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Four faculty members from Ferris State University share their experiences integrating technology into their classrooms, usingto the Faculty Center for Teaching and Learning. The Center assists faculty members in learning technologies to enhance their lesson plans. All four faculty members insist the technology is easy to learn and use as enrichment to coursework. The technology allows the faculty members to establish a presence, both online and on-ground, all while using technology their students are already familiar with. Faculty members, as well as information technology employees, at higher education institutions are the intended audience for this video. Each faculty member described a different technology he or she uses within the classroom (both online and on-ground). The four technologies described include Adobe Connect, iTunes U, CPS pulse clickers, and Poll Everywhere. Adobe Connect is a way for students and faculty members to engage online, including back and forth real-time discussion. iTunes U allows faculty members to share podcasts of lectures and lessons for students to listen or watch at their leisure. CPS pulse clickers enable students to take tests and quizzes during class and receive immediate feedback and grades. The CPS pulse clickers also let the professor know what material students have or have not mastered, dictating the rest of the lecture. Finally, Poll Everywhere allows faculty to poll students before, during, or after class, increasing student engagement, as cell phones are typically used to poll.

Conversation among faculty from several institutions about the benefits for students who become engaged differently in courses through technology.

How the use of mobile devices is changing the look and feel of teaching and learning. Points to the shift of focusing on what is coming from students on their devices instead of just what faculty are teaching. 

The University of Delaware created a video highlighting one faculty member's use of technology within a study abroad program in Panama. Professor Jorge Cubillas works in the Foreign Languages and Literatures department at the University of Delaware. Cubillas uses Facebook and blogs to assist students in reinforcing material learned in class. The intended audience for this video is higher education administrators working with study abroad programs.  Cubillas creates a group within Facebook for the University of Delaware students studying in Panama each semester. Interestingly, Cubillas does not interact with the students using the Facebook group, but rather allows them to feel more comfortable by sharing with just students.  The Facebook group, according Cubillas, creates cohesion within the group and facilitates sharing of information and experiences among the students. Students also contribute to blogs, adding written passages, as well as personal videos, reflecting on their experiences so far. The students' written and oral skills in Spanish improve through their blogs, while also sharing great, personal experiences with the rest of the world.

Edutopia, an organization dedicated to innovating and reforming education, created a video on the integration of technology in education. While the video is geared towards a K-12 audience, the main concepts are relevant to higher education. Resources available through technology should be used to the best of an instructor's ability. Technology should enhance the classroom and lessons. Students take an active role in their learning process while creating projects such as movies and podcasts.  Utilizing technology within education allows students to share their work with the rest of the world. The students are also able to learn at their own pace, master concepts, and move on when all the necessary skills and knowledge have been learned. This is a significant transition from the previous way of learning. Within the video, Edutopia explains "integrating technology with face-to-face teacher time generally produces better academic outcomes than employing either technique alone." The role of the teacher has shifted to a facilitator. Now it is up to colleges, universities, and K-12 schools across the country to integrate technology into the classroom.

Brad Jennings, a Louisburg College employee, and education technology enthusiast, created a video on how to use the Open Learning Initiative. The video is targeted towards higher education instructors and educating faculty members in incorporating the Open Learning Initiative in their courses. The Open Learning Initiative assists students in learning course material through an online site, collecting data on student learning styles, and adapting how information is presented for each student. The courses are self-paced and allow students to master material at their own speed. Jennings navigates the Open Learning Initiative website, explaining the three log-in options: instructors, independent learners, and academic students. An instructor can create an account, and then log-in to create online courses for free. There may be small maintenance fees associated with a few select classes, but the Open Learning Initiative team offers to waive the cost if it prevents a student from enrolling. The additional costs are typically $10 to $15. The instructor would download the Course Builder application, build their course, and house it on the Open Learning Initiative cloud for free. Once the course has been created, students can log on to the Open Learning Initiative site and enter the course key to view the material. 

Satish Patel, ICT coach at Umea University, describes the processes involved in designing net-based courses. Through this video, he provides a comprehensive break down of steps to take from rationale, to delivery. Patel is of the opinion that just as poorly written essays are the result of poor structural foundation or lack of understanding of teacher expectations, so are poorly taught courses the fall out of course design expertise. Course design should begin with the consideration of time and space requirements, along with learning goals. Course work can be delivered in numerous constructs of time and space, but planning should take into account the syllabus and any challenges associated therein. He recommends that teachers ask themselves what the rationales are for selecting certain tools such as wikki, blogs, etc., to determine if there may be roadblocks such as prior student preparation, and time. The next step is alighting on an ICT blend. Tools should be matched with tasks and intentions. Based on John Brigg's model of constructive alignment, Patel states that the challenge lies in figuring out how to get students to learn what teachers want them to learn. In other words matching intentions with activities, deciphering how learning objectives will be examined and related to students. Patel's preferred format for course design is a table that outlines objectives, assessment measures, practice opportunities, and presentation tools. He recommends incorporating verbs from Bloom's taxonomy into the table. The final step is conferring with an ICT specialist to recommend appropriate tools.

