Blogging can be an effective tool for learning, but its benefits shouldn't be taken for granted. It takes careful planning and skillful management to make it work in an educational setting. Here are five of the most common mistakes for instructors to avoid when incorporating blogs into instruction.
8 best practices for providing the help online faculty need-- when they need it.
One month after our previous "Cheapskate's Guide" to essential security tools, "free" is still alive and well. Security experts have weighed in with additional open source and free software packages they find particularly useful, which we now share with you.
Free is an attractive price. Read which packages were deemed "most useful" by a handful of experts.
For more than twenty years, we educational technologists have talked about "integrating information technology into higher education." The implication was that education would stay the same and information technology would benignly slip in and cause no ruckus at all. This rhetoric no longer applies, if it ever did, and does a disservice to us as we work through the intricacies of this age.
The hackneyed advice from IT consultants and columnists is that security is all about risk management. But do our traditional measurements of risk reflect reality?
A recently retired CIO reflects on a new "socially conscious" way to do business.
The changes and challenges that new technology has brought to teaching and learning are well documented. New technology has changed how people receive, understand, and apply new information and ultimately has changed student expectations and thinking skills.
Semantics is a sub-field of linguistics that focuses on meaning making in language. Therefore, the Semantic Web we're still reaching for will be based on a set of definitions, languages, and standards that can base a search on the detection of meaning and not just on a simple character string. The Semantic Web will at least be smarter than the current Web.
At a time when the most startling and exciting learning environments are being created in Web 2.0, the computing establishment on campus has enough to do just to keep the big pipes and big iron running. Innovation in learning around technology, therefore, needs a separate administrative support structure and a top-level advocate who reports in parallel to central computing.