Universities In The Networked Society: Cultural Diversity And Digital Competences In Learning Communities

303 Pages·2019·8.355 MB·English

by  Eugenia Smyrnova-Trybulska

Critical Studies of Education 10
Eugenia Smyrnova-Trybulska
Piet Kommers
Nataliia Morze
Josef Malach Editors
Universities in
the Networked
Society
Cultural Diversity and Digital
Competences in Learning Communities
Critical Studies of Education
Volume 10
Series Editor
Shirley R. Steinberg, University of Calgary, Alberta, Canada
Editorial Board
Rochelle Brock, University of North Carolina, Greensboro, USA
Annette Coburn, University of the West of Scotland, UK
Barry Down, Murdoch University, Australia
Henry A. Giroux, McMaster University, Ontario, Canada
Bronwen Low, McGill University, Montreal, Canada
Tanya Merriman, University of Southern California, USA
Marta Soler, University of Barcelona, Spain
John Willinsky, Stanford University, USA
We live in an era where forms of education designed to win the consent of students,
teachers, and the public to the inevitability of a neo-liberal, market-driven process
of globalization are being developed around the world. In these hegemonic modes
of pedagogy questions about issues of race, class, gender, sexuality, colonialism,
religion, and other social dynamics are simply not asked. Indeed, questions about
the social spaces where pedagogy takes place—in schools, media, corporate think
tanks, etc.—are not raised. When these concerns are connected with queries such as
the following, we begin to move into a serious study of pedagogy: What knowledge
is of the most worth? Whose knowledge should be taught? What role does power
play in the educational process? How are new media re-shaping as well as
perpetuating what happens in education? How is knowledge produced in a
corporatized politics of knowledge? What socio-political role do schools play in the
twenty-first century? What is an educated person? What is intelligence? How
important are socio-cultural contextual factors in shaping what goes on in education?
Can schools be more than a tool of the new American (and its Western allies’)
twenty-first century empire? How do we educate well-informed, creative teachers?
What roles should schools play in a democratic society? What roles should media
play in a democratic society? Is education in a democratic society different than in
a totalitarian society? What is a democratic society? How is globalization affecting
education? How does our view of mind shape the way we think of education? How
does affect and emotion shape the educational process? What are the forces that
shape educational purpose in different societies? These, of course, are just a few
examples of the questions that need to be asked in relation to our exploration of
educational purpose. This series of books can help establish a renewed interest in
such questions and their centrality in the larger study of education and the preparation
of teachers and other educational professionals.
More information about this series at http://www.springer.com/series/13431
Eugenia Smyrnova-Trybulska • Piet Kommers
Nataliia Morze • Josef Malach
Editors
Universities in the
Networked Society
Cultural Diversity and Digital Competences
in Learning Communities
Editors
Eugenia Smyrnova-Trybulska Piet Kommers
University of Silesia in Katowice Department of Media,
Katowice, Poland Communication & Organization
University of Twente
Nataliia Morze Enschede, Overijssel, The Netherlands
Borys Grinchenko University in Kyiv
Kyiv, Ukraine Josef Malach
Pedagogical Faculty
University of Ostrava
Ostrava, Czech Republic
Critical Studies of Education
ISBN 978-3-030-05025-2 ISBN 978-3-030-05026-9 (eBook)
https://doi.org/10.1007/978-3-030-05026-9
Library of Congress Control Number: 2019930833
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Introduction to This Book
The integration of Information and Communication Technologies in Higher
Education just started by allowing students and teachers to interact via Web-based
electronic support systems. However, a much wider impact of ICT has been sig-
naled and demonstrated in the underlying European IRNet project. Its consortium
from Eastern and Western European countries and Australia illustrates that interna-
tional student exchange, Massive Open Online Courses (MOOCs), and enabling
mutual learning among teachers and university policy-makers are needed further
and also need strategic investments in order to climb on the ladder of benchmarking
and thus to attract the better students. The chapters in the book before you show that
building internationally intertwined consortia is no longer a cosmetic aspect; it has
become a vital attractor for students and staff with higher ambitions. The next cas-
cade of recent and future evolutions in Higher Education can be sketched:
1. ICT for storing, transferring, sharing, and refining learning materials
(2002–2010)
2. Social media for connecting students, teachers, employers, and domain experts
(2010–2019)
3. Mobile learning via apps for gaming, simulations, and collaborative learning
projects (2012–2020)
4. Web-based communities for improving teachers’ professional development
(2016–2022)
5. Learning analytics for tracing, diagnosing, and predicting student profiles based
upon the many big data streams that become available (2018–2025)
6. Immersive 3D virtual reality for ubiquitous connectivity with stereoptic and hap-
tic experiences (2020–2030)
It may be clear that ICT technologies develop quickly and unstoppable. More
delicate is the question if universities change its policies and business models. So
far we can see that each of the six evolutionary dimensions above has mainly
triggered cosmetic trends; essentially each of the technologies has been adopted in
order to emulate the traditional functions of last-century education:
v
vi Introduction to This Book
1. Transferring information from the expert (teacher) to the novice (student)
2. Emulating teacher-student dialogues via man-machine interaction
3. Testing student knowledge and skills via computer-based assessment
4. Supporting student projects via Web-based task support systems and reposito-
ries, etc.
