On the principles of English university education ;

Of the subjects of university teaching.--Of direct and indirect teaching.--Of discipline.--Thoughts on the study of mathematics as a part of a liberal education.

Dr. Lee's refutation of the charges brought against him by the Rev. Dr. Chalmers and others : in reference to the questions on church extension and university education ...

Mode of access: Internet.

Discourses on the scope and nature of university education,

Mode of access: Internet.

Resisting the final word:challenging stale media and policy representations of students’ performative technological encounters in university education

This article explores powerful, constraining representations of encounters between digital technologies and the bodies of students and teachers, using corpus-based Critical Discourse Analysis (CDA). It discusses examples from a corpus of UK Higher Education (HE) policy documents, and considers how confronting such documents may strengthen arguments from educators against narrow representations of an automatically enhanced learning. Examples reveal that a promise of enhanced ‘student experience’ through information and communication technologies internalizes the ideological constructs of technology and policy makers, to reinforce a primary logic of exchange value. The identified dominant discursive patterns are closely linked to the Californian ideology. By exposing these texts, they provide a form of ‘linguistic resistance’ for educators to disrupt powerful processes that serve the interests of a neoliberal social imaginary. To mine this current crisis of education, the authors introduce productive links between a Networked Learning approach and a posthumanist perspective. The Networked Learning approach emphasises conscious choices between political alternatives, which in turn could help us reconsider ways we write about digital technologies in policy. Then, based on the works of Haraway, Hayles, and Wark, a posthumanist perspective places human digital learning encounters at the juncture of non-humans and politics. Connections between the Networked Learning approach and the posthumanist perspective are necessary in order to replace a discourse of (mis)representations with a more performative view towards the digital human body, which then becomes situated at the centre of teaching and learning. In practice, however, establishing these connections is much more complex than resorting to the typically straightforward common sense discourse encountered in the Critical Discourse Analysis, and this may yet limit practical applications of this research in policy making.

Higher Education - Border or Boundary? Can Theatre in Education Help Promote a University Education?

With the expansion and increased availability of Higher Education the progression to study for an undergraduate degree has been viewed as a simple stepping stone with examination success a straight - forward border pass. Changes in the funding of degree courses has established a series of more challenging boundaries to entry which demand a rigorous assessment of the benefits of Higher Education. The Widening Participation Unit at The University of Worcester has sought to ease this border crossing for pupils whose parents have not been to university. Their experience from previous projects was that school pupils more easily relate to undergraduate students whose experience of Higher Education is recent and relevant. With this in mind they commissioned the Drama and Performance Department to create a Theatre in Education programme that introduced an awareness of post sixteen options and future choices to challenge Higher Education stereotypes. As a result of this collaboration Why Bother? was created, directed by myself and devised and researched with four students who were studying drama. Their own experiences were used to inform the character development and dealt with worrying as a mature student about integration into full – time education, loss of income after working, the pressures of emotional commitments to partners and being away from home. The programme toured to two thousand year 9 – 11 pupils in Worcestershire and Herefordshire schools in January and May 2011. Devising and touring Why Bother provided students with an opportunity to work as a professional paid TIE team that it is not possible for them to do as part of their undergraduate degree course. My initial research looks at the effectiveness and limitations of this project based on pupil questionnaires and the experiences of the team which are explored within the broader context of TIE and its potential for affecting attitudinal change. This has given rise to a number of questions that need consideration in the development of a new TIE programme aimed at raising the awareness of sixth form students who are about to make the decision whether to apply to university or not. Collaboration with university students in exploring the value of an education that they have subscribed to raises issues of bias and whether their powers of persuasion actually prevent pupils from making their own individual decision. The ethics of promoting a “free” university education seem much less complex than the decision required now which involves balancing the real value against the high financial cost suggested in the working title of Is it Worth it? This paper will present my first attempts to develop research methods and methodologies that will enable me to evaluate the success of this and future TIE.

Criteria for ICT-supported Higher Education Teachers Training

Aquest document pretén recollir aportacions teòriques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal de definir els criteris per al disseny de la formació dels professors d'educació superior en les TIC.

Analysis of teachers training for ICT Higher Education

Aquest document pretén recollir aportacions teòriques i pràctiques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal d'aclarir, facilitar i fer coherent el disseny de la formació dels professors d'educació superior en les TIC. El seu propòsit és trobar alternatives de formació que compleixin amb les necessitats educatives del professor, així com per superar o atenuar les dificultats i/o la manca de voluntat a les quals s'enfronta en la pràctica educativa en introduir aplicacions de les TIC.

