The intervention offers some ideas on possible ways of articulating devices for e-learning at university level, from the results of two researches carried out in two European countries, where ICT-enhanced learning has been brought for more than ten years. Both of these realities have a centralized structure at University level, but one - the University of Picardie "Jules Verne", France - is especially dedicated to lifelong learning, while the other - the University of Zurich, Switzerland - regards the educational activities of the traditional post-secondary age group. The research investigated some points of special interest of these two devices and their impact on key areas of the proposed models: the way of insertion of new technologies, the respective weight of distance and presence learning, the role played the centralized organizational structure and, finally, the various forms of partnership that these two realities have begun in order to stimulate e-learning in their respective universities. Through thorough examination of these two experiences, the paper attempts to offer a contribution to a possible settlement of the best organizational profiles for the integration of Information and Communication Technologies in Higher Education.
e-Learning strategies and partnerships for initial and lifelong learning in European higher education. Comparing experiences
UGOLINI, Francesco Claudio
2010
Abstract
The intervention offers some ideas on possible ways of articulating devices for e-learning at university level, from the results of two researches carried out in two European countries, where ICT-enhanced learning has been brought for more than ten years. Both of these realities have a centralized structure at University level, but one - the University of Picardie "Jules Verne", France - is especially dedicated to lifelong learning, while the other - the University of Zurich, Switzerland - regards the educational activities of the traditional post-secondary age group. The research investigated some points of special interest of these two devices and their impact on key areas of the proposed models: the way of insertion of new technologies, the respective weight of distance and presence learning, the role played the centralized organizational structure and, finally, the various forms of partnership that these two realities have begun in order to stimulate e-learning in their respective universities. Through thorough examination of these two experiences, the paper attempts to offer a contribution to a possible settlement of the best organizational profiles for the integration of Information and Communication Technologies in Higher Education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
