Guten Morgen good morning dobro jutro dobro utro

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Digital Media in Higher Education Institutional Challenge and Trigger for Change

Dr. Thomas Pfeffer MOREMS Training Krems 2009

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Starting Point Digital media: new type of Information and Communication Technology (ICT) Other ICTs: script, print, electronic media New ICTs bring epochal change to society

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Emergence of different ICTs

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Digital Media as a challenge for higher education Take the position of a HE Institution in your home country (or a HEI of your specific interest) ¾ Opportunities created by digital media? ¾ Challenges brought by digital media?

Did you know?

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Digital Media as an Institutional Challange for Higher Education Institutions External relations

Product education, material, service Content discipline, topic, competence Market benefit, target group, distribution

Internal relations

Personnel competences, training, rewards Organisation strategies, structures, support Technologie hardware, software, licences

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Product (1) Residential education interaction based. Distance education material based

Education ¾ Distance education / residential education ¾ Traditional / blended / fully online ¾ Groups size ¾ Teacher centred / student centred ¾ Individual / collaborative

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Product (2) Material (knowledge resources) ¾ Scholarly publications (eScholarship Repository, Open Access) ¾ Educational resources (MIT OCW, WikiEducator, OER movement) ¾ Academic Software (moodle, Open Source) Services ¾ Student advice (4students) ¾ Administration (enrolment services) ¾ Student documentation (ePortfolio)

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

Seite 8

Content Disciplinary differences ¾ Sciences (mathe online) ¾ Languages ¾ Social Sciences (Internet Sociologist) Digital Media as a topic of research/teaching ¾ Political sciences (e-voting, digital divide) ¾ Medicine (visualisation + documentation) ¾ Environmental History (reference database) IT-competences as a topic of teaching ¾ Humanities (Technology Across Curriculum) ¾ No-computer computer course Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Market Market benefit ¾ Quality (?) / Efficiency (?) ¾ Added value ¾ eLiteracy Target group ¾ Traditional students (most wired campus) ¾ Adult students (U-Phoenix Online) ¾ Continuing education Distribution, reach ¾ General Information (Study Guide Lake Constance) ¾ Course Information (Database, Course-Wiki) ¾ Educational services (private coaching by Indian call-center) Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Personnel Competences ¾ Assessment (Engaging ‘Faculty Types’) Staff training ¾ Courses (internal/external) ¾ Materials (manuals, FAQ’s, information) ¾ Individual support, hotlines, etc. Incentives ¾ Money (grants, salary) ¾ Public recognition ¾ Career incentives

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

Seite 11

Organisation Strategies ¾ Instrumental strategies ¾ Task related strategies (TAC, Learn@WU) Structures ¾ Academic structures (committees, CIO, research) ¾ Support structures (technology, teaching) ¾ New task cutting across traditional organisational structures Support tasks ¾ Community building ¾ Media didactics ¾ Media production + archiving ¾ Legal advice ¾ Technology maintenance Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Technology Hardware ¾ Student/Teacher: PC, Notebook, Mobile, Internet? ¾ University: Network, Server, etc. Software ¾ Individual Desktop ¾ Institutional: LMS, CMS, web-services, etc. ¾ Web 2.0 (Academic Continuity and Web 2.0) Google docs, flickr, skype, slideshare, etc. Licences ¾ Proprietary software and content ¾ Open source and open access Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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6 tasks for the HE-institution

1. 2. 3. 4. 5. 6.

Defining product Distinguishing content Positioning at the market Supporting personnel Developing the organisation Providing technology

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Effective practices need competences Actors in education

organisational competences

technological competences

Effective practice

educational competences

Educational processes

Educational technologies

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Effective practices need adaptation to the environment advanced

Organisational

Teaching structure collaborative teaching Educational product customised learning Media use fully online

Computing enterprise Mode of use customise and develop

Strategic focus market Support unit integrated services Target unit workflow and processes

medium

Technical

Teaching structure coordinated programme Educational product integrated curriculum Media use blended scenario

Computing network Mode of use choose and combine

Strategic focus didactics Support unit instruction, media prod. Target unit organisational sub-unit

basic

Educational

Teaching structure individual teacher Educational product independent course Media use supplemental

Computing desktop Mode of use what is at hand

Strategic focus technical infrastructure Support unit IT department Target unit independent course

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Conclusions: Why digital media matter in Higher Education Literacy and e-Literacy ¾ academic reading and writing Access and participation ¾ products and means of production Social uses of technology ¾ economic, regional, organisational differences

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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Thank you for your attention

[email protected]

Danube University Krems Department for Continuing Education Research and Educational Management HEMARD Summer School 2009

www.donau-uni.ac.at/wbbm

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