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The result of 12 months research by the European Commission - Institute for Prospective Technological Studies on the impact of Web 2 innovations on education and training in Europe.

In March 1987, the AAHE Bulletin first published "Seven Principles for Good Practice in Undergraduate Education." With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience. Several hundred thousand copies of the Principles and Inventories have been distributed on two- and four-year campuses in the United States and Canada. (Copies are available at cost from the Seven Principles Resource Center, Winona State University, PO Box 5838, Winona, MN 55987-5838; ph 507/457-5020.) - Eds. Since the Seven Principles of Good Practice were created in 1987, new communication and information technologies have become major resources for teaching and learning in higher education. If the power of the new technologies is to be fully realized, they should be employed in ways consistent with the Seven Principles. Such technologies are tools with multiple capabilities; it is misleading to make assertions like "Microcomputers will empower students" because that is only one way in which computers might be used. Any given instructional strategy can be supported by a number of contrasting technologies (old and new), just as any given technology might support different instructional strategies. But for any given instructional strategy, some technologies are better than others: Better to turn a screw with a screwdriver than a hammer - a dime may also do the trick, but a screwdriver is usually better. This essay, then, describes some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles.

About Ivy Tech Community College Ivy Tech Community College is the nation's largest state-wide community college with single accreditation. It is the state's second largest public post-secondary institution serving more than 111,000 students a year. While our students enjoy the benefits of a large institution, with 23 campuses throughout the state and an average class size of 22, students find personal attention close to home at Ivy Tech Community College. Ivy Tech is the state's most affordable college. Students can earn a degree for less than $6,000. And with credits that transfer, students can save money by completing the first two years of a four-year degree at Ivy Tech. Accelerated, Certified Training (ACT) is delivered by Ivy Tech Community College's Department of Workforce and Economic Development. It offers local affordable solutions for Indiana business and industry training needs. It is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

Spaces for learning The Council is keen to encourage reflection and discussion about effective learning and the design and use of space. In 2008 we commissioned the Space Collaboration report (from Critical Thinking and Bellevue Consulting), looking at space collaboration between universities and colleges. The report draws on practice and case studies from the UK and internationally. It focuses predominantly on space for pedagogic-related purposes (for example, learning and teaching, libraries and learning support) and where appropriate also considers space collaboration in support services (for example, information and guidance and students' association services and facilities). The purpose is to aid institutions considering collaboration in the use of space, with advice on planning, management and implementation.