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An Avalanche is Coming sets out vividly the challenges ahead for higher  education, not just in the US or UK but around the world. Just as we've  seen the forces of technology and globalisation transform sectors such  as media and communications or banking and finance over the last two  decades, these forces may now transform higher education. The solid  classical buildings of great universities may look permanent but the  storms of change now threaten them.

This paper provides a brief review of blended learning as a didactic method, and discusses the issues and challenges of using blended learning models in post-secondary education. Blended learning refers to mixed modes of instruction that combine traditional face-to-face classroom teaching methods and online learning materials. The paper will address challenges faced by large classrooms with a diverse student body, and the ways blended learning models can help alleviate those concerns (i.e. technologically savvy students, the need for course scheduling flexibility). In addition, a case study of blended learning in higher education in the context of a unique first year Introductory Psychology program at McMaster University will be discussed. Lastly, the important learning benefits offered by blended learning systems, along with the potential barriers to their implementation will be addressed.

We support the creation, sharing, and proliferation of effective, affordable, and quality textbook content. We embrace disruptive technologes, open education resources and new higher education models that bring together for-profit, nonprofit, and government entities.

Does the adoption of plagiarism-detection software in higher education reduce plagiarism?

Colleges and universities have no reason to view OER as a threat. On the contrary, OER can help institutions provide higher education to rapidly increasing numbers of students and lifelong learners. Traditional colleges and universities, with their experience and reputation, are in a good position to further develop online teaching, testing, learning communities, and certification. Those that produce high-quality knowledge, teaching, and students have little to fear, and much to gain, from Open Educational Resources.

"Let's stop looking to technology for everything or nothing. Instead, let's think about what technology could look like, and figure out how to deploy it to make the world better for students and to use our way-undervalued teachers' time and energy more wisely."

As we continue to discuss important issues such as access, affordability, and personalized learning in higher education, we would be helped by having a richer understanding of the changes that are already occurring. I would like to offer a more descriptive view to capture the growing number of approaches enabled by educational technology. The following is certainly not exhaustive, since the field is rapidly changing. In addition, not all of these models will end up thriving in the long term. My intention is simply to describe some of the primary models and ideally to reduce some of the confusion evident in public discussions.

This paper is based on research to identify common factors that contribute to the effective strategic leadership of teaching and learning centers.

This post will review existing literature on Open Educational Resources, introducing five critiques: 1.) An under-theorisation of 'openness', in which the concepts of positive and negative liberty will be used to suggest a neglect of coherent theorisation concerning the practice of self-directed learning. 2.) The simultaneous privileging and rejection of institutional authority, where OER literature will be shown to endorse the reputations of established institutions while claiming liberation from them. 3.) The diminishing of the role of pedagogy, in which OER will be aligned with an untheorised learner-centred model of education. 4.) Humanistic assumptions of unproblematic self-direction and autonomy, and 5.) an alignment with the needs of capital, in which a Foucauldian interpretation of subjectivity will offer alternative perspectives on the notions of power and emancipation in OER discourse. It is suggested that these critiques may provide a framework for OER to develop a theoretically rigorous area of scholarship.

Allen G. Sens (Ph.D, Queen's) specializes in international relations, with a research and teaching focus on international security. He has a particular interest in armed conflict and conflict management, and maintains research agendas on peace operations, peacebuilding, European security, and Canadian foreign and defence policy. Dr. Sens is currently Chair of the Faculty of Arts Curriculum Committee. He is also currently serving as a Special Advisor to the Provost and Vice President Students. Allen Sens is also co-coordinator of the Terry Project, and is a co-teacher of ASIC 200, an integrated Arts/Science course in global issues. He is a graduate of the UBC Certificate Program in Teaching and Learning in Higher Education. In 2003, Dr. Sens was a recipient of the UBC Killam Teaching Prize.

"How Online Learning Affects Productivity, Cost and Quality in Higher Education: An Environmental Scan and Review of the Literature"

ACCESS-ed: Promoting Universal Design in Higher Education

Use new Learning Technology in Higher Ed.

Learning is a central focus of the Athabasca University e-Lab.  Discover many digital research tools and online resources in the e-Lab.

"In this model, the online content is generally " wrapped" with some face-to-face class time by a local instructor, who can facilitate discussion, answer questions, ensure that students are making progress, and possibly augment the course with additional content and/or assessments."

2012 Alberta-British Columbia Managing Online Learning Survey Report (PDF)

Open education: Common(s), commonism  and the new common wealth

Centre for Action Research in Professional Practice

Open Tapestry is all about discovering, adapting, and sharing learning resources, whether you're a teacher, an instructor, a professor, a corporate trainer, a learner, or just a curious mind!