Articles: September/October 2014
Big data and cloud infrastructures are changing the research landscape across higher education, making collaborations among disciplines globally not only possible but highly desirable to faculty and students alike. Several case studies illuminate new research strategies and collaboration examples that these increasingly available technologies make possible.
The proven efficacy of games in helping students learn has yet to fully surmount skeptical attitudes among educators, but the motivational aspects of games are enticing, as are the futuristic apps and cross-cultural connections that new devices make possible.
A digital engagement strategy based on integrated student-centered uses of technology and collection of data has already shown its promise in improving student retention and graduation rates.
In a world that is both online and face-to-face, engagement is not an either-or proposition—it is about how to blend the best of both worlds to engage stakeholders. Many institutions begin by creating a digital presence, then move to digital engagement.
It is time to rethink the digital experience in higher education: we have a chance not only to reimagine our encounters with the large scale but also to embrace our opportunities at the other end of the scale.
The practical, pedagogical, and privacy implications of a smart, connected digital campus engaged with its constituents have yet to play out. To handle whatever comes next, colleges and universities must be well positioned today, with effective strategies in place.
Higher education needs to focus on the success of nontraditional students, those who fail to graduate during their first engagement in college, by leveraging new technology solutions that better align with students' life challenges, pace, and other unique characteristics.
A conversation about possible futures and multiple present trends could help those of us involved in higher education and technology to think more clearly about how what comes next emerges from what is now.
Funded by tertiary institutions rather than individual researchers, this new model seeks to provide open access not just to traditional academic publications but to all forms of scholarly output.
Findings from a University of Nevada, Reno, project indicate that higher education’s need for 3D printing services could be both substantial and broad-based across disciplines. A 3D printing service implemented in an academic library operated at or near capacity throughout the service’s first year.
Digital modeling aims to restore the multisensory and real-time experiences of the past. The visually compelling, historically appropriate, and convincing virtual model of Paul’s Cross produces an illusion of completeness and authenticity, obscuring the extent to which much of the model is only representationally accurate.
Academic libraries are increasingly adding multimedia production facilities and other technology- and service-oriented spaces as part of overall structural renovations. As examples from two institutions show, academic libraries can both spur and support innovation in pedagogy and curriculum.
IT GRC programs are an institutional need, not just an IT program need. There is no easy way to establish IT GRC programs in higher education, and they must be supported at the executive level in order to succeed and contribute to the institutional mission.
- EDUCAUSE Labs
- In print edition