The University of Kansas has created an online system that helps students learn the writing process and lets teachers evaluate, score, and offer feedback.
The University of Connecticut is adopting a new student response system this fall.
Oregon State University has begun recommending a proctoring service that caters specifically to students who can't take tests during standard university hours may struggle to find a testing center that meets the standards set by their school.
iParadigms has integrated Educational Testing Service's e-rater grammar checking tool with its online grading solution, GradeMark.
San Diego State University is shifting to a new classroom response system five years after standardizing on its old one. This time it will be i>clicker2 from Macmillan's i>clicker division.
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.
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.
A panel of leading technologists, educators, and vendors discusses the future of the LMS and the innovations needed to make it integral to 21st century learning.
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.
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.