Higher Education Webinars
A space for conversation and debate about learning and technology
May 11, 2010 - 9:26pm
My offer is to evaluate the quality of a (hopefully representative) sample of your online course design and report the results in this space. I will not be able to evaluate the quality of your faculty, or the interaction in the course. This means that my evaluation will be limited to judging the quality of the course design and course curricular materials available through your online platform. Why do I make this offer? Mainly, I'm curious if any online for-profit colleges will take me up on it.
May 10, 2010 - 9:08pm
"I see you rolling your eyes. That’s right, you: the one in the fake-vintage rock ’n’ roll T-shirt and thick-framed glasses reading this on an iPhone at the sidelines of your daughter’s soccer game. But you know exactly what I’m talking about, pal."
May 9, 2010 - 9:06pm
The list of ways that the University of Mary Washington sets the example in learning and technology is indeed long. UMW is at the forefront of a movement to provide open access to course material and faculty and student contributions through its pioneering UMW Blogs platform. Check out the "Courses" section of UMW blogs for an aggregated view of the most recent semester’s classes available for viewing on this open platform.
May 6, 2010 - 9:36pm
Can somebody help me get a handle on the curricular media platform landscape? A colleague of mine uses the short-hand of a "YouTube for college media". Seems to me that the explosion of media being produced on campus, combined with the increasing demand to utilize existing rich media inside the LMS and library systems for courses, would be driving a significant market in curricular media platforms. I was recently asked by a smart guy I know who works for an educational technology company, "what would be your boiled down requirements for a media management platform?"
May 5, 2010 - 9:41pm
Let us engage in a thought experiment. You are teaching a course, and you want your students to participate in an online discussion/debate around some materials. The content that you want your students to discuss and debate is the PBS Frontline episode, "College Inc." that aired May 4th. The online discussion that you want your students to participate in is the one kicked off by Dean Dad -
May 4, 2010 - 9:45pm
Three predictions about how changes in the curricular mediums will alter the learning process. Prediction 1: Curricular content will be consumed in shorter chunks, across more diffuse times, and in multiple places. Prediction 2: The amount of time any given individual (student) spends consuming curricular content will decrease. Prediction 3: The total amount of curricular content consumed will increase, as prior "non-students" and "student non-consumers" evolve into curricular consumers.
May 3, 2010 - 8:27pm
I don't want to push my opinion too much about Cathy Davidson's grading experiments at Duke. Not that I don't have opinions, it's just that I don't have any better answers than everyone who commented on the article - as grading is a puzzle that we all struggle with. What I'd like to add are 3 ways that technology and learning technologists can assist faculty who would like to experiment as Professor Davidson has done with finding more authentic and effective ways to use grading to promote learning.
May 2, 2010 - 10:34pm
So Nobel laureate Michael Beard assures us all of the the inevitability and consequences of global warming, in Ian McEwan's smart and hilarious new book Solar.
April 29, 2010 - 9:47pm
Check out Steve Jobs' open letter on why Apple does not allow Flash on its mobile devices. Jobs gives a number of reasons why Flash is not supported, including: a lack of open standards, a diminished demand as the newer (and supported) H.264 format is rapidly growing, reliability/security/performance issues, battery life, and limited support for the touch interface. Why is the Apple / Adobe kerfuffle worth our attention? 3 Reasons:
April 28, 2010 - 9:30pm
The thing that sticks with me from my Ph.D. program was being told that the difference between an undergraduate and a graduate student is that grad students produce new knowledge, while undergrads consume. Or maybe it was that professors produce new knowledge, and grad students should move from consumers to producers. Whatever. It made so much sense at the time. Now I realize how wrong this advice is. Nowadays, with the diffusion of social media, blogging, and Web 2.0 tools - everyone can (and should) be producers.
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