Articles: March/April 2015
In the often-contentious discussions about the future of U.S. higher education, one idea garners wide agreement: our institutions need to innovate. Since collaboration is the driving force for most innovation, it follows that developing a successful model for collaborative innovation—for innovating together—is the most sorely needed disruption in higher education.
Building environments that afford new, high-impact learning opportunities for tomorrow’s citizens and workforce requires collaborative expertise. Integrating the science of learning into technology-enhanced learning environments and developing a research agenda and methodologies to iteratively discover more about learning in these environments depend on multifaceted partnerships.
Although colleges and universities are the beneficiaries of a growing credential society, they communicate only a fraction of the educational experience that happens on their campuses. Higher education must find ways to credential better—with more information and in more accessible ways—using the transformative technology we now have available.
This case study of Indiana University's e-text initiative reports on the participation levels and motivations of instructors in engaging with digital textbooks.
Surveys of 11 MITx courses found that 28 percent of respondents identified as past or present teachers. Although they represent only 4.5 percent of the nearly 250,000 enrollees, responding teachers generated 22 percent of all discussion forum comments.
To facilitate IT project success in the challenging higher education environment, trust and collaboration among IT staffers and various campus groups are essential.
- EDUCAUSE Labs
- In print edition