The University of Michigan will soon make a new interactive classroom response system available to faculty--one that was developed in house and uses laptops in place of classroom clickers.
Desire2Learn has released new versions of its Learning Environment, Learning Repository, and ePortfolio software, as well as Desire2Learn 2GO, a new mobile application for Blackberry.
Following an 18-month evaluation of classroom response systems, Loyola University Chicago has begun using iclickers to increase student participation in classes.
Recently, some universities have decided to end their laptop programs for students because of the economic challenges facing those institutions. But what has been the effect on students? There's no clear or consistent answer.
PupilCity and Acxiom have teamed up to address authentication needs of distance learners. Students completing online work proctored by PupilCity's ProctorU service will be able to verify--via Acxiom's identity services--that they are the ones enrolled in the course.
The British Columbia Institute of Technology (BCIT) in Canada is piloting Desire2Learn's learning management system. The rollout began this winter, and a campus-wide deployment is expected to be completed in fall 2009.
Your students have created ePortfolios that reflect their academic progress and offer samples of their work. But how can you be sure a potential employer will be able to access the ePortfolios, and will the information survive future technology changes?
Abilene Christian University and its online learning services integrator, Embanet, have developed a new ePortfolio system for use with ACU's Moodle learning management system.
Many educators and administrators have caught the ePortfolio bug. But where does this bug lead them? It leads, seemingly, in many different directions. And here's why: ePortfolios mean differing things to different people.
Despite years of implementations in United States colleges, universities, and K-12 systems, ePortfolios are still generally in an identity crisis. The battle still rages over such issues as: Will personal ownership of learning be expanded and defined by personal portfolios, or will portfolio systems evolve into a set of technologies that further control and define learning from the institutional perspective?