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From the Chronicle of Higher Education: "College students are taking social media to a new level, using Web sites like Facebook to communicate with other students about their coursework, according to results of a new survey on student technology use."...more

Was interested in this link because of the idea of how a school addressed issues of struggling enrolment. I'm interested in the topic, particularly for smaller programs. This article is about a whole institution - if anyone has read some effective strategies about how to grow enrolment, I'd love to read them.

A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching.

"Learning outcomes are frequently dismissed as a nuisance to be dutifully completed & swiftly put aside, but Frank Furedi believes their prescriptive nature & underlying utilitarian ethos make them an altogether more corrosive influence on higher education. "

Course Description This course is designed for teachers and administrators interested in the flipped classroom model.  The course has two main components: WHY flip your classroom and HOW to flip your classroom. Why Flip? Participants will get a glimpse into the what and why of the flipped classroom beginning with an iBook.  This iBook will provide readers with the history, background, research, and examples of  flipped classrooms through interactive texts, keynotes, and videos.  This text is the preface to the second portion of the course addressing how to flip the classroom.

A review of literature about the reliability (or unreliability) of marking assignments. 

Emerging educational technologies to watch for the next year.

Abstract: 'We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction." 

The co-operative education program at the University of Waterloo is the largest in Canada and reputably in the world. It is a high volume operation, dealing with 9,000 students a year registered in more than 50 academic programs. Every four months 2,500 to 3,000 students seek