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Framing digital literacy: The ACRL frameworkThe Association of College and Research Library’s (ACRL) Framework for Information Literacy for Higher Education is a key document for developing and guiding information literacy programmes. In this opinion piece the author posits that the Framework is inclusive of themes and elements that support digital literacy as well, whether it is viewed as a unique literacy or as part of the broader literacy of information literacy. The paper explores the background of the Framework, definitions of digital literacy, and the ways in which the Framework connects to digital literacy. The author argues that the Framework is a relevant guide for digital literacy initiatives.
An Approach to Building Learning Objects[EN] Designing for online education can be a complex endeavor and the way to approach this must be carefully considered. This article examines the case of Danish educational institution SmartLearning to map out and analyze the approach to online courses. The study find that SmartLearning approaches the online courses by setting up guidelines for educators on how to build learnings objects. The approach is to use three different elements, one focused on the content and learning goals for a course, one focused on the layout of the leaning management system, and one focusing on which didactic principles to apply. These three elements must work together in the learning object in order to assure learning and motivation of learners. The study also find some structure regarding this process and based on the analysis it is recommended to bind the development of learning objects and courses together through instructional design tools. This will aid the further development of combining the three elements into quality learning objects.
Evaluation of integration of sustainable development in higher education in SwedenPurpose: Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach: All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings: Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value: This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
Supporting open educational practices through open textbooks<p>There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings of this survey, which focussed on awareness of open educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. Results reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices. The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream adoption of open textbooks.</p>
Pedagogy in the Time of Pandemic: From Localisation to GlocalisationPandemic—the global spread of an initially local disease like COVID-19—bluntly forces us to stop. How do we respond in higher education to such stopping? Whether at the government level, for our universities, or in our classrooms, no existing playbook prescribes the pathway for dealing with a global pandemic of this magnitude, even now as we emerge from total lockdown to the potential for a new tomorrow. What we have done at this juncture is to capture anecdotal responses within and across countries that may highlight trends for later consideration. Unlike a globalised response that would adopt one approach internationally, our study considers adaptations for local differences in a glocalised set of responses in an attempt to identify new paradigms that reconceptualise not only teaching and learning, but also assessment. Our responses to the pandemic require leadership—from all of us—to leverage a firm and steady presence, care and compassion for each other, and prudent decision-making. Moreover, identified issues indicate shared threads across the seven institutions of higher education in this research. From a localised perspective emerge responses at the curricular, institutional, and technological levels. First, changes to courses and curricula must respond to emotional needs of students when transitioning from face-to-face (or hybrid) to online delivery; nevertheless, faculty must ensure that academic rigour is not sacrificed in the process. Second, the mission and value of higher education must indicate that institutions will recommit to faculty support beyond emergency remote teaching; furthermore, a sense of campus community needs to be nurtured. Third, the needs of students and faculty must drive the choices of technology—not the reverse—when determining how to transition to online deliveries; in short, administrators must reprioritise factors used in decision-making. Moreover, a glocalised synthesis of responses across all institutions and levels identifies four clustered themes. First, the disruption of the pandemic may lead to innovations in higher education. Second, the role of faculty is becoming redefined beyond content-specific disciplines. Third, educational models must expand to include individuals other than traditional students. Fourth, rigorous pedagogical scholarship, including leadership, will point to new educational insights. Overall, we stand at the crossroads. Rather than being defined by the pandemic, let us seize the opportunity to transform higher education from a paradigm that has been to the paradigm of what might be.