We’ve been predicting a technology revolution for decades, and actually, it happened 5 years ago. We are now past the tipping point. As the revolution gathers momentum, many higher education institutions are clean-sheet redesigning teaching, learning, assessment, and career development. The 10 rules in this article suggest the depth of change that’s occurring on campus.
Spurred by students’ voracious appetites for smartphones and broadband mobile devices, demand for wireless service and bandwidth-intensive mobile applications has grown dramatically at Texas A&M University. Faced with this challenge, the university had two alternatives: deploy new microcell sites for each operator, or deploy a shared network of Distributed Antenna Systems (DAS). Texas A&M’s solution provides a glimpse into the communications challenges that many universities face today.
A new report from the Joint Research Centre (JRC) of the European Commission gives us a peek into important trends regarding the future of education and confirms some of what we already know. Using a structured and targeted expert consultation exercise called "group concept mapping," the organization sought to identify, cluster, and rate the main changes in education and training expected to occur over the course of the next 20 years. The process yielded 203 unique ideas, grouped into 12 clusters and ranked for feasibility and importance.
Teaching and learning in higher ed have advanced incrementally alongside rapid changes in technology. Is it time for some radical shifts?
Students are moving away from their institutions in terms of their online “center.” They engage independently in learning conversations using applications of their own choosing, and they create their own digital identity--all without using campus-based technology.
As information technology brings us a mind-numbing array of options for mobile learning experiences and communications, an age-old tension between two different visions of learning--content delivery versus discovery learning--intensifies. Along with this, our modern discussions of “student-centered learning” are moving into a more strategic realm.
In the high-intensity world of student prospecting, everyone is looking for a competitive edge--but one of the greatest "edges" you can have is to simply understand what prospective students want, need, and expect and align your actions accordingly. Prospecting expert Michael O'Hara suggests four strategies colleges and universities can adopt to increase success related to prospective students.
At the CT2010 Executive Summit on July 19 in Boston, the morning session was dedicated to a scan of the IT environment in higher education; the afternoon would focus participants’ attention on leadership issues. Discussions suggested that the trend to exclude top IT leaders from the president’s inner strategic circle was premature and perhaps ill advised. And that CIOs who represent their jobs as primarily or exclusively maintaining IT operations may be missing significant national trends and changes.
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.
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?