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Basics of Project Management
(2022)
Disruption, Machine Learning, Internet of Things, Augmented Reality, Industry 4.0 and Rapid Prototyping are just a selection of the buzzwords that come up in connection with the rapid changes in the professional world and society brought about by digitalisation. As frequently occurs when buzzwords are used, their exact meaning is unknown, or remains unquestioned, but the use of them is nevertheless excessive. In this way, the buzzword ‘digital native’ assumes that an entire generation has a command of digital skills simply because they were born into this world and use digital media naturally. Which skills profiles this generation, and therefore a majority of today’s students, actually command, remains vague however, and is rarely explored systematically. The same is true of the specific formulation of necessary skills profiles in the digital world for higher education graduates. In the debate around higher education institutions, the description of the swift digital transition (with or without buzzwords) is not usually followed by a revision of existing curricula. This article describes strategic considerations for a better fit between the skills demanded of students and the challenges of the digital world.
Central or decentral? Tailored solutions for course evaluation as a tool for quality development
(2006)
Learn anything, anytime, anywhere is the mantra for learning in the digital age. Digital learning opportunities are increasingly challenging traditional classroom learning – but what does this mean for the conceptual design and design-in-use of campus spaces as learning locations? Does space really not matter in learning? During a two-day design thinking workshop an interdisciplinary group of 17 students produced ideas for new learning spaces and mapped out their spatial learning journeys through campus offerings and daily routines. The article describes the workshop concept and resulting insights gleaned from interviews, customer journeys, and prototyping. It offers ideas and examples for creating inviting learning spaces and cultures that focus on co-presence both with and without digital tools.
Higher Education Institutions are facing more and more external rules and requirements, most of which are concerning structures and processes of Higher Education Management or Quality Management. With this, new demands for professional development and consulting of higher education managers all over the world come into being. The article on hand provides definitions of different formats for professional development and consulting services and deals with the special demands of international cooperation in this field. As an example, the Higher Education Management Programme of Münster University of Applied Siences (FH Münster) in Germany will be introduced, which respects the specialties of international and intercultural cooperation in the area of professional development and consulting.
This article explores educational media pedagogies that are predominantly non-digital, but nonetheless timely and influential. Design Thinking, Making, and Serious Play are three distinct yet interrelated approaches to problem-solving, resilience and innovation that have gained increased traction in education over the past decade. We explore the similarities and differences between these playful, experiental pedagogies and provide an overview of how these approaches can be integrated effectively into education settings. Finally, we provide transferable examples, including evaluation results, from a weeklong workshop series at Muenster University of Applied Sciences conducted in Spring 2022. The article serves as a theoretically informed practical guide for educators and practitioners seeking to select, implement and evaluate playful pedagogies. It contributes to the understanding of underlying principles, characteristics, potential impact and limitations.
Africa recognised the potential of digital transformation before the COVID-19 pandemic. With the Digital Transformation Strategy, the continent committed itself to support this change in line with the Agenda 2063: The Africa We Want with focus on investment in Information and Communication Technology (ICT) , the promotion of the digital economy and the adoption of open and distance learning in tertiary education. However, the pandemic has given renewed impetus for digital change in higher education. The shutdowns of educational institutions brought about by COVID-19 have demonstrated that teaching and learning can be re-designed and educational institutions developed further, with the sprouting of collaborations in and across countries and continents. The drive for digital transformation, which is now gaining momentum throughout higher education institutions worldwide, is of major significance in giving renewed stimulus to one of the boldest agendas that have been adopted by mankind, the SDGs, the United Nations' Sustainable Development Goals.