Sunday’s post highlighted two segments of students describing their experiences with re-designed courses, but we also need to hear directly from faculty. Too often the public discussion of technology-enabled initiatives focus on the technology itself, often assuming that the faculty involved are bystanders or technophiles.
The Chronicle of Higher Education
Worth Considering: Students can have their own perspectives on edtech initiatives
Triggered by Friday’s article on e-Literate TV, there have been some very interesting conversations both in the Chronicle comment thread and on the e-Literate TV site. The most, um, intense conversations have centered on the application of self-regulated learning (SRL) in combination with adaptive software (ALEKS) to redesign a remedial math course at Essex County […]
Flipped Classrooms: Annotated list of resources
I was recently asked by a colleague if I knew of a useful article or two on flipped classrooms – what they are, what they aren’t, and when did they start. I was not looking for any simple advocacy or rejection posts, but explainers that can allow other people to understand the subject and make […]
NPR and Missed (Course) Signals
Anya Kamenetz has a piece up on NPR about learning analytics, highlighting Purdue’s Course Signals as its centerpiece. She does a good job of introducing the topic to a general audience and raising some relevant ethical questions. But she missed one of the biggest ethical questions surrounding Purdue’s product—namely, that some of its research claims […]
Mellon Foundation RIT Project Concludes a Success
This is a guest post by Jim Farmer. Apologies to Jim; this has been sitting in my inbox for a couple of weeks now. “The Andrew W. Mellon Foundation is closing a grant program that financed a series of high-profile university software projects, leaving some worried about a vacuum of support for open-source ventures.” – Marc […]