Adapt to New Technology -- Learning: The Need of the Technology to Enhance the Educational Goals of the University -- Evaluation: Ongoing as well as Summative Evaluation of Technologies, Including the Impact on Learning Goals -- Support: The Need to Have a Support System to Ensure Successful Adoption and Diffusion of Technologies -- Reflections and Recommendations -- Conclusion -- Cross-References -- References -- 3 Transparency in Governing Technology Enhanced Learning -- Introduction -- Technology Enhanced Learning -- The Great Acceleration -- Virtual Organization Theories -- Theory in Practice: Our Lived Experience of a Virtual HEI -- Transparency: The Key to Supportive Governance of Technology Enhanced Learning and Virtual Institutions -- Transparency Defined -- Transparency As a Problem and a Solution -- Transparency and Institutional Behavior -- Transparency and Technology -- Transparency and a Little Structure Go a Long Way -- Supporting Technology Enhanced Learning in Higher Education in a COVID Normal -- Where Are We? -- The Road Ahead -- Conclusion: Governing the Virtual Higher Education Institution -- References -- 4 Laying and Maintaining the Foundations for Quality -- Introduction -- Framing Conceptions of Quality for Virtual Universities -- Sense-Making Quality for Virtual Universities -- Discussion -- Conclusion -- Cross-References -- References -- Part III: The Virtual Environment. 327 $a5 A Social Equity-Based Framework Toward the Development of the Virtual University -- Introduction -- Digital Equity Through Virtual University -- A Social Equity Framework for the Virtual University -- Recognizing Barriers -- Economic Barriers -- Technological Barriers -- Cultural and Linguistic Barriers -- Equitable Access -- Targeted Widening Participation Policy -- Equitable Distribution of Financial Resources -- Informational Aspects of the Distribution of Resources -- Equitable Access to Technologies, the Internet, and Digital Literacy -- Equitable Opportunities and Experiences -- Inclusive Pedagogical Practices -- Social Networks Toward Community of Support -- Equitable Success and Outcomes -- Identifying At-Risk Students -- Improving Employability -- Conclusion and Future Directions -- Cross-References -- References -- 6 Academic Engagement in Pedagogic Transformation -- Introduction -- Large-Scale Pedagogic Transformation at the University of Northampton -- Lessons from the Implementation of ABL -- From Pre-pandemic ABL to Emergency Remote Teaching -- ERT Versus ``proper´´ Online Learning -- Implications for the Virtual University -- Conclusion and Future Directions -- References -- 7 Innovation and the Role of Emerging Technologies -- Introduction -- Innovative Online Study Models -- Digital Technologies in Learning Activities -- Providing Students with an Opportunity to Visualize Invisible Phenomena -- Supporting Students to Generate Ideas and Construct Knowledge -- Enabling Students to Gain Embodied Experiences -- Empowering Students and Teachers to Exchange Ideas and Co-construct Authentic Understanding -- Conclusion: A Way Forward -- Cross-References -- References -- Part IV: Supporting Staff and Students -- 8 Models of Professional Development for Technology-Enhanced Learning in the Virtual University -- Introduction: Where Are We Now?. 327 $aContexts/Rationales -- In the Virtual University, Teaching and Learning Is Accessible 24/7 (an Advantage of Being Virtual) -- From ``Sage on the Stage´´ to ``Steering on the Net´´ (Changes in Conceptions of Teaching and Learning) -- After COVID-19: Into a Virtual Future -- Case Studies: What Is the Reality? -- Digital Capabilities -- The Demand for More ``Hands-On´´ Support and ``Examples´´ -- The ``Panic´´ Pre/During Lockdown -- Digital Integration -- Perspectives Around the Role of Digital Tools in Teaching and Learning Practices -- Questionable Use of Digital Tools -- Proposed Model: Developing Digital Capabilities and Digital Integration -- Discussion: Professional Development for the Virtual University -- Conclusion: Ensemble Efforts Can, and Should, Realize the Virtuality -- Cross-References -- References -- 9 Peer Observation of Teaching in the Virtual University: Factors for Success -- Introduction -- Peer Observation of Teaching (PoT) -- PoT and the Virtual University -- Online PoT: Identifying Factors for Success -- Sharing and Listening to Stories of Practice -- Focus on Pedagogy in a Listening Environment -- Honesty and Openness -- A Longitudinal Approach Enabled Deep Reflection -- PoT and the Pandemic Online Pivot -- Teaching Online Is Different -- Teaching Presence -- Observing Teaching Online: What Matters? -- Building Trust and Collegiality -- Support and Guidance -- PoT in the Virtual University: Establishing Factors for Success -- Creating a Clear and Common Lens -- Recognizing the Lens of the Observer -- Relationship Building -- The Approach in Practice -- Establishing Relationships of Trust -- Agreeing the Lens -- Establishing the Boundaries -- Phased Approach to Reflective Discussions -- Conclusion and Future Directions -- References. 327 $a10 Transition Techniques When Introducing Change: A Sociomaterial Approach to the Virtual University -- Introduction -- Background and Context in Existing Literature -- Transformative Model of Teaching with Technology -- Organizational and Individual Factors for Technology-Enhanced Learning (TEL) Adoption -- Case Studies from RMIT University -- Project Rewire -- COVID Pivot -- Analysis and Discussion -- Conclusion and Future Directions -- Cross-References -- References -- 11 The Role of Analytics When Supporting Staff and Students in the Virtual Learning Environment -- Introduction -- How Learning Analytics Supports Learning -- Developing Deep Insights with Learning Analytics -- Enabling Cultural Change Using the Behavior Change Wheel -- Application of the Behavior Change Wheel in Learning Analytics -- Benefits and Challenges -- Data, Ethics, and Privacy -- Embedding Learning Analytics as a Virtual University: A Plan of Action -- Conclusion and Future Directions -- References -- Part V: Learning Theories and Application of TEL -- 12 The 3C Merry-Go-Round: Constructivism, Cognitivism, Connectivism, Etc. -- Introduction -- Literature Review -- Cognitivism -- Constructivism -- Connectivism -- Learning Theories and TEL -- Cognitivism and TEL -- Constructivism and TEL -- Connectivism and TEL -- Examples That Benefit the Virtual University -- Echo360 Data: Engaging with Cognitivism -- A Graduate Certificate Course: Embedding Constructivism -- PebblePad ePortfolio: Constructivism Through Learning -- Using Microsoft Teams: Connectivism Example -- Explore Learning and Teaching Website: Connectivism for Staff Professional Learning -- Discussion -- Conclusion -- Cross-References -- References -- 13 The Role and Application of Learning Theories in the Virtual University -- Introduction. 327 $aActive Learning in the Context of the ``Three Cs´´: Social Constructivism, Cognitivism, and Connectivism. 410 0$aUniversity development and administration. 606 $aEducational innovations 606 $aEducational technology 606 $aInternet in higher education 615 0$aEducational innovations. 615 0$aEducational technology. 615 0$aInternet in higher education. 676 $a371.3 702 $aSankey$b Michael David 702 $aHuijser$b Henk 702 $aFitzgerald$b Rachel 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910746283503321 996 $aTechnology-Enhanced Learning and the Virtual University$93577146 997 $aUNINA