ABSTRACT. As highlighted in the recent Symbola Report, the contribution of an effective policy system must not be limited to the classic financial support of the sector, but rather to structure governance actions of the interdependencies and positive externalities of the sector, repositioning the strategic role of the same to the internal of the Lisbon Agenda, enhancing investment in creativity, encouraging the production, distribution and consumption of cultural and creative activities, promoting training activities for cultural and creative practice. In this context, the central and strategic role of the AFAM Institutions (High artistic musical and dance training) is placed, as a central context for training in this sector and for the development of increasingly useful and spendable skills in the labor market and in the field of the creative professions. Only study paths constantly linked to the continuous emergence of new creative professions will be able to create added value for the internal productive and economic system of the country. The present contribution presents the features and evolution of the AFAM system, analyzed with particular reference to courses in the field of creative and performing professions: design, fashion, artistic design for the company.
ABSTRACT. On July 23, 1969, the Chancellor Lord Geoffrey Crowther gave the inaugural speech of the UK Open University, renowned for the words starting its four paragraphs: “we are open as to people, as to places, as to methods, as to ideas”, stating a concept of openness which characterized the mission of the Open University and still does so. The concept of this institution has been set since 1963 with another name, “university of the air”, aiming to take advantage of the new technologies in order to allow higher education to reach a wider public, namely adult students. In this paper we focus on the switch that took place from 1963 to 1969 to the new concept, “openness”, that linked the two traditional aspects, “people” and “places”, with the methodological issue, coming in the same years from the curriculum theories. We then discuss how the concept of openness evolved thereafter, with the introduction, in the last 15 years, of the Open Educational Resources and the Massive Open Online Courses.We then report an extract of the transcript of Lord Crowther’s speech, after highlighting its importance in the history of Distance Education.
The top ranking of Finland in OECD’s statistics seems not to affect the destination choices of Italian students going abroad. Finnish leadership in Higher Quality Education seems neither a significant aspect nor a decisive element in choosing to study in Finland.
Received: 24 July 2013
Revised: 12 September 2013
Promoting students’ critical thinking (CT) has been an essential goal of higher education. However, despite the various attempts to make CT a primary focus of higher education, there is little agreement regarding the conditions under which instruction could result in greater CT outcomes. In this review, we systematically examined current empirical evidence and attempted to explain why some instructional interventions result in greater CT gains than others.
Article first published in “Higher Education Studies”, V. 4 (2014), n. 1. Published by Canadian Center of Science and Education and reprinted with permission. This article is distributed under the terms of the Creative Commons Attribution License.
The rapidly changing landscape of the economy and technology demands an innovative lens through which to view the educational needs for the future. If deployed effectively, technological applications can enable students to learn independently of time and space and the monopoly of traditional seat-time requirements may need to be supplemented with models that support a broadening student profile. In some universities, a robust online learning resource and the employment of learning analytics has been found to foster student retention and improve completion rates. This paper will explore a competency-based higher education model in the context of the Bologna Process within the European Higher Education Area.
The future is not a result of choices among alternative paths offered by the present, but a place that is created – created first in the mind and will, created next in activity”. The methodologies of 21st Century learning and teaching offer positive, hopeful answers in an age of austerity and exponential change. Ubiquitous information, open global communication, instantaneous, universal and almost costless access, challenge the rights of universities to assure the quality of learning. Lost in translation is profound teaching and learning – the kind which changes the course of lives and colours existence with meaning and moral significance. Teaching is an art, a conversation between people, an act of service; a desire to serve the common good. While 21st Century learning and teaching is challenging traditional taught delivery patterns and methods, these challenges may turn out to be a blessing in disguise for the future of learning. Learners have already learned how to collaborate, share and care for the other outside the constraints of formalised learning. They are equipped, as John Schaar says, to make paths to the future because the activity of making the future using the affordances of social technologies has changed both the maker and destination.
