Saint Leo University uses a game-based storyline to invigorate professional learning.
The application of competency-based education in U.S. higher education is uneven: Some programs are just starting up; others are firmly rooted and flourishing as they serve today's non-traditional students. Will we soon see the kind of innovation in CBE that will ultimately contribute to widespread, mainstream implementations?
A recent "technology integration showcase" gave in-service and experienced teachers at an Arizona school the chance to share what they'd learned from their experiences of learning how to integrate technology into their classrooms. The event was the culmination of a grant-funded program focused on teacher candidates attending Arizona State University's Teachers College.
The University of Central Florida and Educause will partner in the fourth version of a massive open online course on blended learning.
Next week a new massive open online course will begin for K-12 science teachers who want to learn how to help their students read and understand scientific texts.
The United States Department of Education is tackling professional development of teachers and others working with English language learners.
A public elementary and middle school has teamed up with a college in its area to deliver professional development to help teachers add computer science activities into their curriculum.
LMS maker Instructure and registration software maker GoSignMeUp will integrate systems to give one-stop service for professional development.
Colorado State University-Global Campus will launch new online teacher licensure programs in science and math this spring.
Colleges and universities are increasingly relying on adjuncts and part-time faculty members to teach their online courses. A quarter of schools have increased the use of online adjunct instructors by five percent or more; 31 percent have increased their use by up to five percent. Yet often, these instructors don't receive training on how to teach online; the schools lack formal policies for faculty expectations; and faculty are expected to create their own online courses with or without institutional help.