By Cynthia Powell, Scott Perkins, and Scott Hamm with Rob Hatherill, Louise Nicholson, and Dwayne Harapnuik in Educause Quarterly (EQ) vol 34 (4), 2011. Outlines the Mobile-Enhanced Inquiry-Based Learning (MEIBL) project, which supports student learning.

This EQ article is about a Wave I grantee project.

The Ohio Library and Information Network. OSTTS is based at Ohio Link

Open source content management system.

Mentioned in Integrating into Traditional Systems thread as the CMS to deliver OTTS.

Platform for delivering learning content.

Mentioned in Integrating into Traditional Systems thread as one of the technologies used at campus where OTTS is being introduced "...challenge is: disparate current practices moving to a common innovation."

ANGEL Learning Management System - merged with Blackboard

Mentioned in Integrating into Traditional Systems thread as one of the technologies used at campus where OTTS is being introduced "...challenge is: disparate current practices moving to a common innovation."

Platform for delivering learning content.

Mentioned in Integrating into Traditional Systems thread as one of the technologies used at campus where OTTS is being introduced "...challenge is: disparate current practices moving to a common innovation."

On IMS Global Learning Consortium site. "Common Cartridge is the first of three major standards that comprise a new generation of Digital Learning Services standards to support a new generation of learning technology. Others are Learning Tools Interoperability (LTI) for applications, systems and mashups, and Learning Information Services (LIS) for learning information."

Introduction for students to NGLC funded Ohio Scaffold to the Stars project

Announcement on Central Piedmont Community College site. May 11, 2011.

(PDF) Presentation by Louise Yarnall & Judi Fusco, SRI International and Ken Kubo, American River College on October 14, 2011.

Wiki on EDUCAUSE with ideas on topic.

On EDUCAUSE. Archived webcast (see link, session archive, on this page) "focused on wider campus efforts rather than encouraging faculty to adopt a single tool." -CP

(PDF) Shea, P. (2007). Bridges and barriers to teaching online college courses: A study of experienced online faculty at 36 colleges. Journal of Asynchronous Learning Networks, 11(2), 73-128. From abstract, "This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments."

Citation provided in Engaging Faculty thread in Jam.

Author posted in Jam sections from his article to highlight some significant differences that might shape adoption of innovation among faculty: Gender - Two differences were identified with regards to gender. First, female respondents were more likely to report that they were motivated to teach online because online teaching accommodated other life needs (such as child care, transportation, and other family needs). Additionally females identified reduced commuting time or hassle as a motivator more frequently than their male counterparts (Tables 3 and 4). Age - With regards to age, more "mature" faculty (those 45 or over) were more motivated by opportunities to experiment with new pedagogy then were younger faculty (Table 5). Younger faculty were more motivated (perhaps unrealistically) by opportunities to demonstrate competencies important for tenure or promotion that they believed online teaching provided (Table 6). Younger faculty also reported being motivated by other material incentives that might be available for online teaching (Table 7) and were more likely to report that online teaching might be a condition of employment as a motivating factor (Table 8). Full-Time/Traditional versus Part-Time/Non Traditional. - Motivational differences were also identified by the employment status of the faculty. Part-time/Non-Traditional faculty (lecturers,instructors, and adjuncts) were over represented as a group that identified the capacity of online teaching to accommodate other life needs as a motivator for online teaching, while Full-time/Traditional faculty (assistant, associate, and full professors) were under represented in this category (Table 9). Part-time faculty were also somewhat more motivated by the possibility that online teaching could provide more free time for other professional activities and reduce commuting time or hassle (Tables 10 and 11). Parttime instructors were also more motivated by the opportunity to teach a new subject area and b

The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. on The National Academies site, reprinted with permission from the chapter entitled "Professional Development for Science Education: A Critical and Immediate Challenge," by Susan Loucks-Horsley. "The model (and other developmental modesl of its type) holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is..."

Mentioned in Engaging Faculty thread in Jam as theory that claims to predict who would be willing to adopt a technology.

From Wikipedia, essentially "Diffusion of Innovations is a theory of how, why, and at what rate new ideas and technology spread through cultures." Theory was popularized this theory in his 1962 book "Diffusion of Innovations"

Mentioned in Engaging Faculty thread in Jam as theory that claims to predict who would be willing to adopt a technology.

Focus Session: Open Educational Content: Addressing Challenges and Seizing Opportunities.

Resources may include ideas on how to engage faculty in new initiatives.

By Mantz Yorke, 2006 in The Higher Education Academy Learning & Employability Series (One) This report offers a concise summary of definitions, approaches, issues and challenges for HEIs.

Download report (PDF) on this page, see link Denholm. 2011. Scottish Higher Education Employability Conference: strengthening partnerships with employers.

Blog of Jam moderator, Bror Saxberg, on What Works for Learning.

Franziska Zellweger Moser. 2007. EDUCAUSE Quarterly (EQ) Volume 30 (2007). In depth case studies at three highly interesting but very different universities-MIT, Tufts, and Northeastern- based on interviews about the issue of faculty adoption of educational technology.