As universities face up to new economic conditions and technological developments, digital technologies and video in particular are seen as a means by which mass higher and pre-professional education can be “delivered” at comparatively low cost. The introduction of video is often accompanied by powerful rhetorics of “excellence”, “openness” and “student-centred learning” but these often simultaneously diminish the importance of pedagogy, reducing teachers to technicians and students to consumers of online content. In this paper I will draw on a series of recent research and development projects in UK higher education and discuss how Deleuzo-Guattarian perspectives on learning and design make it possible to use web technologies and digital video within novel and emancipatory pedagogies.
ERI-Net, the network of research institutions in the education field comprising of eight countries in Asia and the Pacific and established by UNESCO in 2009, has carried out a detailed investigation regarding the impact of the global financial crisis on Higher Education in the area.
The results of the study showed that many countries of the region didn´t reduce the public finances to the sector. On the contrary, in the medium-long term, they have adopted, as a common strategy to overcome the crisis, a massive investment policy in Higher Education, also through incentive systems and firm support to public-private partnerships.
First published as Introduction of the volume The Impact of Economic Crisis on Higher Education, published by UNESCO Bangkok, Thailand. Reprinted with permission.
An important priority of public policy is to ensure that higher education institutions contribute to economic growth and social progress as a whole, especially in the context of today´s globalised markets and knowledge economy. It is crucial for any nation to have a good education system and strategic planning to improve learning outcomes, access to facilities, and efficient use of resources. This paper explained the rationale for change in funding higher education with comparison made based on previous literature in developed and developing countries.
Article first published in Asian Economic and Financial Review, V. 2, n. 4, pp. 562-576. Reprinted with permission.
Focusing strictly on technology trends can obscure other environmental factors that are drivers for innovation in higher education. The authors identify ten fissures in the landscape that are creating areas of potentially tectonic change.
Article originally published in ‘Educause Review’, V. 46 (2011), n. 1, as open access article, distributed under the terms of the Creative Commons Attribution Licence
A 3-year long non-conventional teaching and learning experience was undertaken, with technical support by CTER-Curriculum, Technology, and Education Reform Centre from the University of Illinois, USA – directed by Dr. Thomas H. Anderson – and technical assistance by Lic. Norma Scagnoli, in order to adjust ICT technologies to our local university context, respecting the students’ socio-cultural features and origins. At the same time, a research action was performed, so as to establish the pros and cons of the implementation, from the points of view of academic improvement, social interaction and pedagogical interactivity. The findings, further elaborated, will contribute to realize such local adjustments, also considering their possible application to other experiences, which might be undertaken with the aim of pursuing instructional innovation in Higher Education.
Original article received: 7 May 2008; Revised 15 May 2008.
In the contemporary Information Society there’s a need to adopt flexible teaching and learning models as a response of Higher Education Institutions to the inner changes of present society, changes connected to the development of the Information and Communication Technologies (ICTs). The author considers several contributions, made by researchers in the subject, and exposes his own point f view as a product of his theoretical elaboration and systematization of his experience in the field. The paper has a four parts structure about: the need to incorporate the ICT’s into Higher Education; the need for universities to respond to globalization; the challenge of making several areas of university institutions flexible; the concept, characteristics and implications of flexible teaching and learning models.
Article originally published in: “Accion Pedagogica”, 11(2002), n. 1, pp. 4-13. Reprinted with permission.
The combination of wireless technology and mobile computing is resulting in escalating transformations of the educational world. The question is, how are the wireless, mobile technologies affecting the learning environment, pedagogy, and campus life? To answer this question, we must assess the current state of affairs, surveying cyberculture globally and historically . We must consider the United States only peripherally, since it lags behind other parts of the world in several key trends. And we must carefully examine the wireless, mobile learning experience as it rapidly develops, doing our best to grasp emergent trends.
Article originally published in: “EDUCAUSE Review”, 39(2004), n. 5, p. 28-35. Reprinted with permission.