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The Open Source Portfolio (OSP) software for eportfolio learning and assessment has seen widespread adoption over the last five years. This article surveys the current state of OSP development and use and shares results of research on its effectiveness, conducted through the Inter/National Coalition for Electronic Portfolio Research.

Hype has affected our reason and has led many to fear technology as itself the agent of change. Hype has led us to believe that if we unleash software on our campus, a major change will occur.

In higher ed, there are really three ways I think a wiki can be useful: teaching, research, and administration.

Extensive article about what wikis are good for with lots of links to examples.

Knowing where to turn for facts, handy web apps and other types of resources can make student life a lot easier. Read on for a list of 50 of the most useful and dependable online resources for college and university students.

Good article to understand how to organize your life2.0.

Blogs, RSS, IM, Twitter and FriendFeed - the number of sources of sources of information online can feel like it's multiplying exponentially every day. It's easy, natural even, to feel overwhelmed.

Fall 2008 is the first semester UD has offered Sakai to all faculty teaching credit courses. "We had set goals of about 120 faculty using approximately 180 Sakai courses during fall 2008," said Janet de Vry, IT-User Services. "Faculty use has exploded past those targets."

Ideas are powerful, especially when they have become beliefs and have been unquestioned for generations. Three in particular may be standing in the way of more faculty using our new learning tools in enlightened ways. Assuming learning is about acquiring content is a distortion of reality. Learning is about learning how to learn. It is a social process: For young people the social process must be tangible, present, and immediate; for more advanced learners, the social context is internalized but still indispensable.

Before the VBrick system was in place, according to Daniel Greene, Bryant's media production specialist, professors had to physically visit the library, select a video, download it to a portable media such as disk or tape, and carry it to class. When the university purchased a large number of professionally produced educational documentary videos several years ago, it became obvious that a better system was needed to manage and distribute them.

A recent report from the University of Wisconsin-Madison E-Business Institute, "Insights Regarding Undergraduate Preference for Lecture Capture", has revealed just how important class capture is in the minds of today's college students: According to the survey, an impressive 82 percent of respondents (7,500 UW undergraduate and graduate students) prefer courses with an online lecture option. Sixty percent are even willing to pay for lecture capture services, preferably on a course-by-course basis.

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.

Mark C. Marino, a lecturer in the writing program at the University of Southern California, has turned his Web page for a writing course he's teaching into a series of modular "widgets" that others can easily drop into their own Web pages.

Across campus, buzz has been steadily spreading about a new service provided by the university called Sakai. From a link on the university homepage to a Web address listed in various course syllabi, Sakai has surely entered the university's consciousness.

Sarah Houghton-Jan explores different strategies for managing and coping with various types of informational overload.

Students take their ePortfolios to new levels, while the pundits look on and try to fathom what's next, and the market responds with Web 2.0 goodies.

What we developed was a list of "lessons learned" for online instruction that correspond to the original seven principles.