At Chattanooga State Community College, campus leaders charged with a new e-portfolio program implementation demonstrated an exceptional gift: the ability to identify pockets of interest on campus and turn them into a driving force. After a modest, one-year pilot of 200 users, campus leaders watched a full, campus wide implementation grow to 2,300 student, faculty, and staff e-portfolios in its first year.
Elsevier has launched a mobile-optimized version of ScienceDirect, its full-text scientific database.
Cengage Learning has partnered with Matchpoint Careers to become the exclusive agent to market and sell Matchpoint's Career Positioning System (CPS) to higher education institutions.
Cengage Learning, a provider of educational content, technology and services for higher education and K-12, has partnered with big data software provider Celebrus Technologies to capture data about users' interactions with Cengage's products.
eScience Labs has introduced the second edition of its introductory biology lab kit, an online platform featuring 28 labs designed for non-majors in first and second semester online or hybrid courses.
Two education companies — Blackboard and Discovery Education — are working to integrate their technology and content offerings for both higher ed and K-12.
A followup to our recent Q&A with Trent Batson, "Who Creates Coherence in the College Experience?" Here, we've asked Batson to explore the mechanism of the ePortfolio and how students use the narrative and create coherence by telling their story.
A course for non-science majors that explores the search for life on other planets developed by educators at Arizona State University is going into production for use by other institutions and may be offered in MOOC form for individuals in the future.
The course, Programming for Everybody, taught by Charles Severance (on the Coursera platform and at Dr. Chuck Online), introduces participants to Python programming and provides them with the tools to turn around and teach those concepts themselves — or simply to continue their own training in programming.
As institutions put more stock in learning analytics, campus technology leaders explore how a culture of openness could make the difference between success or failure for the rising technology.