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The Curriculum Innovation and Technology Group (CITG) is a curriculum-based technology consulting organization that provides thought leadership and support services to the Babson College academic programs and Babson College faculty.  The group's primary focuses include: Researching and developing best practices and innovative uses of technology in education Empowering faculty to use technology and appropriate pedagogies in their course and content development Collaborating with program administrators and faculty to innovate the curriculum through technology integration Contributing to Babson brand-building by positioning the College as a leader in curriculum innovation and technology

Like most other undergraduates, Anish Patel likes to sleep in. Even though his Principles of Microeconomics class at 9:35 a.m. is just a five-minute stroll from his dorm, he would rather flip open his laptop in his room to watch the lecture, streamed live over the campus network.

The University of Florida broadcasts and archives Dr. Rush’s lectures less for the convenience of sleepy students like Mr. Patel than for a simple principle of economics: 1,500 undergraduates are enrolled and no lecture hall could possibly hold them.

Online education is best known for serving older, nontraditional students who can not travel to colleges because of jobs and family. But the same technologies of “distance learning” are now finding their way onto brick-and-mortar campuses, especially public institutions hit hard by declining state funds. At the University of Florida, for example, resident students are earning 12 percent of their credit hours online this semester, a figure expected to grow to 25 percent in five years.

On one end will be (and maybe already are) the super-rich who can afford to send their offspring to pricey colleges and universities with a golden future virtually assured even if they're borderline morons. On the other extreme, just above the exploited immigrant classes, will be the products of online schools destined for permanent underclass status.

Well designed online courses do not simply push out information to self-motivated learners. Well designed courses include collaboration, formative & summative assessment, and absolutely require faculty participation. To suggest you could pull that off for $2000 for a four year degree is amusing.

Real teaching is done in small groups, or 1:1 like Oxford. The rest is compromise with resources.

Providing an experience much like shopping online, the SIS automates the process of guiding students through course selection based on their academic goals. A student can create customized lists of courses he is interested in; view a profile of an instructor; find a course location on a campus map; and review the details of the course offering. He can add courses to his personal shopping cart and view them in relation to other classes in a day/time grid. In addition, he can sign up for daily e-mails that list the classes in his shopping cart, their current status, and how many seats are still available. This information is also available in a personalized RSS feed that is updated every half hour.

the system puts 360-degree viewing controls in the hands of instructors and their students, who can review the recording of a dancer from many different angles as they critique interpretation as well as technique. They can study the anatomy of the dancer in three-dimensional space and analyze every movement more fully than would be possible even with a live dancer in a traditional studio with mirrored walls. “Dance is the type of thing that’s normally done only ‘in the moment,’” says Ostrander, “but we are able to freeze the dancer’s recorded motions and play them forward or backward, more slowly or faster, [and from various angles], to view all the intricacies of the dance.”

iPad Evaluation Fall 2010

iPad or MacBook?University will offer freshmen a choice between the two Apple products as part of its Connected Across Campus program.

to every student who enrolls at the private liberal arts college: a personal Hewlett-Packard notebook computer, compliments of Bethel’s one-to-one notebook program.

Gregory Phelan

Phelan pointed to the colleges that are "handing out" tablet PCs to all freshmen as the frontrunners in the race to equip students with all of the information they need to succeed in school. Whether other universities follow that lead remains to be seen. "I'd really like to see more schools making that move," said Phelan, "and even further integrate technology into the college classroom."

One of the coolest uses of technology that Hutchins has seen lately can be found in Rutgers University's English department, which is equipped with an entire wall of touch-enabled whiteboards. Using precision positioning technology, the wall-mounted boards allow for unprecedented participation and collaboration among students.

Will this mash-up of online and offline learning become the new normal elsewhere, too?

The Chronicle spent three days trailing Ms. Black, Mr. Harrison, and Ms. Hatten to get a closer look at how that shift is changing the student experience

There isn't much downtime in her schedule. The hybrid class she has next—a fast-growing style here—helps her pull off that packed course load.

Seton Hill University will give a new Apple iPad to every full-time student in fall 2010.

SimSoap, a Twitter soap opera tied to a cardiac care simulation, is a project of Innovative Nursing Education Technologies (iNET), a federally funded collaborative effort among the nursing programs at Duke, Western Carolina University, and the University of North Carolina at Charlotte to integrate technology into nursing education. The goal of SimSoap is to create teaching materials that are fun and immersive for nursing students. “Our hope is to model the use of Twitter and spark the curiosity of nurse educators,” says Mary Barzee, iNET’s program coordinator.

open source application that allows students to submit assignments for studio-based art instruction in a fully online course.

Students have used geospatial technologies to map more than 12,000 infrastructure elements along miles of Alabama’s Gulf Coast, enabling emergency responders to find critical utility points to restore services in the wake of natural disasters.