It is time to ask what outcomes we are looking for from education. Why are our “outcomes” now only about how well a student does in courses? Wouldn’t it be better if students were evaluated on their evidence of learning, and wouldn’t that kind of evaluation have more to do with real life?
Though centralized PC labs have been an important part of both campus space planning and IT infrastructure for the last two decades, this may be changing.
The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) had its first world conference this last week in Boston, co-located with Campus Technology 2010. The group of learning and assessment experts is organized around its members' interest in ePortfolios.
Defining appropriate room characteristics can simplify classroom design and improve the chances of its success as a teaching and learning space.
The usual criticism of new media in our culture is that the media is making us less able to write well, less inclined to read texts longer than a paragraph, less social or unable to concentrate. A far greater danger is obfuscation....
Students at Auburn University are involved in an ambitious geospatial mapping project of infrastructure elements of coastal Alabama, that will, after a disaster such as a hurricane, offer responders a tool that will expedite recovery and reduce recovery costs by an estimated 40 percent.
How students are tested or evaluated determines how they are taught. But testing within many courses today remains, in essence, the same as always. Therefore, the limits of educational reform are determined to some extent by the current legacy structure of testing and evaluation.
A 20-year IT and network security veteran recommends reviewing and updating campus security strategies now, while focusing on determining network security requirements for your campus; getting buy-in from administrators, faculty, and students; considering how to handle the beginning-of-semester rush of provisioning users; and striking the right balance between security and accessibility.
Resumes are notoriously irregular, suspect, unreliable, and misleading. How to address this issue? And how can higher education help its students improve their employability by producing better resumes?
Designing and implementing successful AV facilities requires the collaborative effort of a number of participants with varied interests, backgrounds, skills, and agendas. AV specialist Michael David Leiboff lays out the roles and responsibilities of those who plan and design successful technology-enabled classrooms.