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This paper aims to present a model for the quality assurance of digital educational material that is appropriate for adult education. The proposed model adopts the software quality standard ISO/IEC 9126 and takes into account adult learning theories, Bloom’s taxonomy of learning objectives and two instructional design models: Kolb’s model (the learning cycle) and Gagne, Briggs and Wager’s model.

The structure of this paper is as follows: in the second section, the theory of “the learning cycle of Kolb” is discussed. The third section discusses the model of Gagne, Biggs & Wager. The fourth section discusses and categorizes the characteristics and sub-characteristics of the quality of digital educational material. The fifth section discusses and categorizes the quality attributes of digital educational material. Moreover, the correlation of the sub-characteristics of the material with the model of Gagne and that of Kolb are examined.

The authors developed a quality model that adopts the structure of ISO/IEC 9126 standard, using basic notions of theories of adult education to define its characteristics and sub-characteristics. The model has been successfully applied in the quality evaluation of educational material distributed to distance learning adult students.

The innovative combination of an established quality model with sound educational theories yields a comprehensive model that allows both a qualitative and quantitative evaluation of the appropriateness of digital educational material. The applicability of the model is demonstrated by applying it to specific digital materials specially developed for adult education.

In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of instructional approaches, research has clearly documented that learning from text is the primary instructional model found in most classrooms. This means that efforts to close the achievement gap must focus on ensuring that all students can access text-based learning materials, engage with the content in meaningful ways, and ultimately demonstrate success in the form of measurable gains in learning outcomes. Whereas the philosophy of UDL is relatively easy to understand, it has proven problematic to design, implement, evaluate, and scale. The purpose of this chapter is to describe a universal design engineering approach known as Design for More Types that can be applied to the design of text-based learning materials, this chapter will describe the conceptual and practical issues involved in the development of text-based learning materials for diverse learners. We begin by providing some foundational concepts for this multidisciplinary work. Next, we provide a series of case studies to illustrate how universal usability can be applied to various instructional designs. Finally, we describe how the Design for More Types framework can be used in both research and practice.

Lean is considered as a major management approach for improving operational productivity and organizational performance. It is a systemic philosophy that emphasizes on fulfilling customer needs, waste minimization, and a commitment to a culture of continual improvement. In recent years, many higher education institutions (HEIs) have leveraged on the use of technology to provide flexibility in learning and just-in-time training for learners in the efforts to improve both the internal processes of course delivery and enhance the provisions of education quality. In recognizing these trends in HEIs, the purpose of this paper is to identify the key factors that facilitate the conversion of printed learning resources to e-learning resources in a HEI.

This study used a qualitative exploratory case study approach and examined a unique case of a HEI that is undergoing the transformation process from printed learning resources to digital sources to simplify the processes involved in educational service delivery and operational complexity. Data sources include semi-structured interviews with key personnel directly involved in the project of converting printed learning resources to digital sources, notes taken from informal discussions, and secondary data such as minutes of meetings, learning resource archives, and relevant literature. A retrospective perspective was adopted in the case analysis since the HEI has already completed 50 percent of the conversion phase when this study was carried out.

Abductive reasoning approach and well-established lean principles were used to make sense of the digital transformation process of the HEI. Based on the retrospective case analysis, the authors found evidence that characterizes lean management principles and identifies the critical factors (CFs) that have facilitated the HEI to achieve the key milestones in the conversion journey. These include common vision, top management support and leadership, timely information sharing, and relationship management with key stakeholders in the transformation processes.

Since this research is an exploratory case study, the results obtained cannot be generalized. Future research can be conducted to provide an impact analysis of the potential risk factors of a system that employs only the use of e-study materials. In addition, future studies can also assess the quality of the learning services that is supported by the e-resources by gathering student feedback on their e-learning experience that is supported by the online digital learning resources and learning management system.

This study provides managerial insights into the levers to engender the transformation from a traditional print learning resources model to leaning with digital e-learning resources. The insights into the CFs aid education managers to introduce process innovations and encourage behavioral changes that will benefit learners, instructors, and administers.

