Like the hedgehog, higher education should find its one best survival strategy and use it. And that may be portfolios.
The California State University is launching a major campaign to drive down the cost of learning resources for students while offering greater access to no- or low-cost academic content for faculty. The campaign, Affordable Learning Solutions, builds on the rapid emergence of high-quality, digitally delivered content, and on the CSU’s long history as a national leader and innovator in this area.
Information technology has taken us well beyond the collection-and-search of information archives. Educators should consider how they will respond to an era in which the teaching and learning conversations must center not around pre-existing, "finished" and past-tense information, but around information that is currently being created in the "continuous tense."
Northern Virginia Community College's VP for Instructional and Information Technology Steve Sachs offers some advice for institutions as he comments on how technology can help achieve the goals of the American Graduation Initiative.
Web 2.0 and new media have influenced the design of physical classroom spaces, just as they have offered new virtual spaces for interaction.
An Oracle VP for education and research explains how real time information, dashboards, and aggregated data make BI in higher education a tool for competitiveness.
Rather than starting with a functional analysis of various ePortfolio tools, look at how ePortfolio technology in general fits with key educational trends and decide how a portfolio strategy can support your institution's unique objectives.
The American Graduation Initiative sets out a goal for the United States to have the greatest proportion of college graduates of any country in the world by 2020. CT explored related issues for community college leaders and asked Maui Community College Chancellor Clyde Sakamoto how technology-related workforce development might factor into achieving the goals of the new initiative.
Where should innovation in learning technology take place? In the case of early, pioneering efforts in the use of technology for instruction, many teaching faculty stepped forward and took the lead. But now, given the proliferation of technology, should innovation be charged to the central IT organizations? Or, perhaps we should ask instead, should the pendulum swing even more toward faculty innovation?
Community colleges don't have to resort to midnight classes if they have a viable online learning program.