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Contents contributed and discussions participated by Barbara Lindsey

Barbara Lindsey

The Alexandrine Dilemma | the human network - 0 views

  • People were invited to come by and sample the high-quality factual information on offer – and were encouraged to leave their own offerings. The high-quality facts encouraged visitors; some visitors would leave their own contributions, high-quality facts which would encourage more visitors, and so, in a “virtuous cycle”, Wikipedia grew as large as, then far larger than Encyclopedia Britannica.
    • Barbara Lindsey
       
      How does the actual quality and perception of quality of wikipedia affect its acceptance by academia?
  • It wasn’t the server crash that doomed Britannica; when the business minds at Britannica tried to crash through into profitability, that’s when they crashed into the paywall they themselves established.
  • Just a few weeks ago, the European Union launched a new website, Europeana. Europeana is a repository, a collection of cultural heritage of Europe, made freely available to everyone in the world via the Web. From Descartes to Darwin to Debussy, Europeana hopes to become the online cultural showcase of European thought.
    • Barbara Lindsey
       
      But it appears that they and the sites they link to will not allow for unfettered use of their content. Current, restrictive copyright laws are in place, it seems.
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  • there is an almost insatiable interest in factual information made available online
  • rbitrarily restricting access to factual information simply directs the flow around the institution restricting access. Britannica could be earning over a hundred million dollars a year from advertising revenue – that’s what it is projected that Wikipedia could earn, just from banner advertisements, if it ever accepted advertising. But Britannica chose to lock itself away from its audience.
  • under no circumstances do you take yourself off the network.
  • t seems as though many of our institutions are mired in older ways of thinking, where selfishness and protecting the collection are seen as a cardinal virtues. There’s a new logic operating: the more something is shared, the more valuable it becomes.
  • In a landmark settlement of a long-running copyright dispute with book publishers in the United States, Google agreed to pay a license fee to those publishers for their copyrights – even for books out of print. In return, the publishers are allowing Google to index, search and display all of the books they hold under copyright.
  • Each of these texts is indexed and searchable – just as with the books under copyright, but, in this case, the full text is available through Google’s book reader tool. For works under copyright but out-of-print, Google is now acting as the sales agent, translating document searches into book sales for the publishers, who may now see huge “long tail” revenues generated from their catalogues.
  • Since Google is available from every computer connected to the Internet (given that it is available on most mobile handsets, it’s available to nearly every one of the four billion mobile subscribers on the planet), this new library – at least seven million volumes – has become available everywhere. The library has become coextensive with the Internet.
  • When CD-ROM was introduced, twenty years ago, it was hailed as the “new papyrus,” capable of storing vast amounts of information in a richly hyperlinked format. As the limits of CD-ROM became apparent, the Web became the repository of the hopes of all the archivists and bibliophiles who dreamed of a new Library of Alexandria, a universal library with every text in every tongue freely available to all.
  • We have now gotten as close to that ideal as copyright law will allow;
  • For libraries, Google has established subscription-based fees for access to books covered by copyright.
  • Within another few years, every book within arm’s length of Google (and Google has many, many arms) will be scanned, indexed and accessible through books.google.com. This library can be brought to bear everywhere anyone sits down before a networked screen. This librar
  • The library has been obsolesced because it has become universal; the stacks have gone virtual, sitting behind every screen. Because the idea of the library has become so successful, so universal, it no longer means anything at all. We are all within the library.
  • The central task of the librarian – if I can be so bold as to state something categorically – is to bring order to chaos. The librarian takes a raw pile of information and makes it useful.
  • At its most visible, the book cataloging systems used in all libraries represents the librarian’s best efforts to keep an overwhelming amount of information well-managed and well-ordered.
  • Google seems to have abandoned – or ignored – library science in its own book project. I can’t tell you why this is, I can only tell you that it looks very foolish and naïve.
  • because the library is universal, library science now needs to be a universal skill set, more broadly taught than at any time previous to this. We have become a data-centric culture, and are presently drowning in data. It’s difficult enough for us to keep our collections of music and movies well organized; how can we propose to deal with collections that are a hundred thousand times larger?
Barbara Lindsey

Fluid Learning | the human network - 0 views

  • There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
  • What’s most interesting about the computer is how it puts paid to all of our cherished fantasies of control. The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning. And if you believe this to be hyperbolic, this story will help to convince you.
  • A student about to attend university in the United States can check out all of her potential instructors before she signs up for a single class. She can choose to take classes only with those instructors who have received the best ratings – or, rather more perversely, only with those instructors known to be easy graders. The student is now wholly in control of her educational opportunities, going in eyes wide open, fully cognizant of what to expect before the first day of class.
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  • it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.
  • This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.
    • Barbara Lindsey
       
