This episode of the Driving Participation podcast from Iris Creative covers trends in micro-credentialing, including digital badges. Links to useful resources on the subject are included.
This infographic summarizes findings from the EDUCAUSE Center for Research and Analysis’s 2015 Study of Students and Technology and 2015 Study of Faculty and Technology. Custom UO results from these studies are available from Information Services.
A report on a Gates Foundation-funded effort to encourage technology vendors to prepare to better support the anticipated growth in CBE initiatives.
Institutions should press their vendors to provide demonstrations of their CBE capabilities in real-world scenarios. They should not rely on generalizations or broad assurances about CBE being supportable by features not designed to support competencies as full-fledged entities in the product’s integrated database.
Many campuses do a great job of documenting what needs to be done to ensure that courses and campus resources are accessible, but few of us step back and take the time to figure out how we can mount a campus-wide campaign to get buy-in from faculty, staff, and students.
In my opinion, the most successful campaigns have a common thread: they promote accessibility as a civil right and explain how accessibility fosters diversity and inclusiveness.
A comprehensive overview of recent efforts to transcript digital badges, competencies, internships, and other non-traditional sources of educational experience.
Efforts are under way to capture a broader range of learning experiences and create frameworks to curate them, providing a more holistic view of student learning.
This report looks across EDUCAUSE Core Data Service (CDS) and ECAR resources to tell the story about how faculty use technology, how students experience technology, and how institutional practices support educational technology. Together, the findings from these sources provide a three-dimensional perspective for how technologies in the teaching and learning environment are used by faculty, consumed by students, and supported by institutions.
Dahlstrom, Eden (2015). Educational Technology and Faculty Development in Higher Education. EDUCAUSE Center for Analysis and Research, EDUCAUSE.
A collection of key resources and documents on copyright concerns vis-a-vis online courses. Includes a contribution from UO’s Andrew Bonamici. A useful companion piece that supports local efforts to assist faculty with this topic.
The resources in this issue explore the changing landscape of copyright in academic settings, with particular attention to the role that technology plays in the use of intellectual property in higher education.
Diaz, Attardo, Bonamici, Eke, Guevara, Hoas, McDaniel, O’Neill, and Stoute (2015). 7 Things You Should Read About Copyright in Online Education: Perspectives and Models. EDUCAUSE Learning Initiative, EDUCAUSE.
A summary of the areas of highest relevance for administrators interested in expanding their institution’s academic profile in ways that are both intellectually innovative and fiscally responsible.
Many factors are involved in leading academic transformation, including a focus on stakeholder-centered design, relevance of credentials, and the strategic use of technology. Academic transformation has the potential to restore higher education’s sustainability and bring renewed levels of excellence and student achievement.
Morris & Smith (2015). 7 Things You Should Know About Leading Academic Transformation. EDUCAUSE Learning Initiative, EDUCAUSE.
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.
The second annual Study of Faculty and Information Technology (2015) has been released by the EDUCAUSE Center for Analysis and Research. Customized results for UO are also available.
Interestingly, faculty in this study believe that IT may not have the funding or capacity to manage change as well as it could, suggesting potential for powerful, combined advocacy for appropriate technology investment. e greatest value of a study like this is not the conclusions it reaches but the campus conversations it begins.
- EDUCAUSE Report (PDF; log-in may be required; contact Lindsey if you’d like a complimentary copy)
- IS Summary of UO Faculty and Student ECAR Survey Results