Education 2.0 & 3.0
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Educational innovation, real and fake | Higher Ed Gamma

Educational innovation, real and fake | Higher Ed Gamma | Education 2.0 & 3.0 | Scoop.it
From www.insidehighered.com - September 21, 2022 12:23 PM

"True innovation is essentially a people problem, not a technological problem ..."

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Via Leona Ungerer
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Rescooped by Yashy Tohsaku from Information and digital literacy in education via the digital path
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Marketisation could undermine higher education innovation

Marketisation could undermine higher education innovation | Education 2.0 & 3.0 | Scoop.it
From www.universityworldnews.com - April 20, 2019 2:12 PM

The university sector in the United Kingdom is hugely diverse and that diversity is increasing rapidly. It is not just that devolution to Wales, Scotland and Northern Ireland has encouraged regional diversity but that institutional missions, modes of operation and methods of governance are so different. 

For some, universities are about creating and disseminating knowledge. For others, students are at the heart of everything they do and others are very directly reliant on tuition fees. Many for-profits, meanwhile, are about the bottom line. This diversity has important implications for policy-making. A policy that favours one kind of institution may severely disadvantage another. 


Via Elizabeth E Charles
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THE Podcast: Decolonising The Curriculum Times Higher Education podcast

THE Podcast: Decolonising The Curriculum Times Higher Education podcast | Education 2.0 & 3.0 | Scoop.it
From player.fm - September 5, 2019 10:09 PM
What does it really mean to decolonise the curricula and pedagogy of higher education? Dr. Meera Sabaratnam, senior lecturer in international relations at SOAS University of London and chair of the decolonising SOAS working group joins the podcast to discuss what decolonising looks like in a UK context and how it goes well beyond just the content of a course.


Kaleke Kolawole, a graduate of the African studies master's programme at SOAS University of London and a facilitator for decolonising toolkits also joins to explain why this work should extend to secondary and primary education.

And Myriam Kane, a member of Goldsmiths Anti-Racist Action (GARA) and a former member of the National Union of Students' national executive council, gives a first-hand account of the 137-day student protest at Goldsmiths, University of London and why cultural competency training for all staff and annual funding specifically for black history events were among the protestors' demands


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