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New initiative at UMW to get faculty with their own domains and blogs, following on from the similar initiative with students.

webinar presentation of the results of a large US survey titled 'Conflicted - Faculty and Online Education" conducted by Inside Higher Education

"TRADITIONAL textbooks will be put on the endangered list next year as the University of Adelaide's Faculty of Science becomes the first tertiary institution to embrace a new approach to online learning." Ahh you need an iPad to do elearning in science, that's the problem.

"A faculty member's real value is in their interaction with students... Faculty should focus on this aspect of their teaching and automate as much as possible the simple content delivery part."

"Interpreting the CDW-G 2010 survey summary report, Campus Technology magazine concluded: 'Faculty members and campus IT staff aren't exactly in agreement on the necessity of some technologies in education.'"

The University of California, Davis has stopped using Gmail for its 30,000-member staff and faculty body. The university was trying Gmail for faculty and staff with plans to roll out service to the entire campus. But school officials say the e-mail system isn't secure or private enough to meet their standards.

ECAR (EDUCAUSE) report September 2014, titled The Current Ecosystem of Learning Managment Systems in Higher Education: Student, Faculty and IT Perspectives

ECAR (EDUCAUSE) report September 2014, titled The Current Ecosystem of Learning Managment Systems in Higher Education: Student, Faculty and IT Perspectives

"This page features innovative uses of online collaboration tools (OCTs) for teaching and course management. You can browse the full list or use the search criteria to find the examples most relevant to you. Click on any title for a full description or use the Links to watch short videos of faculty describing their teaching strategies and see examples. For a summary of practical recommendations for effectively implementing OCTs in one's teaching, see CRLT's Occasional Paper No. 31: Teaching in the Cloud: Leveraging Online Collaboration Tools to Enhance Student Engagement."

Don't post your lecture recording if you're a student - OK if you're staff.

Why coercion is required within the gleaming spires of academia.

"Unfortunately, class sizes are increasing almost everywhere, and that means the number of faculty struggling with the challenges of large courses is growing, too... Let me highlight several good resources."

Ha, ha, ha! "Don't worry, online is inferior" "it's not education, and it's not even a reliable means for credentialing people" But is it learning?

The University of San Francisco has revealed the results of a six month 2010 iPad study involving 40 faculty members that looked at how teachers could use the device as a tool in the classroom. The result: while many teachers found the device useful, all thought there was room for improvement.

"A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities."

Working on the open web has benefits for students and faculty alike.

UC Davis faculty writes regarding education and the acceptance of violence against protest.

Article refutes five commom myths about MOOCs 1. Fail to engage students in effective pedagogical practices 2. Deny students mentoring experiences with scholars passionate about their research 3. Lack the rigor of an on-campus curriculum 4.Provide, at best, superficial and narrowly defined training rather than deep understanding 5.Are an attempt to replace faculty"