A followup to our recent Q&A with Trent Batson, "Who Creates Coherence in the College Experience?" Here, we've asked Batson to explore the mechanism of the ePortfolio and how students use the narrative and create coherence by telling their story.
A course for non-science majors that explores the search for life on other planets developed by educators at Arizona State University is going into production for use by other institutions and may be offered in MOOC form for individuals in the future.
The course, Programming for Everybody, taught by Charles Severance (on the Coursera platform and at Dr. Chuck Online), introduces participants to Python programming and provides them with the tools to turn around and teach those concepts themselves — or simply to continue their own training in programming.
As institutions put more stock in learning analytics, campus technology leaders explore how a culture of openness could make the difference between success or failure for the rising technology.
New York University has confirmed the effectiveness of a Stanford University-run online program designed to accelerate learning for students K-12 schools.
Students taking high school or college-level Spanish language courses can now connect to tutors 24/7 via Tutor.com.
Students at the University of Mary Washington build their academic identities on their own personal Web domain.
Gale has released four new digital collections for use by academic and special libraries.
Higher education leaders are investing in strategies and technologies that can help make a college experience more relevant. But what will allow students to make sense of their own education, connect it with their priorities beyond the classroom, and finally put learners in charge of their own learning?
If crowdfunding can take a university to the moon, how else can technology drive student learning in the 21st century?