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Capturing Lectures: No Brainer or Sticky Wicket
"This ECAR research bulletin describes how the formerly separate domains of lecture capture technologies and the emerging options for publicly sharing lectures on Web 2.0 consumer platforms are destined for convergence and are raising important questions related to policy, control, and governance. Lecture capture and cloud-based consumer publishing platforms are creating a range of opportunities and challenges for academic leaders that will touch on issues of openness, transparency, outreach, and control."
Dynamics of Supporting Sakai Through Local and Global Collaboration
"This ECAR research bulletin discusses the adjustments that the Indiana University information technology organization made, and continues to make, in order to support membership in Sakai."
Sakai, Blackboard and Moodle session at EDUCAUSE
"The interest in the session shows that a large proportion of universities are thinking about what system will best meet their needs."
7 Things You Should Know About Google Wave
"Google Wave is a web-based application that represents a rethinking of electronic communication. Users create online spaces called “waves,” which include multiple discrete messages and components that constitute a running, conversational document. Users access waves through the web, resulting in a model of communication in which rather than sending separate copies of multiple messages to different people, the content resides in a single space. Wave offers a compelling platform for personal learning environments because it provides a single location for collecting information from diverse sources while accommodating a variety of formats, and it makes interactive coursework a possibility for nontechnical students. Wave challenges us to reevaluate how communication is done, stored, and shared between two or more people."
The ECAR Study of Undergraduate Students and Information Technology, 2009
Since 2004, the annual ECAR Study of Undergraduate Students and Information Technology has sought to shed light on how information technology affects the college experience. We ask students about the technology they own and how they use it in and out of their academic world. We gather information about how skilled students believe they are with technologies; how they perceive technology is affecting their learning experience; and their preferences for IT in courses. The ECAR Study of Undergraduate Students and Information Technology, 2009 is a longitudinal extension of the 2004, 2005, 2006, 2007, and 2008 studies. It is based on quantitative data from a spring 2009 survey of 30,616 freshmen and seniors at 103 four-year institutions and students at 12 two-year institutions; student focus groups that included input from 62 students at 4 institutions; and review of qualitative data from written responses to open-ended questions. In addition to studying student ownership, experience, behaviors, preferences, and skills with respect to information technologies, the 2009 study also includes a special focus on student ownership and use of Internet-capable handheld devices.
Identity Management and Trust Services: Foundations for Cloud Computing
To support both local and external service-delivery models, institutions need a comprehensive approach to identity management and trust services — an approach that allows external service providers to leverage campus identity management and trust services.
TLChallenges09 | EDUCAUSE
After four months of spirited discussion, the EDUCAUSE teaching and learning community has voted on the, “Top Teaching and Learning Challenges, 2009.” The final list for 2009, ranked by popularity.
EDUCAUSE Teaching and Learning Challenges '09 - Debate the list, join the community and collaborate with colleagues
After months of spirited brainstorming, the EDUCAUSE teaching and learning community has identified their “Top Teaching and Learning Challenges, 2009.”
Intellectual Property Policies, E-Llearning, and Web 2.0: Intersections and Open Questions
This ECAR research bulletin focuses on institutional intellectual property (IP) policy related to instructional products and systems generally and to e-learning specifically. It contrasts IP policies that apply in face-to-face instructional settings with those in e-learning environments, and it highlights the role that Web 2.0 applications play in those policies.
Spreading the Word: Messaging and Communications in Higher Education
This 2009 ECAR research study is a comprehensive analysis of how colleges and universities plan, organize, deploy, and support messaging and communication technologies.
Prioritizing Technology-Rich Classroom Space: Strategies for Success
IT leaders on campus must help faculty identify spaces where the technology implementations for teaching and learning would benefit the institution, and we've developed independent but similar avenues that have proven successful. Participants in this session will thoughtfully consider and develop recommendations for success on their home campus.
Designing Spaces for New Media Literacy Learning
This session will investigate possibilities for the design of learning spaces in both the virtual and the built world. When centered on the widespread social uses of new-media literacies, the architecture of innovative learning environments includes participatory pedagogies, open access to digital resources, opportunities for dialogue, and global distribution networks.
Learning Spaces
Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration.
Assessing the Future: E-Portfolio Trends, Uses, and Options in Higher Education
The analysis of the potential benefits in post-secondary settings also includes considerations of the obstacles to institutional adoption and challenges to successful implementation.
Web 2.0 Storytelling: Emergence of a New Genre
As the phrase suggests, it is the telling of stories using Web 2.0 tools, technologies, and strategies. Since the name is fairly recent (and not yet widely used), it may not bear out as the best term for this trend. Another name may emerge, one better suited to describing this narrative domain. However, the term seems to have met with quiet acknowledgment to date, so it may serve as a useful one going forward.
Building an Effective Clicker Program
Since SDSU's clicker standardization, clicker course enrollment has grown from under 3,000 in fall 2006 to over 12,500 in fall 2008. Learn about SDSU's collaborative approach to standardization and its innovative faculty support program, which combines a faculty community of practice developed through online and in-person peer interactions with hands-on workshops and one-on-one support. With its focus on improving student engagement and learning through effective practices with clickers, the impacts of this effort will be demonstrated through analysis of feedback data gathered each semester from thousands of students.
2009 ELI Annual Meeting - Share resources and connect with colleagues at the ELI Annual Meeting.
Collaboration Tools
Students use technology in natural ways that allow them to do what they want: communicate with anyone they want, in the time and space that suits them best. Easily accessible and user-friendly, collaboration tools allow students to explore, share, engage, and connect with people and content in meaningful ways that help them learn. By relying on the familiar ways students use these tools, faculty can enable new forms of communication and engagement in the classroom, permitting extensions and variations of the informal interactions already occurring in classrooms and hallways, and creating new frontiers for collaboration across geographic boundaries.
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