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.
Academics are now finding it possible to form virtual education organizations that would not have been possible a few years ago.
In mid January, The New York Times outed MIT's TEAL initiative, and large lectures (for freshmen, at least) took a hit they may not recover from. Thank God.
Rochester Institute of Technology staff and students built their own HD broadcast and production trailer, which is used to provide live coverage of sporting events on campus. The result is not only more sports coverage, but a real-world, relevant educational experience for RIT students.
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?
The New Media Consortium's NMC Campus Observer is a site rich with short blog entries about technology and learning.
Prior to his election President Obama identified three 21st century threats that he felt had received insufficient attention: nuclear, biological, and cyber threats. He then made specific proposals about what he would do if elected President. What do his proposals mean for higher education?
There are always challenges in the actual use of technology in instruction, not only in practical terms with familiarity with the technology itself but, more importantly, in a pedagogical sense as the benefits to teaching and learning are examined more thoroughly. How can the instructional uses of a wiki be maximized to ensure this higher level of engagement with students?
Most Web 2.0 tools are discussed at length in terms of their application to the learning process. While there is much that can be learned from using these tools in instruction, there are also principles upon which that use rests that have long been the goals of instruction at various levels. In other words, while the tools may change, the goals of teaching and learning remain much the same.
At the Lyles Center for Innovation and Entrepreneurship at the California State University, Fresno, desktop videoconferencing is a key tool used in support of the institutional mission.