Learning management systems (LMSs) have dominated the teaching and learning landscape in higher education for the past decade. A recent Delta Initiative report indicated that more than 90 percent of colleges and universities have a standardized, institutional LMS implementation. LMS-related decisions continue to rank among the most pressing IT issues for campus leaders and administrators, as explained in EDUCAUSE Review's "Top-10 IT Issues, 2009," which lists several challenges associated with LMS implementations. While the LMS has become central to the business of colleges and universities, it has also become a symbol of the higher learning status quo.
The Web version of this article differs somewhat from the print edition, reflecting recent and fast developments in the Web 2.0 world. Nothing has been cut from the earlier, print version; instead, some content has been added as new projects emerged. EDUCAUSE Review, vol. 41, no. 2 (March/April 2006): 32-44.
Having been immersed lately in reading about disruptive technologies, I am in a quandary. Which - if any - technology in higher education is truly disruptive? How would we know? Is there a way to make any technology disruptive? And finally, how might disruptive technology affect higher education's future?
Teaching students in the 21st century has new implications for today's classroom at all educational levels. Accompanying these implications are expectations that faculty must engage students through instructional strategies and activities of value to students. Twenty-first century learners live in an age of new technologies and information sharing. Cell phones, laptops, handheld PCs, electronic devices, and social online communities are a few examples of students' constant immersion in technology (see Figure 1). The exception to this constant exposure can be found in the classroom. One might reasonably ask, "How are faculty integrating technology into the curriculum to enhance learning?"
This article provides a good global study of faculty, and addresses the needs, technology needs in particular, that are essential to faculty effectiveness as we transition to the 21st century classroom.
Asynchronous and Synchronous E-Learning advantages and disadvanges. The article includes a chart for when to use each type of communication in an online class.
Faculty Development for the Net Generation | EDUCAUSE.edu
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Digital Badges ... Faculty development for existing and future faculty is a pivotal investment for ... Faculty report that students are asking for more online activities. ... empower people to manipulate the medium to their advantage and to handle ...
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