About to finish … finally :-): Globally Networked Learning-Processes in Higher Education

Just a short update and a (last – in regard to my M.A Thesis) call for Feedback 🙂

Some time has passed, since I shared the progress in writing on my M.A. Thesis … which does not mean I did not work on it 😉 – The next three weeks will be a very busy time, reading last papers to meet the state of the art, writing last sections and trying to bring everything together… to make it readable to anyone else than me :-).

So here is my recent structure and if you have some ideas to make the structure (even more ;-)) focussed, or if you have important and recent information I do not have yet (I do not hope so, but love to get it in case …) – feel free to answer or mail …

And here it is:

Globally Networked Learning-Processes in Higher Education:

Rethinking and Fusing Terminology and Theories in the Context of Digitalization and Technology

1 Introduction

2 Learning, Knowledge, and Competence: Terminology Shapes Thinking

2.1 A New Learning-Culture
2.2 The Process of Learning in a New Learning Culture
2.3 Redefining Knowledge for a New Learning Culture
2.4 The Question of Competence through the Lens of a New Learning Culture

3 Revisiting Learning Theories from a New Learning Culture’s Perspective 10

3.1 Gregory Bateson’s Levels of Learning
3.2 Connectivism: Generating Knowledge in and Through Learning Networks
3.3 Theories on Needs and Communication as Constituting Elements of Learning-Processes
3.4 From Competence Development to Enhancement-Competence

4 Discussing a New Learning Culture in the Context of Digitalization and Technology

4.1 From »Drill and Practice« to OER and MOOCs
4.2 From E-Learning to Learning Online
4.3 From MOOCs to GOALs
4.4 Competent for or Through GOALs?

5 Interim-Conlclusion

6 Learning Landscape Global Online-University

6.1 Disruptive or Sustaining: Terminology Affects the Potential of Open Online Courses in Higher Education
6.2 The Perception of »Competence« in Higher Education
6.3 Learning-Processes and Generating Knowledge in GOALs
6.4 How GOALs can Become Learning-Landscapes for Enhancement-Competence

7 A New Research-Culture for a New Learning-Culture

7.1 Traditional Methods and Tools to Analyze and Evaluate Online Courses (Using the Example of MOOCs)
7.2 Can Traditional Methods fit New Approaches?
7.3 Research (Methods) 3.0+

8 Conclusion and Desideratum