Learning environments mean different things to different groups, from technology-enhanced physical spaces to virtual spaces made possible by technology. The authors in this special issue of EQ cover the gamut of learning environments, from World of Warcraft to the backchannel in large lecture classes, mobile learning, e-readers, high-tech classrooms and computer labs, to the entire campus or beyond. They also evaluate institutional support for faculty teaching online, faculty and course development, strategic thinking about media and multimodal assignments (a report based on NITLE’s Media Scholarship project), videoconferencing in place of face-to-face practica for graduate students, and effective use of wikis in the classroom. One author investigated the problems introduced by students’ reading styles when learning a foreign language in a traditional classroom and the effects on student use of technology. Several authors explored the role of the educator as a catalyst and tools that can help support them. And a faculty member and instructional designer collaborated to debunk the 10 biggest myths about synchronous online teaching.
In other articles, a special feature explains how four small/medium institutions built research cyberinfrastructure on their campuses. A short case study explains DNSSEC and its deployment on campus, and another shares good advice on developing effective partnerships between departmental and central IT staff.
The final issue of 2010 focuses on student retention. In 2011 EQ will explore mobile computing and above-campus sourcing of IT separate from cloud computing. If you have ideas to share on these or other topics relevant to IT practitioners in higher education, I am happy to talk through the options with you, whether peer-reviewed feature articles or thoughtful opinions, short case studies, or good advice you want to share with peers. Feel free to contact me at email@example.com to begin the discussion. Suggestions for topics or ways to improve EQ are always welcome, as are volunteers to join the EQ Review Committee. Whether you would like to publish your work in EQ, help review submissions for value to your peers, or comment on published articles to start conversations in the community, your participation is welcomed and appreciated.