Evidence-based learning concepts can help re-frame the portfolio process so that ePortfolios will become more useful assessment tools, both for demonstrating individual student achievement and for institutional and program evaluation or accreditation review.
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.
Turning Technologies has opened registration for its annual user conference for higher education. Turning Tech is the maker of classroom response systems ("classroom clickers") and other tools for collaboration in learning.
The University of Arizona is applying an online proctoring service to prevent students from cheating on math placement exams that have been moved online as well.
Some ambitious institutions are seeking to implement e-portfolios across all departments and disciplines, yet there are barriers to overcome before such a practice gets the full participation of faculty, staff, and students.
Teaching and learning in higher ed have advanced incrementally alongside rapid changes in technology. Is it time for some radical shifts?
As the centerpiece of a new mobile computing initiative, Monterey College of Law in California is distributing Apple iPads to all students enrolled in a supplemental curriculum program that helps them prepare for the state's bar exam. All entering first-year students signed up for the program within the first week, as did 70 percent of the remainder of the student body.
Tunxis Community College in Connecticut grew an assessment experiment into a schoolwide implementation of electronic portfolios.
iParadigms has unveiled Turnitin2, the latest version of its online tool for plagiarism detection and the encouragement of proper citation in student papers.
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?