A methodological approach to identify teacher's ICT competencies in online learning environments in Higher Education

Aquest article pretén descriure el procés metodològic d'identificació i mesurament de les competències TIC dels professors i com a formadors en les TIC en un entorn d'aprenentatge en línia en l'Educació Superior portat a terme en el marc del Projecte Europeu Elene-TLC.La revisió de la recerca en les competències en línia del professor demostra que, en primer lloc, el mètode més utilitzat per a identificar aquestes competències és el focus group. En segon lloc, la tècnica Delphi és la tècnica més utilitzada per reunir el consens d'experts sobre quines són les competències principals per al professor en línia entre els que s'indiquen.La proposta metodològica descrita en aquest document consisteix en la creació de 7 grups de discussió en línia, l'objectiu dels quals era identificar les competències formatives dels professors en línia i les dels professos en línia. La llista de competències obtingudes posteriorment es va oferir als experts europeus que participaven en l'aplicació de la tècnica Delphi. A aquests experts se'ls va demanar que ordenessin les competències d'acord amb el seu grau d'importància.Els resultats mostren que els grups de discussió en línia i el mètode Delphi són les metodologies apropiades per a identificar les competències TIC dels professors universitaris en els entorns d'aprenentatge en línia.

An approach of the European higher education framework to the management of higher education at university level in Perú

This communication research gives an insight to University Education in Peru and a brief review of the main European documents that deal with the European Higher Education Framework, highlighting the principles upon which it is based, as well as the strategic objectives that it sets forth and the tools to achieve them. The purpose of this process is to adapt our university education management in Peru to the EEES, seeking to identify the limitations and constraints faced with regard to the keys of European convergence and the means or instruments that we have in order to attain convergence in Peru.

ICT in higher education: an experience with e-books

The present paper seeks to explain the diverse advantages of virtual books and also the main barriers that make it difficult their implementation in the classroom. A brief review of the literature on ICT, e-learning, distance education and e-books will be complemented with a case study about the preparation, development and implementation of an e-book. The paper could be helpful both for systems analysts and for teachers when they are developing and implementing e-books.

El uso actual del moodle como un soporte activo en los cursos de la Universidad del Rosario

El impresionante desarrollo en tecnología y ciencias de la información ha tenido un gran efecto en la forma en que nuestras sociedades y sus instituciones funcionan. Un ejemplo de esto, son las tecnologías de la información y la comunicación, TIC, las cuales últimamente han tenido una enorme influencia en algunas instituciones como las educativas. Estas han adoptado las TIC para mejorar sus programas educativos y adaptarlos a cualquier problema o necesidad; la Universidad del Rosario implemento desde el año 2006 el sistema Moodle, como una plataforma de soporte de formación activo en los diferentes cursos de las nueve facultades de la universidad, convirtiéndose en un apoyo de educación virtual que genera nuevas estrategias pedagógicas. Este proyecto se realiza con un objetivo claro: estudiar el impacto de Moodle en la Universidad del Rosario, y verificar si su uso es eficiente, y que tanto los profesores y los estudiantes hacen uso de las herramientas que brinda la plataforma.

Estrategias didácticas basadas en arte para el desarrollo del liderazgo en la Maestría en Dirección de la Universidad del Rosario

Lo que pretende esta investigación es estudiar el concepto del Liderazgo que maneja la Universidad del Rosario en la Maestría en Dirección y también la metodología que usa para desarrollarlo. A partir de estos resultados, se investigan alternativas para complementar tanto el concepto como las didácticas para formarlo. Se busca que estas alternativas estén basadas en técnicas artísticas para poder finalmente demostrar que mediante el arte se pueden desarrollar varias, por no decir todas las habilidades concernientes a un líder efectivo e integral. La idea de demostrar esto es poder proponer a la Universidad que incluya dentro del Documento Maestro y por ende dentro de la Maestría, estrategias didácticas basadas en el arte para desarrollar un liderazgo efectivo e integral en directores, favoreciendo el diferencial que caracteriza al programa en este momento a nivel nacional.

The University in the Cloud Computing.

