Ubiquitous Networked Learning in Higher Education
  • Sabine SiemsenEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 620)


Higher Education tries to meet the call for openness and internationalization, moving (parts of) its learning-environments from brick and mortar universities to virtual learning environments. This implies a different and higher heterogeneity and requires an awareness and consideration of underlying and often unconscious cultural differences in understandings of learning and knowledge. “Throughputs” (like interaction, communication and interrelations) become more important than inputs (expert-knowledge) and outputs (skills and competences) and require theories, approaches, and concepts that go beyond mere technological solutions to make throughputs visible and to enable enhanced processes of learning.


Learning-Process Knowledge-Generation New Learning-Culture Competence Heterogeneity Online- and e-Learning Academic learning Networked learning Ubiquitous learning GOAL 


  1. 1.
    Bateson, G.: Steps to An Ecology of Mind;: Collected Essays in Anthropology, Psychiatry, Evolution, and Epistemology. Chandler Pub. Co., San Francisco (1972)Google Scholar
  2. 2.
    Cope, B., Kalantzis, M.: Ubiquitous Learning. University of Illinois Press, Urbana (2009)Google Scholar
  3. 3.
    Donaldson, J.: Massively open: how massive open online courses changed the world (2013)Google Scholar
  4. 4.
    Ehlers, U.-D.: Open Learning Cultures. Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, Berlin (2013)CrossRefGoogle Scholar
  5. 5.
    Führing, G.: Begegnung als Irritation: Ein erfahrungsgeleiteter Ansatz in der entwicklungsbezogenen Didaktik (Schriften der Arbeitsstelle “Eine Welt, Dritte-Welt-Initiativen” / am Institut für Didaktik der Geographie der Westfälischen Wilhelms-Universität Münster, Bd. 3). Waxmann, Münster, New York (1996)Google Scholar
  6. 6.
    Langer, V.: Social Learning: Internet-gestütztes soziales Lernen als neuer Trend: Auswirkungen auf die Zukunft des Lernens (2013)Google Scholar
  7. 7.
    Marc, E., Picard, D., Holl, H.G.: Bateson, Watzlawick und die Schule von Palo Alto (Athenäums Programm). Hain, Frankfurt am Main (1991)Google Scholar
  8. 8.
    Nanfito, M.: MOOCs: Opportunities, impacts, and challenges : massive open online courses in colleges and universitiesGoogle Scholar
  9. 9.
    Paolucci, R. (ed.): Learning With MOOCs: Massive Open Online Courses. Interlearning Company LLC., East Norriton Pennsylvania (2013)Google Scholar
  10. 10.
    Reinmann, G., Sesink, W.: Entwicklungsorientierte Bildungsforschung: Diskussionspapier. Universität Leipzig (2011)Google Scholar
  11. 11.
    Ruesch, J., Bateson, G.: Kommunikation: Die soziale Matrix der Psychiatrie, 1st edn. Carl-Auer-Systeme Verl. und Verl.-Buchh, Heidelberg (1995)Google Scholar
  12. 12.
    Siemsen, S.: Learning, knowledge and competence in global online-universities: how terminology shapes thinking. In: Uden, L., Liberona, D., Welzer, T. (eds.) LTEC 2015. CCIS, vol. 533, pp. 28–42. Springer, Heidelberg (2015)Google Scholar
  13. 13.
    TC Canada: Safety Management Systems - Information Session - Presentations - Day 1 (2010).
  14. 14.
    University Of The People: University of the People -Tuition-Free Online University: The First Three Years (2012)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.KasselGermany

Personalised recommendations