The real innovation in higher education IT is not the technology itself. This may seem obvious now, but it wasn't in the past. It's a recent revelation that comes with changes in the roles of IT staff and faculty in innovation with technology for teaching and learning and in IT organizations and departments on campus.
In the design of learning spaces, one key member of of the planning team is often not formally identified: the educational technology quarterback. This is the person who acts as both an advocate for technology and a coordinator between disparate departments. But the function of the "ETQB" doesn't end there.
Marist College’s Director of Academic Technology and eLearning, a Campus Technology 2010 keynoter, talked with CT about potential disruptive changes ahead that may not only alter how we use technology for teaching and learning, but might turn higher education infrastructure on its ear.
What does the "classroom of the future" look like? In contrast to the traditional lecture-oriented room, this increasingly popular kind of space, known as a "studio classroom," emphasizes group learning and collaboration. But designers might not always get it right. AV expert Michael Leiboff shares 14 distinct characteristics of a successful studio classroom design.
A capstone portfolio process can increase the value of a portfolio collection, both during a student's college career and after. Students can maintain their own record of achievement, with the portfolio central to every course they take. Students would re-visit and re-work their portfolio collection over time.
The Borough of Manhattan Community College, a City University of New York (CUNY) campus, is preparing students in media production for the real world. The college maintains an HDTV production facility stocked with professional-level tools and offers top students a chance to work with CBS pros during "boot camp."
Much has been written about planning high technology classrooms to promote the highest degree of learning. At the outset, we should underscore our belief that there is no one "correct" or even "best" design solution. Classroom design should result from a clear understanding of the range of teaching requirements that the spaces are intended to serve.
There seem to be two camps when it comes to supporting Apple's iPad on campus: those rushing to adopt the device on a massive scale and those who want nothing to do with it. Timothy M. Chester, CIO and vice provost for academic administration at Pepperdine University, suggests a third possible approach, one that may benefit to students without cutting into limited resources.
The center of technology activity in academia has moved from the computer center to the faculty. and, now, after more than 30 years since the microcomputer took technology outside the computer center, it is moving to the students themselves. No, not texting and Twittering but students using learning management tools whose primary clients are students. What impact will this market shift have?