Abstract
In this book we respond to a higher education environment that is on the brink of profound changes and that consequently requires a continuous flexibility to education renewal at all levels. When we say it is on the brink, what we are really saying is that many of these changes are already underway.The internet and the World Wide Web have had huge impacts, which in turn have influenced the social fabric of our lives through the growing ubiquity of social media, networking and mobile media tools. Each of these changes and developments have the potential to cause major disruptions in the way we operate in higher education. Thus, we need to recognise that changes are inevitable, and respect that these changes are here to stay, some evolutionary, some revolutionary, and we need to respond in adaptive and agile ways, and importantly, with imagination and creativity.
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Notes
- 1.
We are aware of the association of the term ‘agile’ with ‘agile software development’ (Dingsoyr, Dyba, & Brede Moe, 2010; Waters, 2012), and we are attracted to the term for similar reasons, i.e. its use as meaning ‘the ability to create and respond to change in order to succeed in an uncertain and turbulent environment’ (Agile Alliance, 2001). However, we believe that our use of the term as part of the broader concept of ‘an agile PBL ecology for learning’ distinguishes it sufficiently from agile software development to avoid any confusion.
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Kek, M.Y.C.A., Huijser, H. (2017). Introduction. In: Problem-based Learning into the Future. Springer, Singapore. https://doi.org/10.1007/978-981-10-2454-2_1
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