The Chronicle of Higher Education’s Tech Therapy audio feature examines the slow adoption of digital tools in scholarship.
EdSurge discusses a Bill of Rights and Principles, newly developed by a group of people passionate about learning, serving today’s students, and using every available tool to respond better to the needs of students in a global, interactive, digitally connected world....
GETideas.org hosted this GooglePlus hangout on the future of digital content. The online discussion featured a panel of education experts, including Nicole Allen, affordable-textbooks advocate, Student PIRGS; Una Daly, communication college outreach director, OpenCourseWare Consortium; and Cable Green, director of global...
In Explaining Inequalities in School Achievement, author Roy Nash argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow society to take into account the...
In Education 3.0: Seven Steps to Better Schools, renowned educator and technology expert Jim Lengel provides a refreshing and hopeful picture of what schools should look like, including a groundbreaking seven-step process for envisioning and building them that draws on the...
July 1, 2010
According to this article by George Siemens and Kathleen Matheos, a power shift is occurring in higher education, driven by two trends: (a) the increased freedom of learners to access, create, and re-create content; and (b) the opportunity for learners to interact with each other outside of a mediating agent. Information access and dialogue, previously under control of the educator, can now be readily fulfilled by learners.
A Small-Scale Adventure Learning Activity and Its Implications for Higher Education Practice and ResearchJune 30, 2010
In this paper, author George Veletsianos discusses the implementation of a small-scale Adventure Learning project in a higher-education classroom. Data used to evaluate the Adventure Learning project indicates that the learner experience was engaging, meaningful, fun, and challenging. Suggestions for future practice and research include a call to rethink education in terms of pedagogy, social technologies, creative curricula, authentic learning, and narrative.
June 29, 2010
From Andrew Careaga and the Higher Ed Marketing blog IY U is a timely call for our nation’s higher education system to embrace the power of technology to expand access. Even though college campuses were among the first institutions in the world to embrace Internet technology, when it comes to using it effectively as an educational tool, we’re behind the curve.
June 29, 2010
This special report from the U.S. National Center for Public Policy and Higher Education and the Southern Regional Education Board addresses U.S. state policy dimensions of college readiness. It identifies the key issues and problems associated with the college-readiness gap, which is a major impediment to increasing the numbers of college students who complete certificates or degrees. This policy brief also provides governors, legislators, and state education leaders with specific steps needed to close the readiness gaps in their states.
Small Steps Across the Chasm: Ideas for for Embedding a Culture of Open Education in the University SectorJune 29, 2010
In this article, authors Lisa Harris, Lorraine Warren, Jean Leah, and Melanie Ashleigh critique the commonly accepted notions of “digital native” students and the widening generation gap between them and “technophobic” faculty. Their case studies, from U.K. higher education, demonstrate that attempts to introduce new models of learning are inhibited by 1) prevailing structure and culture within universities and 2) expectations (or even a stated preference) for traditional delivery and assessment of knowledge by the students themselves.
June 28, 2010
Many educators have called for the inclusion of new technologies like blogs, wikis, and social bookmarking in higher education to address the learning needs of the Net Generation. Is there really a discrepancy between the personal and educational use of new technologies by undergraduates? What new technologies do they perceive as most beneficial for their learning?