The Future of Higher Education | Pew Research Center's Internet & American Life Project - 0 views
2010 Horizon Report: The K12 Edition - 0 views
Distance Education's Rate of Growth Doubles at Community College - Wired Campus - The C... - 0 views
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Fred Lokken, associate dean for the Truckee Meadows Community College WebCollege and author of the technology-council report, said he thinks that one reason distance education has grown more quickly at community colleges than it has in general is because community colleges are more enthusiastic about it than universities are.
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Most respondents cited the economic downturn as the main reason for growth in online enrollment, and other respondents said that the growth was typical or was a result of new enrollment efforts. Community-college enrollment has increased in general with the downturn, and Mr. Lokken said that online courses are particularly appealing to people who are job hunting.
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The survey also found that for administrators, the greatest challenge in distance learning was a lack of support staff needed for training and technical assistance. In regard to faculty, the administrators who responded to the survey said, workload issues were the biggest obstacle. For students, the institutions' greatest challenge was preparing them to take classes online.
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Mobile Learning Environments (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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There are now more than 4.6 billion mobile phones in the world, according to the International Telecommunication Union (ITU)'s February 2010 press release. This means that mobile has taken the place of FM radio as the most ubiquitous communications technology on the planet.1
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Mobile Phone Network model Centralized Peer-to-peer Content customization Uniform Personalized to context Information distribution Just-in-case Just-in-time Role of audience Consumer Equal p
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articipant Reliability qualifier Authority Social capital Governance Institutional Relational
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Why The Kids Don't Blog And Grandma's On Facebook | Fast Company - 0 views
University of Houston Study: Hybrid Courses More Effective for Students - 0 views
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hybrid class that incorporated instructional technology with in-class lectures scored a letter grade higher on average than their counterparts who took the same class in a more traditional format.
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the hybrid class met once a week for traditional 90-minute lectures augmented with in-class response after doing 90 minutes of online work, which included a quiz that could be taken twice.
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Students who attended the hybrid course received final grades that were 10% higher than those who attended the traditional class, which translated to a full letter grade increase."Presumably, this increase is due to the fact that students were able to increase their exposure to course content via access to material on WebCT," McFarlin writes in his report,
msit8q4 » Sounding Board - 0 views
2008 Horizon Report » One Year or Less: Collaboration Webs - 0 views
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A wide variety of webware applications exist to manage the creation and workflow of rich media projects
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In contrast to productivity applications, which enable users to perform a specific task or create a particular product, collaborative workspaces are “places” where groups of people gather resources or information related to their personal or professional lives.
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highly flexible
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2008 Horizon Report » Critical Challenges - 0 views
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This is more than merely an expectation to provide content: this is an opportunity for higher education to reach its constituents wherever they may be.
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the challenge faced by the educational community is to seize those opportunities and develop effective ways to measure academic progress as it happens.
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We need new and expanded definitions of these literacies that are based on mastering underlying concepts rather than on specialized skill sets, and we need to develop and establish methods for teaching and evaluating these critical literacies at all levels of education.
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2008 Horizon Report » Key Emerging Technologies - 0 views
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Taken as a set, our research indicates that all six of these technologies will significantly impact the choices of learning-focused organizations within the next five years.
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The essential ingredient of next generation social networking, social operating systems, is that they will base the organization of the network around people, rather than around content. This simple conceptual shift promises profound implications for the academy, and for the ways in which we think about knowledge and learning.
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New displays and interfaces make it possible to use mobiles to access almost any Internet content—content that can be delivered over either a broadband cellular network or a local wireless network.
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Web 2.0 wanted by kids but not teachers | 5 Sep 2008 | ComputerWeekly.com - 0 views
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Parents that understand technology see the value of Web 2.0 in the classroom, but teachers are less certain according to research.
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Security and a lack of understanding are the major obstacles for teachers accepting Web 2.0, said the report.
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In contrast two thirds of parents questioned said Web 2.0 is a positive addition to the classroom. And children themselves are already using the technologies.
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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2008 Horizon Report » One Year or Less: Grassroots Video - 0 views
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Rather than investing in expensive infrastructure, universities are beginning to turn to services like YouTube and iTunes U to host their video content for them. As a result, students—whether on campus or across the globe—have access to an unprecedented and growing range of educational video content from small segments on specific topics to full lectures, all available online.
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Video capture, in the hands of an entire class, can be a very efficient data collection strategy for field work, or as a way to document service learning projects. Video papers and projects are increasingly common assignments. Student-produced clips on current topics are an avenue for students to research and develop an idea, design and execute the visual form, and broadcast their opinion beyond the walls of their classroom.
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social networking communities that have evolved around video
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Beyond Campus Boundaries ePortfolio Transforms into 'Cultural Application' -- Campus Te... - 0 views
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08/09/05
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It’s a cultural application
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ePortfolios
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East Stroudsburg U. Suspends Professor for Facebook Posts - Wired Campus - The Chronicl... - 0 views
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Gloria Y. Gadsden, an associate professor of sociology at East Stroudsburg University of Pennsylvania, was escorted off the campus on Wednesday because of jokes she had made on her Facebook page about wanting to kill students.
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Ms. Gadsden said the Facebook comments were a way of venting to family members and friends, who she mistakenly believed were the only ones who could view the postings.
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op-ed article
Sacramento Press / We don't need no stinking badges? - 0 views
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A made-from-scratch platform for hyperlocal news and advertising uses storylines, rather than articles or posts, to organize current and archived information. The site advances and integrates interface design, Web publishing, data analytics, digital media and the social Web to deliver a unique, warm and engaging hyper-local user experience. Rolling out authority badges to distinguish staff refporters from community contributors
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