Higher Education is a global industry, driving a new technological, industrial revolution. However, it is important to remember education is about teachers helping students learn. This work is a collection of short essays exploring how to use digital technology to provide a form of teaching which will meet social and economic goals, and make use of technology, while still having a place for the academic as a teacher. Drawing on work undertaken for a Masters of Education in Distance Education, this book charts one future for Higher Education, including instructional design, planning and management, catering for international students, using Open Education Resources and Mobile Learning. E-learning designer and computer professional, Tom Worthington MEd FACS CP, uses as a case study his award-winning course in ICT Sustainability and the design of a new innovation and entrepreneurship course. -- author's website.

Digital Teaching, Learning and Assessment: The Way Forward is the result of the continuous discussion taking place in the teaching and learning space of what the future holds for academics and their stakeholders, post pandemic students. The editors of this book work in the teaching and learning domain and consider such discussion critical to ensure that students of the future are well serviced by all concerned. The book brings such discussions to one platform where academics, administrators and other stakeholders like researchers and regulatory bodies ponder ideas and practices and how the digital world will dominate and change the teaching/learning space. - Provides the new post-pandemic audience a futuristic look at the new digital world - Covers how practitioners perceive this new era - Enables administrators to have a glance at the possibilities of teaching and learning of the future - Gives regulatory bodies a glimpse of the future as they try to find how QA would be for such teaching and learning that deviates significantly from didactic approaches

ICT and Innovation in Teaching Learning Methods in Higher Education is a collection of interventions and collaborative practices from across the world that showcase the multifaceted ways of how various institutions have been engaged in supporting teaching and learning with the use of technology.

This book devotes to new approaches in interactive mobile technologies with a focus on learning. Interactive mobile technologies are today the core of many—if not all—fields of society. Not only the younger generation of students expects a mobile working and learning environment. And nearly daily new ideas, technologies and solutions boost this trend. To discuss and assess the trends in the interactive mobile field are the aims connected with the 14th International Conference on Interactive Mobile Communication, Technologies and Learning (IMCL2021), which was held online from 4 to 5 November 2021. Since its beginning in 2006, this conference is devoted to new approaches in interactive mobile technologies with a focus on learning. Nowadays, the IMCL conferences are a forum of the exchange of new research results and relevant trends as well as the exchange of experiences and examples of good practice. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, school teachers, learning Industry, further education lecturers, etc.

Within higher education, there are enormous untapped opportunities for product/services companies, administrators, educators, start-ups. and technology professionals to begin embracing artificial intelligence (AI) across the student ecosystem and infuse innovation into traditional academic processes by leveraging disruptive technologies. This type of human-machine interface presents the immediate potential to change the way we learn, memorize, access, and create information. These solutions present new openings for education for all while fostering lifelong learning in a strengthened model that can preserve the integrity of core values and the purpose of higher education. Impact of AI Technologies on Teaching, Learning, and Research in Higher Education explores the phenomena of the emergence of the use of AI in teaching and learning in higher education, including examining the positive and negative aspects of AI. Recent technological advancements and the increasing speed of adopting new technologies in higher education are discussed in order to predict the future nature of higher education in a world where AI is part of the fabric of universities. The book also investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Finally, challenges for the adoption of these technologies for teaching, learning, student support, and administration are addressed. Highlighting such tools as machine learning, natural language processing, and self-learning systems, this scholarly book is of interest to university administrators, educational software developers, instructional designers, policymakers, government officials, academicians, researchers, and students, as well as international agencies, organizations, and professionals interested in implementing AI in higher education.

This book sheds light on how humans deal with adversity, especially in uncertain and turbulent times, as seen during the COVID-19 pandemic. Resilience theory has become popular in scholarly discourse, and the term is difficult to define as so many opinions exist. This book aims to engage critically with resilience theory as a scholarly debate from the unique vantage point of the world of social work as well as theology. This specific aspect of originality contributes to the generation of new knowledge in the broad field of social sciences and humanities. The inception of the book stems from an interdisciplinary conference held at Hugenote Kollege, Wellington, where scholars from social work as well as theology engaged in a discourse on resilience. Professor Adrian van Breda, a specialist in resilience theory and from the social work department of the University of Johannesburg, was one of the keynote speakers, inspiring scholars to understand what is meant by resilience. Professor Yolanda Dreyer from the University of Pretoria and a seasoned theologian and prolific writer on trauma and resilience, was also a keynote speaker, providing insights from a theological perspective. The collaboration between these two fields of thought is unique and rendered new insights into engaging with resilience. Different methodologies and perspectives from researchers are prevalent as contributors are from different scholarly fields. The book ranges from linguistical, liturgical, philosophical, practical, autoethnographical, anthropological, sociological, and online methodological approaches contributing to ways to deal with traumatic, turbulent and trying times. The book is divided into four main themes that stood out from the results obtained at the conference, namely, (1) religious imagination and resilience, (2) communities and resilience, (3) online teaching and resilience, and (4) the resilience of philosophical questions.

This book explores quality assessment and enhancement in higher education in Africa to illustrate the need to develop quality practices in measuring effective education and continually search for permanent improvement. The book demonstrates that technological and socio-economic trends, innovations, and inventions of the twenty-first century demand that additional attention be placed upon education for national, regional, and international development. Since conventions for quality assessment and enhancement need to be defined and systematic structures constructed to develop quality practices, the book shows how quality in higher education within Africa has been established and advanced to provide a framework for monitoring, auditing, and reviewing assessment and enhancement. Though the book considers African complexities and diversity, it incorporates global trends and utilises an international focus that enables readers to devise appropriate strategies for developing and enhancing quality and standards in higher education in both continental Africa and beyond. Illustrating why quality assessment and enhancement should be embraced in all aspects including inputs, processes, outputs and outcomes in educational settings globally, this book will be of interest to policymakers and scholars in the fields of Higher Education, Quality and Global Studies, African Education, African Studies and Management and Administration, Leadership and Professional Development Studies.

Teachers assist students in order to gain data and to determine whether the instructional objectives have been met. Usually, the assessment process takes place as part of ongoing learning and teaching, periodically and at key transitions. The term "assessment" refers to the wide variety of methods, procedures, and tools used to determine what students know, learn, and how they apply knowledge in concrete situations. Assessment, Testing, and Measurement Strategies in Global Higher Education is a comprehensive synthesis of correlations between assessment, testing, and measurement in the context of global education. It analyzes the impact of educational technology on learning analytics, challenges of rapidly changing learning environments, and computer-based assessment. Featuring an assortment of topics such as educational technologies, risk management, and metacognition, this book is optimal for academicians, higher education faculty, deans, performance evaluators, practitioners, curriculum designers, researchers, administrators, and students.

The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing? This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contributions in this volume take literature teaching online away from static lecturing strategies, present numerous options for online teaching, and provide research-based grounding for the implementation of these pedagogies.