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We promote educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential.

Nearly all of our undergraduate courses have no formal entry requirements, either prior qualifications or experience.

We believe that it is the qualifications with which our students leave, rather than those with which they enter, that count.

The 2011 Horizon Report is a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative An EDUCAUSE Program

The New Media Consortium (NMC) is a globally focused not-for-profit consortium dedicated to the exploration and use of new media and new technologies. Its hundreds of member institutions constitute an elite list of the most highly regarded colleges, universities, and museums in the worlds.

The ELI is a community of higher education institutions and organizations committed to advancing learning through information technology (IT) innovation.

Universal Design for Instruction (UDI) is an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.

One of the important aspects of UD is that its inclusive elements benefit all users, not just those with disabilities.

By providing faculty with a framework and tools for designing inclusive college instruction, the dialogue surrounding college students with disabilities changes from a focus on compliance, accommodations, and nondiscrimination to an emphasis on teaching and learning.

The question should not be "Does technology fit into my traditional way of teaching my class in high school?" but rather "How can I modify and further improve the learning environment, ongoing assessment methods, and opportunities I provide students to interact with each other and our curriculum?"

We need to be asking and analyzing WHAT THE STUDENTS DID AND ARE DOING with their laptops, and perhaps even more importantly WHAT ARE TEACHERS ASKING STUDENTS TO DO with their laptops.

we have to be asking what teachers are doing with their laptops, and asking students to do with them. The importance of asking this question is vital! If teachers are merely "accomodating" learning with digital tools, rather than "transforming" or "infomating" the ways they are teaching and inviting students to learn-- then the laptops may indeed be a waste of money and energy.

As for those other 18 credits, Cencich and Khalil say they are confident that students will learn just as well online as they did in the classroom.

For professors, it means that no one would be losing his or her job — for now, anyway

PASSHE faces the usual doubts about fully online language instruction — especially in the context of a whole degree program, which would theoretically shepherd students all the way from ignorance to proficiency without ever having them cross the threshold of a classroom.

While I was reading this article I was very critical and was wondering whether this course was going to be just lecturing by simply recording and showing the lesson and how these two professors could assess so many students in terms of time and in terms to have an assessment which would not make them cheat as this is an online environment. Well, in the last part of the article the answer is clearly expressed they do show a recording but on the online lesson they actually use the lesson to discuss project in smaller groups. Do not personally know how many smaller groups they would create and of how many members however the idea is excellent to me.