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writing fully-packed guides

Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees.

continuum of organizational levels

low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for students to navigate.

“Why are we doing e-learning?”  Is it to increase tuition revenue?  Decrease costs? Create greater access? Allow greater flexibility for our students? Experiment with new pedagogical approaches to teaching and learning, so as to better educate a different generation of students? All of the above?

ultimately the senior no-wake proponents on campus will delay and/or sabotage any meaningful e-learning strategy.

all must understand the risks of NOT advancing one.

Conrad Tucker, an assistant professor of engineering at Pennsylvania State University, has received funding to build a virtual engineering lab where students hold, rotate and fit together virtual parts as they would with their real hands

One question his project aims to answer is whether students learn as well in VR as they do in real classrooms, or whether without being physically present with their classmates, they miss out on developing intangible skills such as teamwork

The same year saw the University of British Columbia experiment with a full lecture in VR. Five students were given an earlier version of the Oculus Rift headset and sat in a virtual classroom where they watched a gaming lawyer deliver a lecture

The Department took those suggestions, and will be providing institutions with greater regulatory flexibility to design and test new approaches to student financial aid designed to meet the need of these students through several new experiments that will: Enable students to earn federal student aid based on how much they learn, rather than the amount of time they spend in class by providing federal aid to students enrolled in self-paced competency-based education programs. Provide flexibility for an institution to provide a mix of direct assessment coursework and credit hour coursework in the same program. Allow the use of federal student aid to pay for prior learning assessments, which can allow students—including returning adults or veterans—to decrease their time to get a degree.

Institutions that apply for and are granted these limited waivers would be able to have more flexibility over a portion of their federal student aid in order to implement experiments suggested by colleges, universities and the higher education community. Applications for the new experiments will be due in late September

Department is also announcing today that it will collaborate with the Department of Labor to develop a $25 million grant competition for an Online Skills Academy to support the development of a platform to enable high-quality, free or low-cost pathways to degrees, certificates, or other employer-recognized credentials

Learning Fellows are talented Dartmouth undergraduates interested in teaching and education. Learning Fellows work directly with Dartmouth professors to enhance and streamline classroom learning environments. In class, Learning Fellows help facilitate group problem solving sessions, lead small group dialogues, provide academic support to their peers during lectures and labs, and promote deeper engagement with course material. There are several “types” of Learning Fellows on campus, each trained to addressed specific needs of faculty and students.

Bowen is part of a team that has developed algorithms for computers to learn how to write textbooks by extracting factual information.

if a machine writes a textbook or other resource, who is the author?

just who owns the copyright if the final deliverable qualifies as a derivative work?