For the past three months, our office has been engaged in the first stages of a long-term research project, examining digital education trends at educational institutions comparable to the University of Oregon. After a test run with seven initial questions–which we used to write up our summaries of the University of Washington and the University of… Continue reading →
Comparator research was the focus of InTRO’s efforts during February. Initial findings indicate that peer institutions centralize the services that deliver instructional technology and digital learning to a much greater extent than UO. Organizational structures and objectives differ to some degree, but the majority of our peers have initiated innovative digital education programming through strategic… 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 →
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 →
