Successful Learning

Examples

• Digital Storytelling at Cornell University: "Q&A": A Student Video from the Lynx Program
  Students in Cornell University's Lynx Program develop digital stories to integrate the various facets of the technology training they receive. Sharing their stories with each other also serves to build a sense of community within the program. View this example of the students' high-quality work and get a sense for the impact digital storytelling can have.
• Digital Storytelling at the Maricopa Community Colleges
  Can storytelling enrich student learning? Promote faculty development? Linda Hicks and Rachel Woodburn at Maricopa Community Colleges use digital storytelling with faculty and students. According to them, "Everyone has a story to tell, and with the telling of the story comes connection to people, communities, and an interest in new subjects."
• "Interactive Distributed Learning for Technology-Mediated Course Delivery," an Online Faculty Development Course
  Developed by the University of Central Florida's Center for Distributed Learning and Course Development and Web Services, this online course models how to teach online using a combination of seminars, labs, consultations, and Web-based instruction. It is intended to help faculty successfully develop and deliver online and media-enhanced courses.
• LON-CAPA at Michigan State University –Demonstration Site
  LON-CAPA is a full-featured, open source, web-based course management system (CMS) similar to commercial CMSs. Its demonstration site offers examples of learner-centered activities and assignments, as well as the opportunity to get a demonstration account to review courses developed and delivered using LON-CAPA.
• National Survey of Student Engagement
  NSSE annually obtains information from colleges and universities nationwide about student participation in learning and personal development programs and activities. Survey results provide an estimate of how undergraduates spend their time and what they gain from attending college. Survey items on The College Student Report represent empirically confirmed "good practices" in undergraduate education.

Presentations

• Ron Bleed, "Overcoming the Biggest Barrier to Student Success," NLII 2005 Annual Meeting Presentation
• John Bransford, "The Learning Sciences, Education, and Technology: Issues and Opportunities," Second Annual Heterick Lecture, NLII 2005 Annual Meeting.
• Malcolm Brown, "Bringing Theory into Practice: Learner-Centered Principles and New Roles for Faculty and Students," NLII 2005 Spring Focus Session Presentation.
• Colleen Carmean, "Learner-Centered Principles," PowerPoint presentation with audio track.
• Presentations from 2003 NLII Annual Meeting
  • Andrew Clark, Michael A. Kolitsky, Cyprien P.E. Lomas, Ulrich Rauch, and Lisa Spiro, "Four Vignettes of Learner-Centered Design and Practice."
  • Susan Gautsch, Otto Khera and Richard M. Lacy, "Towards the Learning Paradigm with Multi–Tiered Curricular Redesign Grants."
  • Patricia Lefor and Deborah J. Smith, "Adult Learners and the Learning Enterprise" (presented as part of the panel discussion "Adult Learners, E-Learning, and the Learning Enterprise").
  • William E. Pelz and Peter J. Shea, "A Model for Online Learning Environments."
  • Carrie Regenstein and Kathy Christoph," New Strategies and Roles for Supporting Teaching and Learning."