      Not so sure this has had an impact of this nature at UCONN
  • The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.
  • That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.
  • If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
  • the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.
  • the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.
  • When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?
    • Barbara Lindsey
       
      But what about institutional degree cache?
  • Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?
  • In this near future world, students are the administrators.
  • Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
    • Barbara Lindsey
       
      Need to follow up on the mode of educational delivery in the 13th century. Can even see this in ancient Greece with followers of Aristoteles and Plato.
  • The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,
  • The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.
  • At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.
  • Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?
  • This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.
  • Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.
    • Barbara Lindsey
       
      I'm not convinced academics would agree.
  • While education definitely has value – teachers are paid for the work – that does not mean that resources, once captured, should be tightly restricted to authorized users only. In fact, the opposite is the case: the resources you capture should be shared as broadly as can possibly be managed. More than just posting them onto a website (or YouTube or iTunes), you should trumpet their existence from the highest tower. These resources are your calling card, these resources are your recruiting tool.
  • the more something is shared, the more valuable it becomes. You extend your brand with every resource you share. You extend the knowledge of your institution throughout the Internet. Whatever you have – if it’s good enough – will bring people to your front door, first virtually, then physically.
  • Stanford and MIT
  • show a different way to value education – as experience. You can’t download experience. You can’t bottle it. Experience has to be lived, and that requires a teacher.
  • Rather than going for a commercial solution, I would advise you to look at the open-source solutions. Rather than buying a solution, use Moodle, the open-source, Australian answer to digital courseware. Going open means that as your needs change, the software can change to meet those needs. Given the extraordinary pressures education will be under over the next few years, openness is a necessary component of flexibility.
  • Openness is also about achieving a certain level of device-independence.
  • here are many screens today, and while the laptop screen may be the most familiar to educators, the mobile handset has a screen which is, in many ways, more vital. Many students will never be very computer literate, but every single one of them has a mobile handset, and every single one of them sends text messages. It’s the big of computer technology we nearly always overlook – because it is so commonplace. Consider every screen when you capture, and when you share; dealing with them all as equals will help you work find audiences you never suspected you’d have.
    • Barbara Lindsey
       
      Why don't educators see this?
  • Yet net filtering throws the baby out with the bathwater. Services like Twitter get filtered out because they could potentially be disruptive, cutting students off from the amazing learning potential of social messaging. Facebook and MySpace are seen as time-wasters, rather than tools for organizing busy schedules. The list goes on: media sites are blocked because the schools don’t have enough bandwidth to support them; Wikipedia is blocked because teachers don’t want students cheating. All of this has got to stop. The classroom does not exist in isolation, nor can it continue to exist in opposition to the Internet. Filtering, while providing a stopgap, only leaves students painfully aware of how disconnected the classroom is from the real world. Filtering makes the classroom less flexible and less responsive. Filtering is lazy.
  • Mind the maxim of the 21st century: connection is king. Students must be free to connect with instructors, almost at whim. This becomes difficult for instructors to manage, but it is vital. Mentorship has exploded out of the classroom and, through connectivity, entered everyday life.
    • Barbara Lindsey
       
      Do you see this happening at UCONN in the near future? Why or why not?
  • Finally, students must be free to (and encouraged to) connect with their peers. Part of the reason we worry about lecturers being overburdened by all this connectivity is because we have yet to realize that this is a multi-lateral, multi-way affair. It’s not as though all questions and issues immediately rise to the instructor’s attention. This should happen if and only if another student can’t be found to address the issue. Students can instruct one another, can mentor one another, can teach one another. All of this happens already in every classroom; it’s long past time to provide the tools to accelerate this natural and effective form of education.
    • Barbara Lindsey
       
      Any concerns about this?
  • Connection is expensive, not in dollars, but in time. But for all its drawbacks, connection enriches us enormously. It allows us to multiply our reach, and learn from the best.
  • learning by listening is proved to be much harder than learning by reading.
    • Barbara Lindsey
       
      Multi-sensory learning is actually proven to be most effective: see research by John Medina: "Brain Rules"
  • RateMyProfessors is a good start, and anecdotes about how people use it is interesting, but it has a long long way to go before it comes close to being reliable let alone authoritative.
    • Barbara Lindsey
       
      He does have a point about the statistical validity of the comments.
Barbara Lindsey

Top News - Digital debate: Prepare kids for exams or life? - 0 views

  • 's only a question of which technology, and of the alignment between technology in the learning situation and in the assessment situation."
  • "It's not that we want kids to cheat," Prensky said. "It's that the definitions of learning, cheating, researching, and collaborating are changing right in front of our eyes."
  • The ideas about how people find information are very fluid, he added, and that can be seen perhaps most easily in medicine, where medical students and doctors are allowed texts in which to look up the answers to questions--but what is most important is knowing which questions to ask.
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  • why is it important;
  • "We're preparing [students] for life, not for exams--that's what it has come down to with [No Child Left Behind, preparing for exams], but that's a silly thing to prepare people for, because you really want to prepare them for life and work."
  •  
    An Australian educators lets students use cell phones and the internet during exams prompting global debate regarding the nature of 21st century assessment.
Barbara Lindsey

