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'Narrate, Curate, Share': How Blogging Can Catalyze Learning

The framework for a new program-wide blogging initiative at Virginia Tech's Honors Residential College encourages students to "narrate, curate, share" their stories of learning. This fall, the College will integrate blogging into its traditional program as a means to foster self-aware learners and promote digital citizenship.

KISS Me, Please

At InfoComm 2011, simplicity characterized the new products for higher ed. Thank goodness for that.

Becoming Pioneers Again: Why IT Innovation is Essential to the Future of Universities

Purdue University is receiving two Campus Technology Innovator awards today at the CT 2011 conference in Boston. The university is widely recognized for its innovative IT initiatives and leadership in technology outreach and community building. Here, Purdue CIO Gerry McCartney explains why he feels higher education campuses must once again become leaders in IT innovation.

IT: A Turbocharger for Mass Higher Education

We have moved away from a defining model of scarcity and can expect fundamental change in the availability and delivery of higher education in the US.

How Do You Grade a Presentation Minus Content?

Faced with presentation after presentation in dimmed classrooms, I have become bothered by one set of circumstances: A student with great intentions spends an exorbitant amount of time putting together a fantastic presentation but fails to include all of the materials I believe should be there. Based solely on content, the student receives a terrible grade and doesn't reap the reward for the hours spent creating the presentation. But there may be a way to rectify this.



Whither Higher Education?

Does college prepare students for jobs or for life? And does IT care?

LMS, Tear Down This Wall!

For the LMS to remain relevant in higher education, it must move beyond the classroom and integrate seamlessly with the learning opportunities presented by the Web.

eText: Is It Ready? Are We Ready?

Most of the possible implementation strategies for eText seem quite logical and are based on existing technologies that have been available to the higher education community for some time. But there is still a problem holding us back--a problem that lies in the fact that defining, combining, and implementing eText components has as yet been accomplished only on a very limited basis and by only a few "technologically entrepreneurial" institutions. Large-scale eText implementation is a task that has been identified as too daunting, too difficult, and it is the perhaps the most significant replacement ever, of an educational tradition that has served higher education well for centuries.

The Problem of 'Pedagogy' in a Web 2.0 Era

In a time of knowledge stability, teach; in a time of rapid change in knowledge, learn… Clearly, we have left the time of knowledge stability and entered a time of incredibly rapid change. Web 2.0, a term coined in 2004, is a description of the new Web architecture, but is also a historical marker between the era of comfortable stability and the era of unsettling change. Many in higher education say we have accordingly turned to learning and away from teaching, but in fact we haven’t.

Grades Without Evidence Are (Almost) Meaningless; Evidence-Based Evaluation Is Better

For many reasons--grade inflation, disparity between quality of educational institutions, confusion about what the grades actually demonstrate--the value of grades, as they are constructed now, is slipping. An emerging process using electronic portfolios produces evidence-based evaluations: richer data for better decisions during college and at graduation.