Tag Archives: Campus Technology

Links: Stanford Launches New Innovative Teaching and Course Design Grant Program

Stanford’s new grant program seeks to provide internal financial support for innovative uses of technology in learning, including course design or re-design.

The goal of the new grant program is to support future-facing, faculty-driven innovation.

Read more at Campus Technology (January 27, 2016), or read the official announcement.

Researchers co-author examination of online learning for students with disabilities

Researchers at the Center on Online Learning and Students with Disabilities have issued “Equity Matters: Digital and Online Learning for Students with Disabilities.” The expansive report analyzes the online education policies of all 50 states and five U.S. territories and combines those findings with other research projects in the center to support recommendations for how to improve online and blended learning for all students. –  Full article here.

Infographic: Student Mobile Workspaces

A visual overview of student reliance on mobile devices versus institutional and faculty priorities for learning.

94% of higher education leaders agree that students should have access to applications and data anywhere, on any device, but 55% said their institution does not provide this level of access to students today.

Link: 7 Things You should Know About Video Communication

Educause (2013)

Live video communication is becoming a staple in educational venues, where instructors employ it for office hours, online courses, presentations by special lecturers, just-in-time learning, or coordination with researchers in the field. It can offer a convenient venue for faculty meetings, staff liaising, and project planning when not all parties are on-site.

Read the full article here.

Infographic: Student Mobile Workspaces

CampusTechnology provides a  snapshot of how students consider and use mobile devices in their Student Mobile Workspaces Infographic, including:

  • The value of technology from the students’ perspective
  • How students feel their devices are viewed by their institution
  • Ed tech leaders weigh in on the importance of remote access for students
  • Bridging the gap between user expectations and higher ed capabilities

94% of higher education leaders agree that students should have access to applications and data anywhere, on any device, but 55% said their institution does not provide this level of access to students today.

If you are a member you can read more about this infographic in CampusTechnology, September 17, 2015.

 

 

Link: Why We Should Build Classes Around Mobile Tech

A University of Maryland communications professor sees mobile technology as key to engagement, learning and student success.

According to Yaros, without a systemic change in how we engage students in and outside of class, technology can be — and often is — viewed as getting in the way of learning.

Fuhrman, Toni. “Why We Should Build Classes Around Mobile Tech.” Campus Technology. September 9, 2015.

Link: Research Uncovers MOOC Cheating Strategy

This article addresses recent research of student behavior through an analysis of data from 1.9 million course participants in 115 MOOCs offered by HarvardX and MITx from fall 2012 to spring 2015. In a small number of cases, the researchers uncovered a unique from of cheating, that can be stopped by a few simple steps.

The researchers are ultimately hoping that course content creators will put some of the prevention strategies in place. “One of the most interesting lessons from the paper is that there are ways to mitigate cheating that are straightforward and implementable by the teams creating online course content,” Chuang said. “We also expect platform improvements, such as virtual proctoring, to help reduce cheating.”

Dian Schaffhauser, “Research Uncovers MOOC Cheating Strategy,” Campus Technology, August 26, 2015.

Link: Pairing E-Portfolios With Badges To Document Informal Learning

Lloyd, Med. “Pairing E-Portfolios With Badges to Document Informal Learning.” Campus Technology, July 29, 2015.

One of the greatest impacts of this initiative, added Ambrose, is the model it offers other campuses and institutions for collaborating with vendors to adjust technology to the education sector, rather than the other way around.

mendoza_career_ready

A summary of Notre Dame’s efforts to integrate digital badging into their student e-portfolio system. What began as an API hack is now a partnership with Credly and Digication to ensure student authentication and promote interconnected use of third-party services. They are investigating how to include the badges on transcripts.

Link: U Wisconsin Campuses Kick Off Online Master’s in Data Science

Dian Schaffhauser, “U Wisconsin Campuses Kick Off Online Master’s in Data Science.” Campus Technology, July 2015.

University of Wisconsin-Extension is partnering with six small-to-medium size campuses in the Wisconsin system to offer a fully online master’s degree in data science.

Courses will cover statistics, programming, data warehouses, high performance computing, data mining, data visualization and communicating about data, prescriptive analytics and the ethics of data science, among other topics.

The degree is not dependent on state funding or budget allocation–it will be run off of student tuition dollars.

Link: Arizona State U Teams with Private Partners on Adaptive Learning

Leila Meyer, “Arizona State U Teams with Private Partners on Adaptive Learning,” Campus Technology, April 4, 2015.

This article presents the partnership between Arizona State University, Cengage Learning and Knewton to develop active learning tools that can be personalized for students in introductory college courses.