Articles: July/August 2015
A proposed course framework, based on five educational design principles, helps instructors organize, motivate, and assess interactive online learning and prepares students to succeed in networked knowledge settings. The principles also offer the flexibility, self-pacing, and accountability associated with competency-based education.
Games can serve as a means of not just developing domain-specific knowledge and skills but also identity and values key to professional functioning. The data from games enable understanding how students approach and solve problems, as well as estimating their progress on a learning trajectory.
Six individual trajectories of digital technology are enabling the ambitious goal of a responsive, personalized digital learning environment for higher education.
The next generation of learning spaces will take all the characteristics of an active learning environment—flexibility, collaboration, team-based, project-based—and add the capability of creating and making.
Today’s LMS needs to be supplemented with (and perhaps later replaced by) a new digital architecture and new learning components—the NGDLE—to enable current transitions in higher education.
Excerpts from an interview with John O’Brien, the incoming president and CEO of EDUCAUSE.
Stanford University used MOOCs as an opportunity to create a supportive environment for faculty to explore, create, and express themselves in new ways through open and digital education. Following its early support for MOOCs, Stanford built "soft infrastructure" to incubate good ideas and allow courses to evolve over time.
A two-year, university-wide study of students' e-textbook practices found increased use among a broader demographic thanks to lower cost and convenience. The instructor's role has not changed significantly, suggesting the need for further professional development.
Two university-wide surveys about students' mobile technology shows high and increasing ownership and positive changes in mobile learning practices given continuous support and targeted training resources.
Tracking and exploring new technologies while monitoring trends in teaching practice helps a campus respond to faculty needs in teaching and students' desires for the optimal learning experience.
In 2012, Duke University began using MOOCs to promote innovation in teaching and learning within the campus community, with the goal of importing successful new pedagogical ideas into Duke classrooms.
This case study explains how SMILE — Synchronous Mobile Interactive Learning Environment — lets the instructor address student needs ranging from travel restrictions to barriers imposed by geographic, economic, or physical constraints.
Using live streaming with blended learning helps engage off- and on-campus students in real time and enhances the off-campus experience by incorporating synchronous activities in addition to the usual asynchronous interactions.
Introducing gaming elements to campus-wide Google apps training via the Jedi Academy excited staff and faculty, showing that appropriate use of gaming elements can make otherwise mundane tasks—including support training—fun and rewarding.
This case study provides an inside look at how Fresno State designed, built, and managed a student support desk for tablet-based learning during its pilot year.
The move from instructor- to learner-based education is a major paradigm shift fueled and supported by advances in technology. To make this shift requires close collaboration between instructors and technology experts early in curriculum design.
Seven hypotheses explore the feasibility of educational technology — typically considered as supporting teaching and learning — as applied research by providing an initial framework built on traditional research processes.
Anecdotal evidence suggests that an intentionally dialogical approach between the business and academic stakeholders at Boise State University effectively ensures transparency and buy-in from the campus community for educational technology projects.
To deliver a high-quality learning experience to remote learning sites, Minnesota State University, Mankato, invested in telepresence-enhanced classrooms and then surveyed stakeholders to learn about their experiences and perceptions
A survey found that online students anticipated gaining professional skills in addition to learning the course content. Among respondents, 38 percent wanted to obtain all 10 skills offered as answers to the question.
- EDUCAUSE Labs
- In print edition