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UNIVERSITIES face declining student demand in the face of online competitors which will erode income according to Warren Bebbington, the University of Adelaide's new vice-chancellor. 
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This publication assists project teams to plan and implement tertiary teaching and learning projects that bring about change in teaching practice.
This short publication is designed to help prospective project teams interested in improving teaching and learning scope out what this means in terms of project planning and implementation.
Our experience to date tells us that achieving sustainable change through projects requires careful planning and ongoing effort. The life of a project often extends beyond the funded timeframe of ‘doing the work’ and includes both socialising of ideas within organisations, as well as ongoing promotion and implementation of the work once completed. Successful project teams clearly communicate the relevance of the work to gain buy-in, and link well with existing networks to gather momentum and excitement for the work as it develops.
Critically, the successful impact of a project depends on a clear demonstration of learner benefit. There are, of course, no one-size fits all approaches here. This guide is designed to assist in formulating questions and approaches in the particular context of the project. We trust it will be useful for those charged with leading organisational development in terms of teaching and learning. The publication is also designed to assist individuals and teams developing grant applications for project funding.
This publication is related to A tertiary practitioner's guide to collecting evidence of learner benefit, which was also prepared by Anne Alkema to provide an introduction to the process of collecting evidence of learner benefit.
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The Centre for Adult Education and Community Outreach (CAECO) in the Faculty of Education at Brock University in St. Catharines offers part-time programs leading to a Bachelor of Education in Adult Education and a Certificate in Adult Education.
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From
aejmc
An innovative program developed by Stonehill College’s MacPháidín Library and its Center for Teaching and Learning led to the creation of a semester-long partnership between a communication professor and a reference and instruction librarian. The goal of that partnership was to provide information literacy instruction to narrative writing students to help them meet the Association of College and Research Libraries Information Literacy Competency Standards for Higher Education, hone their online research and evaluation skills, and craft richer narrative pieces. Anecdotal evidence and student responses indicate the information literacy instruction delivered and the library aids created for this class not only helped students track primary resources and historical material for their assignments but also introduced them to search strategies and online resources with which they weren’t previously familiar.
KF: This project is about introducing a higher level of information literacy expectations - while the focus is on writing and journalism students the project easily translates into other disciplines as well.
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Education company Pearson has launched a college that will offer degrees through the FTSE 100 company's partnership with Royal Holloway, University of London.
Pearson College will take a "small cohort" of "pioneers" in September and then fully open its doors to students in 2013. Its business and enterprise degree will be validated by Royal Holloway. It has been designed by organisations including BT, Cisco, the Peter Jones Foundation and Atos.
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EDUCAUSE Review Online...
Mark David Milliron is Chancellor, Western Governors University (WGU) Texas.
In reading the recently published EDUCAUSE e-book Game Changers: Education and Information Technologies, I came to the realization that many of us in higher education are "preaching to the choir." In addition to talking to each other about innovation and change and transformative educational technologies and techniques, we need to be talking to those who are most affected by our choices: our students. Here, then, is my open letter to students.
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Like reading, writing, and arithmetic, web literacy is both content and activity. You don’t just learn “about” reading: you learn to read. You don’t just learn “about” arithmetic: you learn to count and calculate.
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From MOOC to Flipped Classrooms, the world of EdTech sometimes sounds like alphabet soup at an Olympic gymnastic competition.
Trying to keep up with all of the new buzzwords in the booming Educational Technology sector can leave you feeling like a kindergartener in a calculus class. Don’t tell your teacher, but we put together a little cheat sheet to keep you informed on what’s happening inside and outside of today’s most innovative schools. The folks at Boundless helped produce this visual cheat sheet.
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From
hetl
HETL’s scope is international with a global membership. The aim of HETL is to bring together higher education professionals and thought leaders from around the world to dialogue, network, and collaborate on critical international issues relevant to teaching and learning in higher education.
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Despite ongoing debate about the effects of online learning, a report from the Pew Internet and American Life Project and Elon University shows that a majority of technology stakeholders expect it to transform higher education by 2020.
In a report released today, Pew and Elon University said that 60 percent of internet experts, researchers, observers and users polled said they agreed that by 2020, “there will be mass adoption of teleconferencing and distance learning to leverage expert resources … a transition to ‘hybrid’ classes that combine online learning components with less-frequent on-campus, in-person class meetings.” By comparison, 39 percent endorsed the contrary position that “in 2020 higher education will not be much different from the way it is today.” Via Daniel Tan, Kim Flintoff
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Much of the writing on Education Unbound is focused on evaluating existing programs or innovations to explain how best to use them or to examine their efficacy or applicability in larger contexts. Via Dr. Susan Bainbridge
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Lately there has been a fair amount of pressure on educators to cultivate “21st century skills” in their students. But what exactly does this mean?
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Open-source textbooks, free for students to use and for professors to modify, are being developed by more companies and adopted in more classrooms...
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NEW academic standards will give special emphasis to learning outcomes.
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Ako Aotearoa’s vision is the best possible educational outcomes for all learners. Achieving this vision has many dimensions, but a critical part is to develop more effective teaching and learning. This is an increasing challenge when, on the one hand, we are operating in times of inevitable resource constraints and on the other we are continually being urged to engage with new social and learning technologies to extend our practice.Immediately this raises a question: “how do we know what is effective practice?” How do we test our assumptions about what is working for our learners and what is not? On the surface this is an obvious and fundamental question, but across the sector we have been surprised at the relatively small number of practitioners who systematically gather and use evidence of how learners do or do not benefit from different approaches to teaching.
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An unwritten law has emerged in both the sciences and social sciences – that it is better to measure than not to measure.
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From the website
" Challenge-based learning (CBL) is similar to problem-based learning, but with CBL, students formulate the challenges they will address. Through a process of discussion and research, students identify a selection of questions that might be workable for their project, work on solutions, and publish those solutions online. In this way, CBL provides the satisfaction that comes from figuring out both the issue to be tackled and the solution to it, even though CBL requires a heavier time commitment than more traditional academic activities. Students gain meaningful skills through these projects, including how to share work, collaborate, organize, and express themselves more effectively." Via Jim Lerman
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Internet courses and degrees are exploding at every level of education, but questions remain over whether it's possible to teach people to be face-to-face classroom instructors in a program that's entirely online.
PM - The question is not if "online' education works, but HOW online education is conducted. I can show you face to face class situations every day that are useful and next door, useless. The same goes for online education. It's not the tool you use, it's how you use the tool.
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Students without the skills to use digital tools risk suffering an inferior learning process at best, and being left completely behind at worst, says JISC's Sarah Knight...
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Or, at least, that’s what a group of Internet-savvy educators who convened in New York City this week are hoping.
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UK-based publisher Pearson is launching a for-profit higher education program called Pearson College, which will offer a degree course validated by London universities.
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Literacy and fluency* have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us. Via Peter Mellow
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Get your teaching life organized using Evernote. Sync Evernote with your phone, iPad, Desktop or online. Create lesson plans or to do lists and share with st...
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"Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas. As information breaks loose from bookstores and libraries and floods onto computers and mobile devices, that training becomes more important, not less."
"Educators are coaches, personal trainers in intellectual fitness. The value we add to the media extravaganza is like the value the trainer adds to the gym or the coach adds to the equipment. We provide individualized instruction in how to evaluate and make use of information and ideas, teaching people how to think for themselves."
"Technology can make education better. It will do so, in part, by forcing us to reflect on what education is, identify what only a person can do, and devote educators' time to that."
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