E-learning 1.0, 2.0, and 3.0 in Higher Education

Are you prepared for a completely new take on e-learning in higher education?

Then read this book on e-learning in higher education!

As you read this book, you are introduced you to a novel framework for e-learning, which links three types of e-learning to three perceptions of learning. 

In the book, the authors distinguish between these three types of e-learning in higher education:

  • e-learning 1.0 (distribution),
  • e-learning 2.0 (dialogue), and
  • e-learning 3.0 (construction).

In their framework they actively link the use of e-learning in higher education to three theoretical perceptions of learning:

  • e-learning 1.0 (behavioural learning theory),
  • e-learning 2.0 (cognitive learning theory), and
  • e-learning 3.0 (social learning theory).

This book guides you to a well-informed design and use of e-learning activities in Higher Education

By its novel framework for e-learning, the book E-learning 1.0, 2.0, and 3.0 in Higher Education guides you to a well-informed design and use of e-learning activities in higher education.

As you read, you are invited to reflect about your own e-learning practice.

  1. Do you use e-learning mainly as a way to distribute information to students in the digital domain?
  2. Do you use e-learning as a way to enhance online communication between learners?
  3. Do you use e-learning as a way to develop a academic identity of students?

Most often, best practice is reflected practice

The book introduces eight examples of reflected practice, as faculty members share their own use-cases of e-learning technologies. Reading their examples of e-learning design, you are invited to reflect on your own design of e-learning in higher education.

Reading the book, therefore, may be benefitial to you, as its framework for e-learning and its use-cases may well inspire you to reflect more closely about your own e-learning practice.

E-learning 1.0, 2.0, and 3.0 in Higher Education will enable you to use its novel framework for e-learning and its link to associated learning theories to inform your own design and use of e-learning technologies – for the benefit not only of you as a teacher but more importantly for the engagement and learning outcomes of your students.

Innovative Teaching and Learning Practices in Higher Education

The book Innovative Teaching and Learning Practices in Higher Education, brings together examples of teaching and learning innovations, within the domain of higher education. The book is diverse in nature and showcases concrete examples of innovative teaching and learning practices in higher education from around the world. The contributions come from all scientific disciplines and in all teaching and learning contexts.

The innovative practices in the book centre around three types of innovations:

  1. Technology-based teaching and learning innovations
  2. Simulation-based teaching and learning innovations
  3. Practice-based teaching and learning innovations

The chapters in these three sections showcase a wide variety of illustrative examples, transferable to other disciplinary contexts, of what innovative teaching and learning may look like and how it may take place.

Technology-Enhanced Learning in Higher Education

Are you ready to introduce technology in your classroom?

Then read this book for inspiration!

Technology-Enhanced Learning in Higher Education is written to inspire faculty members to introduce technology in the classroom. Not for the sake of the technology itself, but for the sake of enhancing their students’ learning outcomes.

Disrupting traditional higher education

Traditionally higher education has been envisaged as a process in which the teacher disseminates information to students and thereby directs them to perform. Lecturing, instructing, directing, and cajoling have long been major activities of university teachers. Some may say it has been going on for way too long.

Currently, though, this traditional model of teacher-driven didactic teaching is being disrupted by the implementation of new technologies.

If not by faculty members at universities themselves, then by their students and surely by private providers of technology-driven educations.

The technological alternatives to traditional university teaching and learning practices are many. And they are already being implemented at universities.

Showcasing pioneering new applications of technology-enhanced learning in higher education

This book draws upon the experiences of faculty members who have been pioneering new applications of technology in higher education, highlighting not only the technologies themselves but also the impact which they have had on student learning.

The book illustrates how new technologies can be adopted and incorporated into the university curriculum. Technologies which are increasingly well-known and accepted by today’s ‘digital natives’ undertaking higher education.

One key conclusion is that learning remains a social process even in technology-enhanced learning contexts. So the technology-based proxies we construct need to retain and reflect the agency of both the teacher and the students.

Technology-Enhanced Learning in Higher Education showcases some of the latest pedagogical technologies and their most creative, state-of-the-art applications to learning in higher education from around the world.

Each of the chapters in the book explores technology-enhanced learning in higher education in terms of either policy or practice.

The chapters contain detailed descriptions of approaches taken in very different curriculum areas and demonstrate clearly that technology can enhance students’ learning only if it is designed with the learning process of students at its core.

So the use of technology in education is more linked to pedagogy than it is to bits and bytes.

Learning-Centred Curriculum Design in Higher Education

Are you engaged in curriculum design and needs inspiration for how to center student learning?

Then read on. This book may be for you!

This book on Learning-Centred Curriculum Design contains eleven chapters written by faculty members who have all been involved in inspiring curriculum design processes. The book is truly international with curriculum design cases from Denmark, England, Northern Ireland, South Africa, Turkey and the USA.

Although the authors come from different cultural backgrounds and thus show considerable diversity in their approaches to curriculum design they have in common that they are all pioneering learning-centred activities in their respective curricula.

From teaching to learning

The book shows inspirational examples of curriculum design where teacher-centric didactic teaching has been replaced by student-driven learning-centred activities.

Through its examples the book aims to inspire university teachers and encourage investment in designing a more learning-centred curriculum. As evidence from these examples shows, there are great benefits for students’ engagement, self-efficacy, learning outcomes, and employability.

The beauty of this book is that it is written by reflective curriculum design practitioners, as they have experienced personal success with their curriculum (re)design processes.

All chapters have been written with a “Yes, we did it!” attitude.

Understanding Learning-Centred Higher Education

The book Understanding Learning-Centred Higher Education addresses the importance of moving from a content-based view to a learning-centred view of higher education.

In 18 chapters researchers and practitioners from five continents discuss three central themes that concern learning-centred higher education:

  1. the concept of learning;
  2. curriculum;
  3. learning, teaching and assessment (LTA) processes.

The chapters integrate theoretical conceptualisations and empirical examples. The book thereby offers both new approaches to the understanding of learning-centred higher education, as well as normative implications and examples of best practices from people involved in everyday practices of quality enhancement within higher education.