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Sara Thompson

Course Planning & Teaching Resources :: Iowa State U, Center for Excellence in Learning... - 0 views

www.celt.iastate.edu/teaching

teaching learning edtech prof-dev education resources to-read instruction

shared by Sara Thompson on 03 Apr 12 - No Cached
  • Sara Thompson on 03 Apr 12
     
    Incredible list of resources about teaching -- course planning, classroom management, learning activities, assessment and more. Wealth of information here. 
Sara Thompson

Surveys of Provosts and Presidents - their concerns, the Value report, and po... - 0 views

www.acrl.ala.org/value

surveys edtech education management libraries assessment

shared by Sara Thompson on 18 Apr 12 - No Cached
  • The two reports of interest are: The 2011-12 Inside Higher Ed Survey of College and University Chief Academic Officers http://www.insidehighered.com/download?file=finalCAOsurveyreport.pdf Presidential Perspectives, the 2011 Inside Higher Ed Survey of College and University Presidents http://www.insidehighered.com/sites/default/archive/storage/files/SurveyBooklet.pdf
  • The CAO survey had 1081 participants, while the survey of Presidents had 956 participants.  There is no information that can confirm that both the CAO and President from the same institution were in the majority for the respondents. So, the respondents for each report could be from different institutions.
  • nly one category — library resources and services — did a majority of all presidents (and a bare majority at that: 51 percent) rate the technology investment as “’very effective.’”  You can read the entire article here:  http://www.insidehighered.com/news/survey/president2011
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  • One of the contributing factors as expressed in the Value report in terms of  why students choose to leave an institution is the issue that they don’t develop a personal connection with their institution. 
  • Sara Thompson on 18 Apr 12
     
    In March, Inside Higher Ed released an "inaugural" Survey of College & University Chief Academic Officers.  This report was the fourth in a series of surveys of senior academic leaders with the three other reports conducted in 2011 focusing on admissions officers, chief business officers, and presidents.
Sara Thompson

A Post-LMS World (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...244412

future education LMS moodle technology software edtech

shared by Sara Thompson on 02 Feb 12 - No Cached
  • According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.
  • A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
  • LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.
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  • Effective LMS 3.0 learning grids create and inspire greater user independence and self-governance to facilitate effective content-creation capacities and new crowd-sourced intellectual property through the personalization of a vast array of information sources. LMS 3.0, properly designed, creates reliable content that facilitates learning through organized interaction and communications processes that include the widest-possible spectrum of points of view.
  • LMS 3.0 information architecture plays an increasingly important role as the gravitational pull for core strategies in assessment, engagement, retention, and outcomes.
  • Tracking learning events is crucial, but ultimately faculty are interested in the kind of learning that yields positive behavioral changes reflected in outcomes and a mastery level leading to a seamless transition to the workforce.
  • LMS 3.0 design expands functionality to include open, flexible digital repositories with components that add context through outcomes measurement, social curation, reporting, analytics, and extensive sharing capabilities.
  • Higher education is increasingly embracing a more open future, and next-generation LMS design needs to commit to an open ideology.
  • Moving from LMS 1.0 environments that do not offer long-standing, established community contributor models—from the perspective of both source code and open content—to a truly open environment will be a critical success benchmark for the post-LMS era.
  • Effective e-learning design, as a lowest common denominator, will embrace nimble, interoperable, modular infrastructure in ways that make learning contemporary, relevant, and engaging.
  • Sara Thompson on 02 Feb 12
     
    An interesting opinion piece on the future of the LMS.  Try reading this and replacing "LMS" with "library database" ... what would that look like? 
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