What can we expect to happen in the coming years to Higher Education?
(a) First of all we will see universities to cope with many more training providers
like virtual enterprises that let students to develop rather unique (authentic)
skills, personalities, and problem-solving styles and allow employers to scout,
select, and test new colleagues even during their study.
(b) Secondly, universities will only excel if they offer competitive programs that
rest upon the highest quality of MOOCs from around the world. University
teachers will spend less time in the actual lecturing, tutoring, and testing; they
will become mentors and personal consultants for students who will go through
a much more unique learning process.
(c) Thirdly, universities will coach their students to become unique lifelong learn-
ers. Future universities will not only transfer the knowledge and expertise to the
students via curricula and tests; future universities will motivate students to
develop new problem-solving skills and find new solutions to technical and
societal challenges.
What is the consequence for future universities?
Universities will rely less and less upon their reputation of “centers of excel-
lence”; universities will become laboratories/ateliers for developing youngsters’
talents through special design and problem-solving tasks, revealing real solutions
for real problems. Master students will undertake assignments, experiments,
designs, and theses, compared to what PhD students achieve nowadays. PhD stu-
dents will shift toward unique boundary-cutting research instead of performing
research that has been prompted by the professor.
What is the role for internationalization in Higher Education in the coming
decade?
First of all, internationalization will no longer be a cosmetic feature for students
to prove that they can survive in foreign countries. Internationalization will be
needed in order to prepare for international careers. This process is illustrated in the
way enterprises develop toward multinationals; young talents will join international
interdisciplinary teams and demonstrate that they arrive with better solutions than
experts who were trained one decade before. In other words, universities will need
to know the new type of jobs and explicitly foster the needed skills and competences
for students in order to compete students from less-advanced institutes.
This book contains some important research results received in framework
European Union Project IRNet (www.irnet.us.edu.pl):
– Nowadays, we can observe a rapid transition of the knowledge society to the
“society of global competence,” in which both the global economy and the edu-
cation systems are undergoing changes.
Introduction to This Book vii
– It is evident that without an active implementation of innovative forms and effec-
tive methods of education and, above all, distance learning at all levels of educa-
tion, these objectives cannot be successfully achieved.
– However, we can identify an existing problem that ICT techniques and e-l earning
methodology are not fully developed yet either within the EU or in Australia,
Ukraine, and Russia.
In this situation, an implementation of the system designed to develop ICT com-
petences of contemporary specialists, in particular current and future teachers,
based on the systematic use of selected Internet technologies such as
– Some LMS systems (Moodle, Blackboard, etc.)
– Massive Open Online Courses (MOOCs)
– Virtual classroom technology
– Social media
– Other selected Web 2.0 and Web 3.0 technology
will positively contribute to the development of skills in the area of ICT and inter-
cultural competences.
Additionally, one of the chapters is devoted to the innovative MA program
“E-learning in Cultural Diversity,” prepared by international team of authors.
