The Future of Education

For decades, technology enhanced learning has been on the agenda of higher education institutions worldwide, but there has never been a more universal and urgent need to digitize teaching and learning than during the CoVid19 pandemic. Even though digitization of teaching in higher education in Germany have been on the agenda for years, German universities still struggle with their broader implementation [1,2]. 2019 about 80% of German universities stated that digitization has a high priority, but only 20% claimed to have realized a high level themselves [3]. There seem to be many barriers in place towards technology enhanced learning e.g. reluctance to embrace information and communications technology [4], insufficient funding [5] and strict privacy and data protection regulations in Germany [5,2]. This study examines at the flexible response of Witten/Herdecke University to the conditions of the pandemic and the special challenges for teaching. Additionally, it describes how such a process of change, which has been delayed for years, can be organized for an entire university and find acceptance in a very short time. Like others, Witten/Herdecke University was faced with the task of switching completely from classroom teaching to technology enhanced teaching. The empirical data consist of 117 different advanced training courses, which were offered during a period of four weeks for the preparation and further training of staff. 635 participations were registered. The results stress that a wide range of training opportunities favors the use of technology enhanced learning as well as collaboration between various experts. Sometimes change needs a driver or even a severe crisis.

Keywords: technology enhanced learning, teacher training, higher education, curriculum development, digital transformation, virtual classroom, COVID-19.

References:
[1] Pensel, S., & Hofhues, S. (2017). Digitale Lerninfrastrukturen an Hochschulen. Systematisches Review zu den Rahmenbedingungen für das Lehren und Lernen mit Medien an deutschen Hochschulen (Digital learning infrastructures at universities. Systematic review of the framework conditions for teaching and learning with media at German universities). (pp. 61): Universität zu Köln, Humanwissenschaftliche Fakultät, Department Erziehungs- und Sozialwissenschaften.
[2] Kerres, M. (2020). Against All Odds: Education in Germany Coping with Covid-19. Postdigital Science and Education, 2(2), 233, doi:10.1007/s42438-020-00130-7.
[3] Gilch, H., Beise, A. S., Krempkow, R., Müller, M., Stratmann, F., & Wannemacher, K. (2019). Digitalisierung der Hochschulen: Ergebnisse einer Schwerpunktstudie für die Expertenkommission Forschung und Innovation (Vol. 14).
[4] Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122–131, doi:10.1016/j.tate.2012.09.002.
[5] Getto, B., Hintze, P., & Kerres, M. (Eds.). (2018). Digitalisierung und Hochschulentwicklung: Proceedings zur 26. Tagung der Gesellschaft für Medien in der Wissenschaft e.V (Medien in der Wissenschaft, Vol. 74). Münster; New York: Waxmann.