Reazon Systems has released a student assessment module that works with the Sakai open source course management system. iRubric for Sakai integrates with Sakai CLE (collaborative learning environment) to perform rubric generation, assessment, and reporting. Users can access the functionality directly from the Sakai gradebook.
Midway through its second year, Abilene Christian University's mobile learning initiative expands to include classroom management and blogging, with mobile podcasting on the way.
Rather than starting with a functional analysis of various ePortfolio tools, look at how ePortfolio technology in general fits with key educational trends and decide how a portfolio strategy can support your institution's unique objectives.
In most classrooms around the world, using cell phones to send text messages and laptops to access sites like Facebook and Twitter are very much discouraged. Not so at Purdue University, where some professors have come to embrace social networking as an instructional aid.
Turning Technologies has debuted its new ResponseCard RF LCD, an classroom clicker device that contains a small LCD screen for participants to confirm their responses.
Many ePortfolio systems focus on institutional assessment data, putting student assessment--especially students' own reflections on their work--in second place. Batson advocates a voice for students in the assessment process.
Socrates with a twist: Trent Batson reports on how "Brigham Young University Idaho has found a way to combine a Socratic approach with simple technology to create a hybrid lecture that guides students to teach each other." The idea is to ensure that students will always be prepared for class.
Ed tech developer Renaissance Learning has announced an update to its 2Know! classroom response system that allows users to respond with short answers in addition to previously supported response types.
The phrase "course content delivery" is familiar to us all, but its usage could stand some updating. In fact, we may be due for a millenial change in our perceptions of learning design as current technology tools offer opportunities to change teaching and learning models.
"Where on this weather map do you expect it's going to rain today?" Dr. Perry Samson asks the 200 students in his introductory class on extreme weather. Almost instantly, dots begin to appear on the displayed map, as students indicate their answers through their wireless laptops. In moments, a clear pattern emerges on the classroom display as Samson continues the lecture.