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Faculty Development Programming: If We Build It, Will They Come? © 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Quarterly, vol. 31, no. 3 (July-September 2008) A faculty development survey analyzed what faculty want and need to be successful teaching online By Ann Taylor and Carol McQuiggan The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound.

As an integral part of students' daily lives, mobile technology has changed how they communicate, gather information, allocate time and attention, and potentially how they learn. The mobile platform's unique capabilities - including connectivity, cameras, sensors, and GPS - have great potential to enrich the academic experience.3 Learners are no longer limited to the classroom's geographical boundaries, for example; they can now record raw observations and analyze data on location. Furthermore, mobile technology platforms let individuals discuss issues with their colleagues or classmates in the field. The ever-growing mobile landscape thus represents new opportunities for learners both inside and outside the classroom.4 We conducted two surveys - one in 2012 and one in 2014 - to investigate student use of mobile technology.

Information technology has been an important part of higher education since the development of the lantern slide in the mid-1800s. However, occasions in which the academy has been transformed by technology are rare. Viewed in a historical perspective, these occasions can be considered as a series of three epochs: the online public-access catalog epoch; the personal computer, Internet, and web epoch; and the enterprise systems (ERP, CMS) epoch. Certainly, developments are continuing, but for most colleges and universities, these three epochs no longer represent technological frontiers. Looking forward, those of us in higher education are now focusing our attention on technology applications for teaching, learning, and research-or what can be viewed as the epochs of teaching and learning with technology, and cyberinfrastructure. In this commentary, I'll be confining my comments to teaching and learning.

NMC Horizon Report > 2012 Higher Ed Edition The NMC Horizon Report > 2012 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. This ninth edition describes annual findings from the NMC Horizon Project, a decade-long research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning.

Exploring Students' E-Textbook Practices in Higher Education ShareShare RecommendLog in to Recommend by Aimee deNoyelles, John Raible, and Ryan Seilhamer Published on Monday, July 6, 20150 Comments Key Takeaways A two-year university-wide study of students' e-textbook practices found that e-textbook use has increased and become broader demographically. Lower cost and convenience remain the top reasons students purchase an e-textbook, not the interactive features designed to enhance learning. The instructor's role has not changed significantly in the past two years, suggesting the need for further professional development including increased awareness, instruction, and active modeling.

Although faculty and students are the primary learning management system users, administrators and IT experts often select the system. This article stresses the importance of involving all stakeholders in the selection process, offers a step-by-step guide to LMS selection, and enables readers to develop a customized list of LMS features that align with their institution's instructional and learning priorities.