Public Webcasts | EDUCAUSE.edu - 2 views
Public Domain Images - 0 views
Copyright Law and Fair Use: Legal to Caption Public YouTube Videos? - 0 views
http://edf.stanford.edu/sites/default/files/sr-ithaka-interactive-learning-online-at-pu... - 0 views
Joel Klein: Just Putting A Computer In Front Of A Student Doesn't Make Education Better... - 0 views
First call for project statements - DHCommons Journal | DHCommons - 0 views
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Designing Education Lab - 0 views
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"The Designing Education Lab (DEL), led by Professor Sheri Sheppard, investigates a broad range of engineering education topics, from the persistence of students and alumni in engineering fields to the impact of exposure to entrepreneurship on engineering students' career interests. DEL researchers are engaged in national and international collaborations with colleagues within and outside of engineering. Our activities and projects emphasize the relationship of research TO academic and professional practice by informing the redesign of engineering course pedagogy and curriculum and DISSEMINATION of findings in conference presentations, workshops, webinars, online resources, and publications."
US Faculty Survey 2012 | Ithaka S+R - 0 views
Current Status of Research on Online Learning in Postsecondary Education | Ithaka S+R - 0 views
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"Published March 21, 2013 Kelly A. Lack As online courses continue to gain in popularity at colleges and universities throughout the country, knowledge about the effectiveness of this mode of instruction, relative to that of traditional, face-to-face courses, becomes increasingly important. A 2009 report by the U.S. Department of Education provides a meta-analysis of studies published up to 2008, examining the relative effectiveness of the different delivery formats in helping various populations of students learn different types of course content. This Ithaka S+R literature review complements that effort. It examines several studies that are not included in the DOE report, focusing on research that compares online or hybrid learning to face-to-face instruction in the context of semester-length, undergraduate-level, credit-bearing courses. The review yields little evidence to support broad claims that online or hybrid learning is significantly more effective or significantly less effective than courses taught in a face-to-face format, while also highlighting the need for further studies on this topic. The value of research of this kind will only grow as even more sophisticated, interactive online systems continue to be developed, and as the current budgetary constraints and enrollment pressures on postsecondary institutions strengthen the case for improving productivity."