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Educators have been searching for ways to modularize and share educational content since the inception of online learning. However, for reasons both cultural and technological, the academic community has been slow to accept past attempts to support learning through the use of reusable, stand-alone, digital assets. With the advent of Web 2.0 technologies, widgets, along with a new generation of web-based and mobile content aggregators, provide the key to successfully packaging and delivering web-based educational content. In this Webinar, Marino will share how the production of portable course content in widgets has opened his writing course, and Metros will discuss ways to work with information technology leaders and university administration to deploy and promote widgets as an innovative and supportable learning technology.

As the phrase suggests, it is the telling of stories using Web 2.0 tools, technologies, and strategies. Since the name is fairly recent (and not yet widely used), it may not bear out as the best term for this trend. Another name may emerge, one better suited to describing this narrative domain. However, the term seems to have met with quiet acknowledgment to date, so it may serve as a useful one going forward.

Since SDSU's clicker standardization, clicker course enrollment has grown from under 3,000 in fall 2006 to over 12,500 in fall 2008. Learn about SDSU's collaborative approach to standardization and its innovative faculty support program, which combines a faculty community of practice developed through online and in-person peer interactions with hands-on workshops and one-on-one support. With its focus on improving student engagement and learning through effective practices with clickers, the impacts of this effort will be demonstrated through analysis of feedback data gathered each semester from thousands of students.

The analysis of the potential benefits in post-secondary settings also includes considerations of the obstacles to institutional adoption and challenges to successful implementation.

Students use technology in natural ways that allow them to do what they want: communicate with anyone they want, in the time and space that suits them best. Easily accessible and user-friendly, collaboration tools allow students to explore, share, engage, and connect with people and content in meaningful ways that help them learn. By relying on the familiar ways students use these tools, faculty can enable new forms of communication and engagement in the classroom, permitting extensions and variations of the informal interactions already occurring in classrooms and hallways, and creating new frontiers for collaboration across geographic boundaries.

Welcome to the workspace for the Horizon Project. This space is a place for the members of the Horizon Project Advisory Board to manage the process of selecting the topics for the 2009 Horizon Report, which will be co-published by the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI) and will be released publicly January, 2009.

Citizen journalism refers to a wide range of activities in which everyday people contribute information or commentary about news events. With the birth of digital technologies, people now have unprecedented access to the tools of production and dissemination. Citizen journalism epitomizes the belief that the experiences of people personally involved with an issue present a different -- and often more complete -- picture of events than can be derived from the perspective of an outsider. Citizen journalism encompasses content ranging from user-submitted reviews on a Web site about movies to wiki-based news. It forces contributors to think objectively, asking probing questions and working to understand the context -- the kinds of activities that lead to deeper learning.

This ECAR research bulletin focuses on institutional intellectual property (IP) policy related to instructional products and systems generally and to e-learning specifically. It contrasts IP policies that apply in face-to-face instructional settings with those in e-learning environments, and it highlights the role that Web 2.0 applications play in those policies.

Student-Generated Content for Blogs, Wikis, Podcasts, and YouTube: Leveraging Institutional and Third-Party Efficiencies for New Media Literacy - Jude Higdon / Karen Howell