The University of California, Davis has recently gone public with its Inclusive Access initiative, a program that uses digital course materials in an effort to save students money.
The Credential Transparency Initiative today debuted its Credential Registry, a tool for documenting and comparing certifications, degrees, certificates, licenses, badges and other micro-credentials. The project includes the formation a new nonprofit organization, Credential Engine, tasked with taking the effort mainstream.
Eddie Maloney, executive director of Georgetown's Center for New Designs in Learning and Scholarship, makes the case for a new academic discipline built around the study of educational technology, learning analytics and instructional design.
Researchers from the University of Michigan have discovered that video gamers can be as good or better than professionally trained crystallographers and computer algorithms at identifying the shape of a protein, a finding that has the potential to bolster citizen science initiatives and classroom gamification.
The worldwide public cloud services market is projected to grow 17.2 percent in 2016 to total $208.6 billion, up from $178 billion in 2015, according to recent reports by tech market research firm Gartner.
Four years after the launch of edX, the data generated by massive open online courses still mystifies many institutions. Could inter-university collaboration unlock the secrets to better course delivery?
Pearson and campus retailer Follett Higher Education have partnered to offer Pearson's Digital Direct Access model to Follett's college partners and more than 1,200 campus bookstores across the United States.
Quality Matters, a nonprofit organization providing quality standards, professional development, course/program review and more, has added a new Teaching Online Certificate to its lineup of certifications for quality assurance in online learning.
Marshall University history students have the opportunity to contribute to the digital commons through Clio, a free tool that highlights thousands of historical and cultural sites throughout the United States, curated by the crowd.
More students earned better grades in their face-to-face courses than they did in their online courses. And more of them said they believe they could do even better if their professors used more technology in the classroom. Yet in some ways student confidence in the use of classroom technology appears to be on the wane. Those are some of the conclusions shared recently from a May 2016 survey of 500 college students.