One Laptop One Child | Scholastic.com - 0 views

  • quietly tell select students about the policy
  • “We’re going to invite 20 seniors [this school year] selected by teachers,” he says. We don’t want the computers to be a distraction.”
  • The Consolidated High School District 230 in Orland Park, Illinois, has taken a step in this direction by allowing students to bring their computers to school and connect to the Internet, but not log on to the district’s network, says Darrell Walery, director of technology.Stay Away from My Networkwalery sums up the struggle in this issue succinctly. He says tech directors who have been teachers favor the experiment, while those who have business backgrounds blanche at the thought. “My role as technology director is to mediate this exact issue,” he adds.
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  • In Forsyth, the district uses radius servers for centralized network management. This device identifies the districts’ computers, allowing them access to the network according to their status. Laptops that don’t pass this test are put on the district’s virtual lan. This gives them online access while keeping the user behind the district’s firewall and within its Internet filters. It keeps these computers—and their users—away from the district’s network.
  • Murray’s Pennsylvania district scans each notebook before it can connect to the school server. Clean Server antivirus software is one of the tools it uses to avoid “malware” and worms. Also, the district’s scans point users to free patches and service packs that are needed to keep security up to date.
  • Compatibility seems to be less of an issue each day as more online applications become available.
  • schools can turn to the growing number of free online tools available to all.
  • Classroom management is another potential worry. If college professors feel like students sometime use their lectures as a quiet place to fool around or get other work done (see sidebar), then what chance do K–12 teachers have of getting—and keeping—25 students on task?Teachers in Pennsylvania use classroom management software (a small software download) to keep control. Murray says this program allows teachers to take complete control of each laptop if they want, pushing out their lesson to each screen, blocking all work with a single button, and even using the pcs as glorified personal response devices.
  • The last big hurdle to make this policy a reality in more districts is one that can’t be cleared with a simple software program. It is instilling the idea that teachers will no longer be the dominant information delivery for each class.
  • “How do you get teachers prepared to teach in a classroom where everyone is a teacher?
  • “Professional development is key. We have instructional technology specialists at every school. These folks are not the fix-it people but certified teachers [usually from that same building]. It’s a peer.”
  • “There’s an explosion of social activities” that computers enable, Murray says,  from talking with people worldwide to keeping in touch with like-minded groups through Twitter to having students take virtual field trips halfway around the world, or just down the street. Science students can do an online dissection with step-by-step analysis, or math problems where a simulation can help illustrate a difficult-to-grasp concept, he adds.
  • Teachers need to think about teaching in a different way,” he says. “If you’re doing that, a lot of these [problems] go away.”
  • Having kids bring in their own computers can help bring 1:1 a lot closer to reality, especially in poorer districts. Klingler says Forsyth can channel its existing computer stock to students without personal computers and help reduce tech disparity.
  • While his state’s Classrooms for the Future program brought 550 pcs into the district, the technology coordinator realizes he won’t have the funding needed to replace these machines in three or four years.
  • “The cell phone is their thing,” Walery says. “Communication is the main [goal]. They constantly text back and forth.”
  • Forsyth has even looked into using Sony Playstation handhelds in class, noting that they have a “decent Web browser.”“We want to support whatever kids bring in,” he adds.
  • “It’s much more likely in a few years all students will have their own smartphones,” he says.
  •  
    How 1-1 is changing as students ask to bring in their own laptops
Barbara Lindsey

On Making Sausage (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views

  • Buried within the 1,200 well-intentioned, time- and money-wasting pages are a couple of provisions related to copyright infringement on campus networks.
  • The second provision targeting traffic on college and university networks requires all campuses to certify that they (a) have “developed plans to effectively combat the unauthorized distribution of copyrighted material, including through the use of a variety of technology-based deterrents” and (b) “will, to the extent practicable, offer alternatives to illegal downloading or peer-to-peer distribution of intellectual property.”4
  • “Infringement of copyrighted works on university networks is a serious issue. However, a Federal policy that promotes or requires filtering will indirectly add to the costs of education and university research, introduce new security and privacy issues, degrade existing rights under copyright, and have little or no lasting impact on infringement of copyrighted works.”6
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  • the earliest emergence of detailed rules implementing the Higher Education Opportunity Act of 2008 is likely to be July 1, 2010.
  •  
    Description of the negative impact of the 2008 Higher Ed Opportunity Act and the new policing role universities must take on to stop students from file sharing.
Barbara Lindsey

