Henk Eijkman

Web 2.0 as a Non-Foundational Network-Centric Learning Space.

Purpose – This paper aims to initiate a timely discussion about the epistemological advantages of Web 2.0 as a non‐foundational network‐centric learning space in higher education.Design/methodology/approach – A philosophical analysis of the underpinning design principles of Web 2.0 social media and of conventional “foundational” and emergent “non‐foundational” learning and which uses Wikipedia as a case study.Findings – For academics in higher education to take a more informed approach to the use of Web 2.0 in formal learning settings and begin to consider integrating Web 2.0s architecture of participation with a non‐foundational architecture of learning, focused on acculturation into networks of practice.Practical implications – The paper argues that the continuing dominance and therefore likely application of conventional old paradigm foundational learning theory will work against the grain of, if not undermine, the powerful affordances Web 2.0 social media provides for learning focused on social inter...

The learning organization as concept and journal in the neo‐millennial era

Purpose – The purpose of this paper is to outline the aims for this journal with the new editor.Design/methodology/approach – The paper gives an overview of TLO in the past and the possible future direction for the journal.Findings – It is found that: first, the LO as a prescription for organizational change “writ large” has little relevance to contemporary practitioners, consultants, and researchers; second, that the LO concept is in effect a contradiction in terms and therefore fatally flawed to the point it should be abandoned; third, if the journal is to continue the use of the LO concept that it does so pragmatically with a refocusing on tried and tested informal work‐integrated action learning and critical analysis and adopt a distinct critical edge; fourth, that if so, it must adopt broader and more culturally sensitive perspectives that recognise the limitations and biases inherent in this Euro/American‐centric concept and its practices; and fifth, that this of all journals needs to acknowledge an...

Using Web 2.0 to decolonise transcultural learning zones in higher education

Purpose – The purpose of this paper is to explain, in the context of the massification and internationalisation of higher education, how Web 2.0 and its socially oriented knowledge system (episteme) has the potential to counter the current neo‐colonial disprivileging of non‐mainstream knowledge systems and discourses.Design/methodology/approach – The paper, drawing on postcolonial, epistemological, and Web 2.0 learning literatures, first deconstructs the continued dominance of the traditional academic discourse in transcultural settings. It then illustrates how Web 2.0s non‐foundational approach to the nature of knowledge gives it the capacity to construct postcolonial transcultural learning zones that are inherently open to other knowledge systems and discourses.Findings – The paper concludes that the socially oriented knowledge system or episteme of Web 2.0 enables educators to create postcolonial, meaning more epistemically inclusive, transcultural learning zones in which no one knowledge system or di...

Using Soft Systems Thinking to Confront the Politics of Innovation in Engineering Education

Engineering curriculum innovators face a range of formidable barriers which, singly or in combination, have thwarted countless attempts at sustainable curricular quality improvement initiatives regardless, of their educational efficacy. The often ignored elephant in the room of programmatic quality improvement is the politics of change. The essential point of this chapter is this: a whole-of-programme curriculum innovation demands an intervention strategy capable of effectively responding to multiple stakeholder perspectives and therefore to the politics of change. It is argued that Soft Systems Methodology embedded within a Systemic Action Research approach will give engineering educators that capability.

New Media Communication Skills for Engineers and IT Professionals: Trans-National and Trans-Cultural Demands

Arun Patil has over 20 years of teaching, research, and managerial experience in higher and further education. He holds a PhD, the Master of Engineering Science, both from Monash University, Australia and a Master’s in Physics in the specialization of applied electronics from India. Dr. Patil has published widely, and his publications include edited books, book chapters, conference proceedings, refereed journals, and conference papers. He is a Founder Editor-in-Chief of the ). His recently published book, “Engineering Education Quality Assurance: A Global Perspective,” is highly accepted and cited scholarly publication in engineering education community around the globe. In 2004, Dr. Patil has received a prestigious Silver Badge of Honour form the Monash University (the UNESCO International Centre) for his significant contribution to global engineering education. Dr. Patil has coordinated and organized several international conferences in various parts of world. He is an active member of several professional organizations including, Engineers Australia (EA), World Association for Cooperative Education (WACE), The Australian Collaborative Education Network (ACEN), The Australasian Association for Engineering Education (AAEE). Arun Patil (CQUniversity, Australia), Henk Eijkman (University of New South Wales, Australia), & Ena Bhattacharyya (Universiti Teknologi PETRONAS, Malaysia)

E-Assessment as a Driver for Cultural Change in Network-Centric Learning

This paper explores the potentially powerful role e-assessment practices can have on culture change in learning and teaching. This paper demonstrates how new e-assessment practices can ‘push back’ through educational institutions. This is done by applying the work of Gibbs and Simpson (2004/5) to e-assessment practices. To illustrate the practical effects of this evidence-based framework, the authors use UNSW@ADFA to demonstrate the possibilities for new e-assessment practices and their potential to drive systemic change. The authors conclude that the incorporation of these structured, evidence-based e-assessment practices demonstrably improve learning outcomes and student engagement without increasing the workload of staff and students.