Relevant Web Sites

• Berkeley Compendium of Suggestions for Teaching with Excellence
  This site presents basic underlying principles of accomplished and successful teaching regardless of the presence or absence of technology.
• Catalyst Portfolio Web Site
  The University of Washington's Catalyst Portfolio Web site provides access to sample e-portfolios and FAQs for faculty and students, as well as a "Using Online Portfolios in Your Teaching" guide for faculty.
• ELI 2005 Summer Focus Session, Rethinking the Classroom: Designs for Interaction, Proceedings
  The proceedings from this focus session contain presentations and materials that highlight emerging principles and practices in interactive learning and explore how institutions can rethink their learning environments to increase student engagement in the learning process.
• Enhancing Education
  From Carnegie Mellon University, rich resource featuring links and content relating to best practices, tools, examples of teaching with technology, and evaluation and assessment.
• Gallery of Best Practices Essays
  From Harvard University, these best practices essays are compelling accounts by course heads and teaching fellows in the Faculty of Arts and Sciences about their experiences integrating computer resources into their teaching.
• Greater Expectations
  Greater Expectations is an Association of American Colleges and Universities multiyear initiative to articulate the aims of a 21st-century liberal education and identify comprehensive, innovative models that improve learning for all undergraduate students. The site includes links to best practices in higher education and secondary school reform.
• Guidelines for Teaching an Online Course
  From the University of Findlay, this site provides step-by-step instructions on how to meet baseline expectations and leverage baseline performances into effective teaching and learning.
• Guiding Principles for Distance Teaching and Learning
  From the American Distance Education Consortium, this site presents basic assumptions, principles, and characteristics of quality Web-based teaching and learning.
• Journal of Asynchronous Learning Networks
  The aim of the JALN is to describe original work in asynchronous learning networks (ALN), including experimental results. Its mission is to provide practitioners in online education with knowledge about the very best research in online learning. Papers emphasizing results backed by data are the norm.
• Journal of Interactive Media in Education
  JIME fosters multidisciplinary debate on the theory and practice of interactive media in education. It seeks to clarify the major issues raised by the educational use of such media, improve teaching and learning through the development of better interactive media, and publish leading international research in the field.
• Know Your Copy Rights
  Sponsored by the Association of Research Libraries (ARL), this Web site provides information and resources for faculty outreach and development on copyright issues related to teaching and learning. It includes a brochure and FAQ for faculty and teaching assistants covering the key issues.
• Language Learning & Technology
  Language Learning & Technology is a refereed journal that disseminates research on issues related to technology and language education. It focuses on language learning and language teaching, and how they are affected or enhanced by the use of technologies. It is published exclusively online.
• LESTER, the Learning Sciences and Technology Repository
  LESTER is an online community and database focused on innovations in learning science and technology (LST). LESTER profiles innovative research projects, researchers, organizations, and funding sources.
• Mapping the Learning Space: Learner-Centered Principles for Higher Education
  If we imagined a university that was truly learner-centered, what concerns and practices would it reflect? This ELI site, which was initiated by 2002 NLII Fellow Colleen Carmean, provides visual maps of the "learning space" created by learning science theory, instructional design practice, and relationships between faculty, administrators, instructional designers, and technology professionals. Each concept in the series of visual maps within this site offers live links to resources, ideas, definitions, and examples.
• MERLOT Teaching and Technology
  MERLOT is a fully referenced resource site with links to learning objects and research relating to accessibility, assessment, and best teaching practices.
• National Survey of Student Engagement
  The NSSE instrument provides undergraduate students with the opportunity to reflect on and assess their educational experience, including how and where they spend their time, the types of assignments they complete, and the nature and quality of their interaction with faculty and other students.
• National Writing Project Technology Initiative
  The NWP Technology Initiative is a series of opportunities for writing project sites to develop programs that promote the thoughtful integration of technology into the teaching and learning of writing in the nation's schools. The project site highlights the work and resources produced by its five lead sites and six secondary, or seed, sites.
• Research Initiative for Teaching Effectiveness
  This University of Central Florida site features research findings on both students and faculty involved in Web-based or Web-enhanced courses and includes research on successful learning.
• Resources for Online Learning
  From University of Maryland University College, this site provides excellent links to teaching tips, issues in education, and recommendations for course design and development.
• Sloan-C View
  The intention of the Sloan-C View is to provide useful information about online learning, commentaries about the field, and pointers to more details about the work of the Sloan Consortium.   The Consortium currently has approximately 1,139 active organizational members, including colleges, universities, consortia, and vendors.
• Successful Learning
  This site contains a series of one-page papers published by the Centre for Development of Teaching and Learning at the National University of Singapore as a corollary to its Ideas on Teaching series. The papers are written for students to help them achieve greater learning success.
• Talk about Teaching and Learning
  This recurring feature of the University of Pennsylvania Almanac lets faculty members present and discuss their successes in teaching and learning.
• Teach with Technology
  This site, sponsored by the Digital Media Center at the University of Minnesota, provides a number of resources to support teaching and learning with technology, including effective learning principles, teaching strategies and tips, exemplary projects, evaluation methods, and research materials.
• Teachnology & Webagogy
  Developed by Rick Ells, University of Washington, this interesting site features both articles and commentaries on issues relating to the quality use of technology in teaching and learning.
• Web Teaching Fundamentals
  The Web Teaching site is for educators and instructional technologists who are interested in exploring instructional uses of the Web. Dartmouth College's Academic Computing Department hosts the site both to support Dartmouth's faculty and to facilitate knowledge sharing with other institutions. The site includes case studies, articles, and links to other useful Web sites.

Tools

ELI Discovery Tools

The following ELI Discovery Tools can help you enhance teaching and learning at your institution. Visit the Discovery Tools page to learn more about these ELI resources. Please note that ELI Discovery Tools are open only to ELI members for the first 6 months they are available. If you aren't sure if your institution is an ELI member, please see our list of member organizations.

• The Net Generation Discovery Tool
  The ELI Net Generation Discovery Tool is a collection of simple activities and suggested readings on the Net Generation. It is set up as easily customized modules that can be used as stand-alone activities lasting a couple of hours or all together for a multiday event. They have been designed for faculty development, staff retreats, or similar programs.
• Applying Technology to Teaching and Learning
  Applying Technology to Teaching and Learning is a set of guides to help you select and integrate technology into teaching and learning. Whether you are a faculty member, academic administrator, instructional technologist, or a planning committee member, you can use them to focus on the key learning issues that should drive technology selection, better understand your technology options, and implement the technology that best supports your teaching and learning objectives.
• ELI Student/Faculty Questionnaire
  The ELI Student/Faculty Questionnaire is designed to help you explore student and faculty experiences and expectations regarding technology in teaching and learning. It will support you in examining student and faculty familiarity with learning technologies, expectations for the use of technology in teaching and learning, and views on how students prefer to learn.