With the advancement of Information and Communication Technology ICT which favors increasingly fast, easy, and accessible communication for all and which can reach large groups of people, there have been changes, in recent years in our society that have modified the way we interact, communicate and transmit information. Access to this, it is possible, not only through computers situated in a fixed location, but new mobile devices make it available, wherever the user happens to be located. Now, information "travels" with the user. These forms of communication, transmission and access to information, have also affected the way to conceive and manage business. To these new forms of business that the Internet has brought, is now added the concept of companies in the Cloud Computing ClC. The ClC technology is based on the supply and consumption of services on demand and pay per use, and it gives a 180 degree turn to the business management concept. Small and large businesses may use the latest developments in ICT, to manage their organizations without the need for expensive investments in them. This will enable enterprises to focus more specifically within the scope of their business, leaving the ICT control to the experts. We believe that education can also and should benefit from these new philosophies. ?Due to the global economic crisis in general and each country in particular, economic cutbacks have come to most universities. These are seen in the need to raise tuition rates, which makes increasingly fewer students have the opportunity to pursue higher education?. In this paper we propose using ClC technologies in universities and we make a dissertation on the advantages that it can provide to both: universities and students. For the universities, we expose two focuses, one: ?to reorganize university ICT structures with the ClC philosophy? and the other one, ?to extend the offer of the university education with education on demand?. Regarding the former we propose to use public or private Clouds, to reuse resources across the education community, to save costs on infrastructure investment, in upgrades and in maintenance of ICT, and paying only for what you use and with the ability to scale according to needs. Regarding the latter, we propose an educational model in the ClC, to increase the current university offerings, using educational units in the form of low-cost services and where students pay only for the units consumed on demand. For the students, they could study at any university in the world (virtually), from anywhere, without travel costs: money and time, and what is most important paying only for what they consume. We think that this proposal of education on demand may represent a great change in the current educational model, because strict registration deadlines disappear, and also the problem of economically disadvantaged students, who will not have to raise large amounts of money for an annual tuition. Also it will decrease the problem of loss of the money invested in an enrollment when the student dropout. In summary we think that this proposal is interesting for both, universities and students, we aim for "Higher education from anywhere, with access from any mobile device, at any time, without requiring large investments for students, and with reuse and optimization of resources by universities. Cost by consumption and consumption by service?. We argue for a Universal University "wisdom and knowledge accessible to all?

Toward a planning model for the peruvian university system as a competitive strategy.

University education in Peru is based on models of teacher-centered teaching and a conception of knowledge which is closed and static and under the dominance of an information model now overwhelmed by multiple factors hastened by international change. The worlds most prestigious universities have chosen cultural diversity as a sign of quality and are hence interested in the mobility of teachers and students through exchange and cooperation with foreign educational institutions. These universities respond more effectively to pressure from the international business sector, better satisfy training demands, introduce new information and communication technologies into education and research and have improved administration and management structures. While there is progress, the university system in Peru is a planning model defined "as a discipline that seeks to respond to the needs of an organization defined by new cultural and social models" (A. Cazorla, et al 2007).This paper studies the non-Euclidean thinking of planning and development of John Friedmann (2001). Based on the four domains of social practice, it proposes a planning model for Peruvian universities that meets international requirements.

Changes in the governance system for higher education in Peru to meet the challenges of the 21st century

The competition in markets, the distribution of limited resources based on productivity and performance, and the efficient management of universities are changing the criteria of trust and legitimacy of the educational system in Peru. Universities are perceived more as institutions of the public sector, while the services they offer must rather contribute to the modernization of the emerging society and the knowledge economy. Higher Educations reforms - initiated in the 1980s - have been inspired by the successful university organizations that have managed to change their governance and addressed to transform certain bureaucratic institutions into organizations capable of playing active role in this global competition for resources and best talent. Within this context, Peruvian universities are facing two major challenges: adapting themselves to new global perspectives and being able to develop a better response to society demands, needs and expectations. This article proposes a model of governance system for higher education in Peru that gives a comprehensive solution to these challenges, allowing dealing with the problems of universities for their development and inclusion within the global trends. For this purpose, a holistic and qualitative methodologic approach was developed, considering an integrated method which considered educational reality as a whole, understanding its facts, components and elements that affects its outcomes. It is proposed to define a policy for university education in Peru that permeates society, by changing the planning model from a social reform model to a policy analysis model, where the Peruvian State acts as sole responsible for responding to the demanding society as its legal representative complemented with some external and independent bodies that define the basis of best practice, as it is being done in many university models worldwide.