As extrapolation of the underlying IRNet project, we may expect that the next-
generation ICT applications and infrastructures will be catalytic rather than emula-
tive. Learning analytics, learning games, and immersive 3D virtual reality will not
only be offered to the students in order to learn the traditional goals easier and
quicker; the new ICT tools will be chosen by the students themselves in order to
build their own unique learning process. University professors will not just be the
deliverers of expertise; they will be coaches for students who go in diverse direc-
tions, depending on the job and career they have in mind.
It implies that the follow-up projects of IRNet need to help universities around
the globe to develop unique ways of teaching and mentoring. It will not be easy to
find “silver bullets” for developing these requested future universities. Professors,
deans, and rectors from now on face the need to encourage prestigious faculty for
building unique learning communities for students in international contexts.
Progress will only emerge if staff and students want to take risk and “learn to learn.”
May the succeeding chapters of this book motivate you to get inspired and make
up your mind for imagining your own role in it. Open a discourse with your col-
leagues in order to create awareness and feel urgency for the larger trends in Higher
Education that you may expect now.
Enschede, The Netherlands Piet Kommers
Katowice, Poland Eugenia Smyrnova-Trybulska
Kyiv, Ukraine Nataliia Morze
Contents
1 Innovative MA Programme “E-Learning in Cultural Diversity” ...... 1
Eugenia Smyrnova-Trybulska and Nataliia Morze
2 Digital Competencies of University Teachers ....................................... 19
Nataliia Morze and Oksana Buinytska
3 Professional Training: Challenges in the Digital
Economy Context .................................................................................... 39
Tatiana Noskova, Tatiana Pavlova, and Olga Yakovleva
4 Formation of Computing and Coding Competences
of Computer Science Teachers in Ukraine ............................................ 49
Nataliia Morze and Mariia Umryk
5 Networking Through Scholarly Communication:
Case IRNet Project.................................................................................. 71
Eugenia Smyrnova-Trybulska, Nataliia Morze,
and Olena Kuzminska
6 Report Writing Assessment for Postgraduate Students:
Lecturer’s Perspective ............................................................................ 89
Tomayess Issa and Theodora Issa
7 Develop and Implement MOOCs Unit:
A Pedagogical Instruction for Academics, Case Study ........................ 103
Eugenia Smyrnova-Trybulska, Elspeth McKay, Nataliia Morze,
Olga Yakovleva, Tomayess Issa, and Theodora Issa
8 Synchronous Virtual Classrooms in Problem-Based Learning
to Mentor and Monitor Students in Higher Education ....................... 133
Juan Arías Masa, Rafael Martín Espada,
Prudencia Gutiérrez-E steban, Gemma Delicado Puerto,
Sixto Cubo Delgado, Laura Alonso-Díaz, and Rocío Yuste Tosina
ix
x Contents
9 Multilevel Study of the Higher Education Challenges
Caused by the Migration Crisis in Turkey............................................ 155
Iryna Sekret and Darco Jansen
10 From Face-to-Face Teaching to Online Tutoring:
Challenges, Solutions and Perspectives ................................................. 171
Iryna Sekret, Soner Durmus, Melih Derya Gurer,
and Orhan Curaoglu
11 E-learning Competencies for University and College Staff ................. 185
Magdalena Roszak, Iwona Mokwa-Tarnowska,
and Barbara Kołodziejczak
12 Approaches to the Development of the ICT Competence
Standard in the System of Research-Based Training
for the Future Specialist of Social Sphere in Ukraine ......................... 201
Roman O. Pavliuk and Tetiana L. Liakh
13 Modernization of Environmental Education with the Use
of Project-B ased Learning, Outdoor Education,
and Mobile Learning Supported by Information
and Communication Technology ........................................................... 223
Imrich Jakab, Martina Zigová, and Zuzana Pucherová
14 Collaborative Learning as Learning Based
on Cooperation with the Use of New Technologies .............................. 249
Jolanta Szulc
15 Possible Cultural Diversity and Digital Competences:
Retrospection from Mathematical Textbooks
for Lower Secondary Level .................................................................... 261
Ján Gunčaga, Matthias Brandl, and Péter Körtesi
16 Reinforcement of Logical and Mathematical Competences
Using a Didactic Aid Based on the Theory of Constructivism ............ 283
Tomasz Kopczyński and Anna Gałuszka
Author Index.................................................................................................... 295
Subject Index ................................................................................................... 299