Related Writings

• Paul Arabasz, Raymond Boggs, and Mary Beth Baker, "Highlights of E-Learning Support Practices" (Boulder, Colo.: EDUCAUSE Center for Applied Research, Research Bulletin, Issue 9, 2003).
• Hossein Arsham, "Impact of the Internet on Learning and Teaching," USDLA Journal, Vol. 16, No. 3, March 2002.
• Mary Beth Baker, Raymond Boggs, and Paul Arabasz, "Student and Faculty Perspectives on E-Learning Support" (Boulder, Colo.: EDUCAUSE Center for Applied Research, Research Bulletin, Issue 16, 2003).
• Randy Bass, "Engines of Inquiry: Teaching, Technology, and Learner-Centered Approaches to Culture and History," in Engines of Inquiry: Approaches to Teaching, Learning, and Technology in American Culture Studies, 2nd ed., American Studies Crossroads Project, 2003.
• A. W. Bates and Gary Poole, Effective Teaching with Technology in Higher Education: Foundations for Success (San Francisco: Jossey-Bass, 2003).
• John Seely Brown, "Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn," Change, March/April 2000, pp. 10–20.
• John Seely Brown and Paul Duguid, The Social Life of Information, Paperback Edition (Cambridge, Mass.: Harvard Business School Press, 2002).
• Donald P. Buckley, "In Pursuit of the Learning Paradigm: Coupling Faculty Transformation and Institutional Change," EDUCAUSE Review, Vol. 37, No. 1, January/February 2002, pp. 28–38.
• Andrea diSessa, Changing Minds: Computers, Learning, and Literacy (Cambridge, Mass.: MIT Press, 2000).
• Eberly Center for Teaching Excellence and the Office of Technology for Education, "Student Ratings: 15 Common Beliefs and Misconceptions," Carnegie Mellon University, 2002.
• Greater Expectations: A New Vision for Learning as a Nation Goes to College (Washington, D.C.: AAC&U, 2002).
• Jerome Johnston and Linda Toms Barker, eds., Assessing the Impact of Technology in Teaching and Learning: A Sourcebook for Evaluators, University of Michigan Institute for Social Research, 2002.
• David A. Kolb, Experiential Learning: Experience as the Source of Learning and Development (Englewood Cliffs, N.J.: Prentice-Hall, 1984).
• Diana Laurillard, "Rethinking Teaching for the Knowledge Society," EDUCAUSE Review, Vol. 37, No. 1, January/February 2002, pp. 16–25.
• Arthur Levine and Jeanette S. Cureton, When Hope and Fear Collide: A Portrait of Today's College Student (San Francisco: Jossey-Bass, 1998).
• Richard Light, Making the Most of College: Students Speak Their Minds (Cambridge, Mass.: Harvard University Press, 2001).
• Barbara Lombardo, Andrew Fairbanks, and Susan Johnson, "eArmyU: Early Lessons from a Grand Experiment in Online Learning" (Boulder, Colo.: EDUCAUSE Center for Applied Research, Research Bulletin, Issue 20, 2002).
• Barbara McCombs, "Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective," Secretary's Conference on Educational Technology 2000.
• National Learning Infrastructure Initiative (EDUCAUSE), 2003 NLII Annual Review: The New Academy, "Supporting Learning Through Technology," pp. 10–11.
• Diana Oblinger, Carole Barone, and Brian Hawkins, Distributed Education and Its Challenges: An Overview (Washington, D.C.: American Council on Education and EDUCAUSE, 2001).
• Diana Oblinger, Carole Barone, and Brian Hawkins, Distributed Education: Summary of a Six-Part Series (Washington, D.C.: American Council on Education, 2003).
• Diana Oblinger and Anne Lee Verville, What Business Wants from Higher Education (Phoenix: Oryx Press, 1998).
• T. J. Shuell, "Learning Theory, Instructional Theory, and Adaptation," in Aptitude, Learning, and Instruction, Vol. 1, Richard E. Snow, P. A. Federico, and W. E. Montague, eds. (Hillsdale, N.J.: Lawrence Erlbaum Associates, 1980), pp. 277–301.
• B. F. Skinner, The Technology of Teaching (Englewood Cliffs, N.J.: Prentice-Hall, 1968).
• Newton Smith, "Teaching as Coaching: Helping Students Learn in a Technological World," EDUCAUSE Review, Vol 37, No. 3, May/June 2002, pp. 38–47.
• Peter Smith, "Of Icebergs, Ships, and Arrogant Captains," EDUCAUSE Review, Vol. 39, No. 3, May/June 2004, pp. 48–58.
• Mary Thornton et al., Changing Pedagogy: Does the Introduction of Networked Learning Have an Impact on Teaching?, Networked Learning Conference 2004, Lancaster University, England, April 2004.
• Etienne Wenger, Communities of Practice: Learning, Meaning, and Identity (Cambridge, U.K.: Cambridge University Press, 1998).