The study is one of the first to apply lean management principles in making sense of the transformation processes involved in the use of digital innovation in higher education context. The findings provide a holistic view of the process transformations.

The purpose of this paper is to develop new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia.

An overview and a critical analysis of the expert and analytical report of the research institute “Higher School of Economics” on the results of digital modernization of the modern Russian economy entitled “Indicators of the digital economy” in the part “Human resources of the digital economy” is performed.

It is proved that formation of the personnel infrastructure for digital modernization of economy requires standardization of the process of training of digital personnel. The new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia are created on the basis of the existing directions of the master’s program.

An authors’ classification of digital personnel according to the criterion of performed functions for application of digital technologies is offered, and two categories of them are distinguished: technical specialists and narrow sectorial specialists – which allowed specifying the scientific and methodological provision of the process of training and statistical accounting of digital personnel in Russia. The authors determine the perspective directions of training of digital personnel within the directions of the master’s program, which are implemented in modern Russia, and the corresponding categories of digital personnel. The authors also offer additional requirements to the results of mastering of the main educational programs of the master’s program, the structure of the main educational programs of the master’s program and the conditions of implementation of the main educational programs of training of masters within training of digital personnel. The authors’ conclusions and recommendations ensure the information support for training of digital personnel of modern Russian universities, as well as monitoring and control of this process of state regulators.

Using a case study approach, this chapter examines two primary changes to global health education prompted and exacerbated by the COVID-19 pandemic. First, is the acceleration of digital education into the typical global health classroom. Second, is the integration of transnational networks and partnerships between intergovernmental organizations (IGOs), nongovernmental organizations (NGOs), and higher education institutions (HEIs) to create, adapt, and disseminate digital materials in fast-changing information environments. The chapter examines the potential positive and negative impacts of the proliferation of digital content created by IGOs and international NGOs that is being rapidly integrated into use in HEIs for Global Health. The growth of tools and access through these new partnerships may lead to increased access to global health information for professionals. However, these changes may have long-term implications for global health regarding equitable access to culturally appropriate and accurate information. Furthermore, there may be additional implications for equity, as the proliferation of tools may still leave out the most vulnerable that do not have access to digital platforms.

The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation.

A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation.

The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings.

The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

In this paper, the authors describe the need for a better understanding of the cognitive frameworks used by high school science, technology, engineering, and mathematics (STEM) educators as they search for digital resources and conceptualize the integration of digital resources into their teaching. We outline our research methodologies, summarize preliminary results, and discuss how our outcomes will influence how digital resources are developed for educators across all disciplines in the future.

The purpose of the paper is to determine the perspectives of diversification of educational services in the conditions of industry 4.0 on the basis of artificial intelligence (AI) training, determine the consequences of this process for academic and teaching staff and to develop recommendations for its practical implementation.

The methods of horizontal, trends and regression analysis are used for studying social consequences of digital modernization of the markets of higher education (for academic and teaching staff). The research is performed by the example of modern Russia on the basis of the statistical data of Federal State Statistics Service and the International Telecommunication Union. The timeframe of the research covers academic years 2000/2001-2018/2019.

It is determined that digital modernization of the sphere of higher education stimulates the reduction of the universities’ need for academic and teaching staff and growth of their unemployment. However, further digital modernization of economy on the basis of breakthrough technologies of industry 4.0 will lead to creation of a new type of educational services that are provided within entrepreneurship of universities – AI training of business. This will ensure development of university entrepreneurship (and reduction of dependence of universities on state financing), as well as growth of the employment opportunities for experts (academic and teaching staff) in the sphere of AI, which will not depend on the number of students, but will be connected to demand for AI training from digital business.

The role of AI training in the structure of production business processes of a university in the conditions of industry 4.0 is determined. The necessity for state stimulation of development of digital business in the modern economic systems is substantiated. It is shown that government has to pay close attention to the issues of support in the sphere of AI and mass distribution of their results. Because of this, it will be possible to control social risks in the sphere of higher education.