Project New Media Literacies - 0 views

  •  
    A research initiative based within MIT's Comparative Media Studies Program. It explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world.
Barbara Lindsey

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

  • This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
  • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
  • Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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  • we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
  • So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks;
  • In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
  • This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go. In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
Barbara Lindsey

Top News - This fair-use guide offers copyright shelter - 0 views

  • Media and legal experts create a code to help teachers and students understand fair use of copyrighted materials
  • Along with these five principles, the code lists common myths about fair use and provides the truth behind these myths. For example, it explains there are no "rules of thumb" for fair use, and that fair use is situational--and context is critical. Also, educators don't always have the last word on fair-use policy.
  •  
    Page 2 of copyright article. HATE how they break up articles into separate pages!
Barbara Lindsey

Top News - This fair-use guide offers copyright shelter - 0 views

  • a panel of university professors has developed a "Code of Best Practices in Fair Use for Media Literacy Education."
  • The document clarifies how fair use applies to the most common situations where media-literacy educators make use of copyrighted materials in their work. It offers guidance for instructors so they can make informed fair-use judgments
  • Created though a partnership among the Media Education Lab at Temple University, the Center for Social Media at American University (AU), and AU's Washington College of Law, with funding from the MacArthur Foundation, the code identifies five principles of consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K-12 schools, higher-education institutions, nonprofit groups that offer media-education programs for children and youth, and adult-education programs.
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  • Fair use is critical to understand, say the code's developers, because copying, quoting, and reusing existing cultural material can help generate new cultural treasures.
  • Here are the code's five principles:
  • Educators' reliance on fair use therefore will be helped by this code of best practices, which will serve as a documentation of common understandings drawn from the experience of educators themselves and supported by legal analysis.
Barbara Lindsey

Top News - Matrix helps students weigh internet research - 0 views

  • Fifty-nine percent of students surveyed said they use online study tools for course work and exam preparation, according to the study, which was conducted by educational publisher Houghton Mifflin. Nearly 900 students were included in the survey. "We're finding that students are increasingly using online study tools in tandem with their textbooks," said Katie Rose, who heads research and marketing for Houghton Mifflin's college division.
Barbara Lindsey

Top News - Matrix helps students weigh internet research - 0 views

  • a pair of researchers hopes to give students a method for assessing the reliability of material they find on the internet, whether it's in Wikipedia articles, YouTube videos, or blogs.
  • The professors' published guideline is formatted as a matrix of questions aimed at helping students decipher what should be used in a research project and what should be ignored. The guide asks if sources are "continuously changeable through repeat performances or revisions," "reviewed by someone with authority or certification prior to publication," and "published and revised by the author." It also prompts students to question if the material was reviewed by other experts in the same profession.
  • the end goal is for students to learn how to analyze texts without "pigeonholing the material based on where it was found."
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  • Although today's students are much more likely to begin their research online, Miller-Cochran said students still often perceive the articles, charts, and data found in books as more authoritative than online information.
  • "They tend to be trusting, perhaps even more so, of things they see in print," said Miller-Cochran, who has distributed the checklist research matrix to her students at North Carolina State. "We wanted [students] to be looking at all sources they were finding and asking more critical questions about the nature of what they have found."
Barbara Lindsey

Top News - Jr. colleges outpace 4-year schools in tech use - 0 views

  • To help institutions with its second recommendation, CDW-G is making available a technology assessment template that colleges and universities can download free of charge at www.21stcenturycampusindex.com. Campus leaders can complete the assessment, then enter the data on this web site to find out how they stack up against comparable institutions.
    • Barbara Lindsey
       
      Do you think UCONN would consider doing this and making (honest) results public?
Barbara Lindsey

Top News - Jr. colleges outpace 4-year schools in tech use - 0 views

  • Overall, U.S. colleges and universities are only half way to realizing the 21st-century campus, a new survey suggests
  • In a recent survey on technology integration in higher education, community colleges actually scored slightly higher than four-year institutions.
  • U.S. colleges and universities are only half way to fulfilling their potential for 21st-century teaching and learning, according to CDW-G's "21st-Century Campus" report. Only a third of professors said technology is fully integrated into the higher-educational experience, and although 63 percent of students said they use technology to prepare for their classes, just 24 percent said they use it during class.
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  • College faculty and IT staff agreed that a lack of technology know-how among professors is the biggest barrier to technology integration on campus. Although 85 percent of faculty members said their institutions provide some kind of technology training, 44 percent nevertheless said their biggest challenge is knowing how to use technology in their teaching.
  • But community colleges also lag in certain areas, the index suggests--including using social-networking tools to enhance faculty-student interaction and giving students access to their computer networks off campus.
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