Initiating new technologies into complex institutions can be a challenge, especially when hundreds of users with varying technical skills, disciplinary approaches, and time commitments are involved. Integrating new technologies into teaching and pedagogical practices within widely disparate experience groups only increases that challenge. Creativity, innovation – and skill – can grow organically with “passionate users”… Continue reading →
The EDUCAUSE Review (online, January 12, 2015) reflected on top ten technology issues facing higher education in 2015, considering these to have “reached an inflection point—the point at which the trends that have dominated thought leadership and have motivated early adopters are now cascading into the mainstream.” Each issue identified has value in relation to… Continue reading →
InTRO hosted its first on-campus event as an office at the end of October: we coordinated the University of Oregon’s participate in the EDUCAUSE Learning Initiative (ELI)’s Fall Focus webinar, which were all about active learning spaces and creative classroom technologies! “Reimagining Learning Spaces: Design, Technology, and Assessment” was a two-day webinar featuring speakers from… Continue reading →
In the October issue of eCampus News there’s a very nice summary of a study conducted by Dr. Kristen Betts of Drexel University on the faculty of Armstrong Atlantic State University. This study built upon a 1997 study conducted at George Washington University, updating the original GWU survey instruments in order to capture usefully comparable… Continue reading →
The entire InTRO team headed up to Forest Grove last week for the Seventh International Conference on e-Learning and Innovative Pedagogies, sponsored by Common Ground Publishing and hosted by Pacific University. Pacific’s beautiful tree-filled campus was a wonderful setting for a couple of days of listening, conversing and thinking. e-Learning and Innovative Pedagogies was a… Continue reading →
Teaching with technology is an iterative process. The first time you integrate a new technology into a course, there’s a fundamental uncertainty–simply because of the shift from a theoretical to a practical environment. Public perception of the use of technology in the classroom is a simple equation: But in reality, introducing a new technology in… Continue reading →
