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10 Foundational Principles for Using and Safeguarding Students' Personal Information High-quality education data are essential for improving students' achievement in school and preparing them for success in life. When effectively used, these data can empower educators, students, and families with the information they need to make decisions to help all learners succeed. Everyone who uses student information has a

It started with an announcement in February that a University of Georgia instructor would start a crowdsourcing project to find out more about working conditions and salaries of adjuncts. Last month, a graduate student at the University of North Carolina at Greensboro announced that she was attempting something similar for graduate student employees. Both projects are attempts at gathering information -- on the salaries of adjuncts and graduate students -- where rigorously researched data is difficult to come by. Read more: http://www.insidehighered.com/news/2012/04/02/crowdsourcing-contingent-salary-data#ixzz1quha2YCW  Inside Higher Ed 

From an LMS provider's standpoint, the more open and flexible the LMS, the more it can be integrated with other programs for robust analysis of student activity and interaction.  According to Lou Pugliese, president of online learning solutions provider  Moodlerooms, that kind of integration is needed. Technologies exist to measure student data and interactions on a large scale, Pugliese says: The focus now is how to effectively collect data and conduct reporting on-demand within the LMS. "Over the past ten years, the LMS has managed to record the most basic of student interactions and activity, but we've barely scratched the surface in enabling universities to analyze data on an institutional level," says Pugliese. "However, new developments in analytical technologies will provide educators with the ability to measure interactions within the ever-popular collaborative tools present in today's LMS environments. Moving beyond simple traffic reporting to more comprehensive online behaviour analysis will be critical to make more effective intervention decisions."  

Article outlining policy recommendation for institutions using student data

Looking for figures? Here's a beginner's guide to our Global development datastore and the best sources for development data on the web

As Big Data Comes to College, Officials Wrestle to Set New Ethical Norms Plus many other articles that address data

Create Your own interactive learning acitivity. Each activity-creation tool helps students develop historical thinking skills and gets them thinking like historians. Choose one of the tools below to begin. Then find and insert primary sources and customize the activity to fit your unique students.

1-let commuters donate their unused MetroCard balances to charity 2-reroute traffic 3-reduce street violence by crowdsourcing anonymous tips from the community, then filter and organize the data so it is actionable,

Higher education conferences over the past few years have been full of presentations, papers and panels on the processes involved in migrating a campus and its people to Google Apps for Education. While it is useful to hear about marketing tchotchkes, data validation, and the pros and cons of web clients, what seems to get ignored is the process that led to the decision to move to Google Apps in the first place. At North Carolina State University, where students were already using Google Apps, the decision to move employees involved almost as much time, effort and heartache as the technical migration. As the users saw it, they had a working system, even if that system only worked because of huge expenditures of time and money both on the backend server maintenance and the client need to implement terribly complex workarounds for simple functionality. The end result: a 94-page white paper and the realization that it's hard to sell ice to Eskimos1 , even if you show them that their ice has already melted. This paper and presentation will discuss the information gathering and needs assessment done by NC State prior to the decision to move employees to Google Apps, and the successes and difficulties involved.

"Retrieving legacy files As the old dropbox knew no separation of files by assignment (one of its major limitations), it was not possible to move these files into assignments during the upgrade, and there is no storage area facility available into which they could have been moved, so they are not directly accessible within the application after an upgrade or in courses restored from earlier versions. The old dropbox code used Perl, which has been completely removed from the web application in release 9, so the dropbox cannot be accessed anymore to retrieve the legacy files. A rudimentary Java-based interface is being provided to enable each user individually to download any legacy files they may wish to retrieve. These files can then be submitted in newly created assignments as desired or stored in one's Virtual Hard Drive inside the Blackboard Content System, if that is licensed by the institution and enabled by the system administrator. Unfortunately this interface is not exposed via any link in the application. System administrators or helpdesk staff can however make available such a link to their users, either assisting them with file retrieval on an individual basis or by publishing the download link to their users, e.g. in a system announcement. Community Engagement license holders may also wish to add an HTML portal module with this link, thus simplifying the download process, or add it as external link to the tool panel (in the portal menu column). The location of this interface (relative to your server root) is: /webapps/blackboard/execute/ddb It is important to note that this is not a file system location. You actually have to access the URL via a web browser! Sample HTML for a portal module named something like "Digital Dropbox Download": Download your digital dropbox files here When a user accesses this link, he will either see a message that no files were found for him, or a list of courses in w

to support hands-on inquiry by students in computer classrooms. as a basis for homework assignments. for dynamic presentations during class lectures. for inquiry during class presentations. to create imagery and maps for PowerPoint, Word, and other presentation tools. as a data discovery, organization, and distribution tool for research projects. to enrich discussion of an issue that arises spontaneously during an informal classroom discussion.

The intent is to help anyone create their own textbooks, on their own topics, for their own audience.

Lesson Plan. Great resource for teachers who want to help students make connections between concepts and applications. A very powerful tool!