This video was posted by Illinois worknet to acquaint education stakeholders with some of the technological advances being developed to address the challenges currently facing higher education. The short comings of what is available today include inability to support personalized learning; lack of educators skilled in the application of technological tools; constantly changing products; adaptability, appropriateness and validity issues; cost; and meeting sate standards. Technologies are now being designed and produced, to address those shortcomings by providing opportunities for personalized and student-centered learning experiences that are engaging, meet individual student needs, convenience, learning pace, and combine both online learning and face-to-face interaction. These hybrid models are being created in the short, mid and long-term horizon. Right now students have access to countless free applications. In two to three years, the article predicts that there will be an increase of learning analytics that collect and translate large amounts of data, as well as personalize the learning environment. In four to five years, it is expected that there will be gesture based computing and the Internet of things. The Learning Registry (LR) and the Shared Learning Collaborative (SLC) are technologies being developed to provide effective learning tools that provide filters for finding, interpreting, organizing and retrieving data. While the LR is currently in use, the SLR is in its pilot phase, and was introduced to five schools in the United States. The ultimate goal of these technologies is to use learning analytics that use rich data streams to inform and create personalized learning experiences and pathways.

Manoj Chacko, Steven Johnson, Munir Mandviwalla, Ilya Rogov and David Schuff, members of the department of management information systems, Fox School of Business, Temple University posted a video to reveal the rational behind their groundbreaking media site, mis.temple.edu. The purpose of the video is to illustrate educational changes from the last generation to the current one. The reality of the learning process is a shift from semi-structured, planned communication and sequential work, to extremely unplanned communication and multitasking. Technological input has also evolved from mere emails and web-based course management tools, to include social media tools. The authors believe that previous learning systems did not enable innovation and community building within a highly hierarchical college system where students had no access to their personal information. The challenge is therefore finding a system where courses and academic community can not only bridge the boundaries, but foster greater communication amongst the stakeholders. For that to be feasible, social networks, related data storage and communication tools must be created. Of course there are prerequisite factors such as an all inclusive and non-hierarchical culture, along with public and private access and individual control. The technological tools should also be uncomplicated and user friendly to achieve the desired end of collaboration and information sharing. This video is targeted at students, as an advertisement to enroll at Temple University.

Fischman introduces OpenClass, a learning management system that is the product of the combined efforts of Pearson Publishing, and Google. OpenClass is free, and combines the utilities of course management with social networking, and community building. It also allows users to access materials in e-books and YouTube videos. While it is not as popular or in widespread usage like blackboard and Moodle, some colleges believe that it can be used simultaneously with other learning management systems. One of its most positive strengths is its Facebook type news stream that posts class activities and comments, as well as highlights students in a class and their comments, making it easy for students to identify peers to interact with. It also has features for collaboration and information sharing for both students and faculty. Critics from Blackboard such as Matthew Small, the chief business officer doubts that the OpenClass can be integrated into the university like the Blackboard, which connects to student information systems, and meets the requirements of college policies and regulations. Never the less, the biggest selling point of OpenClass is the fact that it is free. This article would be of interest to educators and institutions interested in learning about new learning management systems

This video is about VGo, a groundbreaking technological innovation. The voice Chrissy Dimarco, states that the future of higher education rests on technology, technology that provides new opportunities for learning. The VGo is an ultra modern invention that allows a person to maintain a presence in another location. Unlike web conferencing devices, the VGo is a robotic device with a mobility component that allows the user move around and interact with people. Unlike video conferencing, it is not dependent on all participants being logged unto computers. VGo is a versatile device that is used in various industries such as health care, business, manufacturing and education. In education, it is employed as a remote controlled teaching/learning device. In the video the author highlights its use as a learning tool for homebound students. One student is already a beneficiary of the learning opportunity provided by the Vgo. Lyndon Bate, a high school student suffers from a kidney disease and compromised immune problems. With the aid of Vgo, he can participate in classroom and social interactions. The crux of the video is to showcase how technology can change the face of education and affect the lives of many and is intended specifically for education stakeholders.

This four minute long video posted on the web by www.21stCenturyEducationalLeadership.com, is a visual comparison of twentieth century and twenty-first century education. The intent is to answer the questions put forth by educators about the most important differences between the two educational eras. Employing the use of metaphoric terms, the video refers to the previous era as "filling the vessel", and the latter as "kindling the fire". The video content showcases the evolution of education from a system characterized by time based, information and fact regurgitation, to discovery and outcome based method of learning where students acquire meaningful knowledge, connected to their talents, interests and experiences. In the 21st century, students have a great deal of freedom which rather than creates more disciplinary problems than the 20th century, results in fewer ones because the students are actively engaged in an environment where the teacher is no longer the judge and they can work collaboratively. This video is directed at students and they are asked to join the discussion by indicating which option they would choose.

In this interview conducted by Maya Baratz of ABC News, John Katzman and Jeremy Johnson, both founders of 2TOR, share their vision for their company and what they believe online education will look like in the future. 2TOR was created to transform schools by helping them build online quality programs on a grand scale. 2TOR uses a learning management system that looks more like Facebook than it does blackboard because the founders wanted to incorporate into academia, the best practices of social media such as interactive discussions, and the development of a network of peers, thereby re-creating a campus learning program online. Katzman cautions that schools that cannot guarantee an online program of the same quality as their campus- based ones should refrain from doing so. He does clarify however, that while undergraduate campus experience cannot be re-created online, and online programs are presently best suited to graduate studies, the escalating cost of education means that several years from now, technology will offer a cheaper alternative. Students do not have to take all their courses online. They can take semesters, similar to the way study abroad programs are conducted. Their version of the classroom of the future is a self-paced combination of web based work and classroom discussions. Teachers therefore need to be equipped to utilize technology to achieve more learning by incorporating the attributes of social media. Katzman and Johnson believe that nothing online is small and good for very long. Institutions need to build scale as well as quality to remain competitive. The intended audiences of 2TOR's message are all higher education institutions that wish to remain competitive in the future.