19NtQdt

More documents

Recommendations

Info

Game Changers: Education and IT case study 12 Georgetown University: Web Conferencing—A Critical Skill for the Connected World 321 Pablo G. Molina Case STUDY 13 Blended Learning and New Education Logistics in Northern Sweden 327 Anders Norberg Case STUDY 14 Valencia College: LifeMap and Atlas—Planning for Success 331 Joyce C. Romano and Bill White Case STUDY 15 The Saylor.org Model 337 Jennifer Shoop Case STUDY 16 Penn State World Campus: Ensuring Success, Not Just Access 343 Wayne Smutz and Craig D. Weidemann case study 17 Stories in Our Classrooms: A Faculty Community of Practice as an Agent of Change 349 Beverly Bickel, William Shewbridge, and Jack Suess Case STUDY 18 Kansas State University: Creating a Virtual Faculty Consortium 355 Elizabeth A. Unger Case STUDY 19 CS50 at Harvard: “The Most Rewarding Class I Have Taken . . . Ever!” 361 Katie Vale Case STUDY 20 Transforming Education with Research That Makes a Difference 369 J. D. Walker, Charles D. Dziuban, and Patsy D. Moskal case study 21 Shaping the Path to Digital: The Indiana University eText Initiative 373 Brad Wheeler and Nik Osborne Index 381 x
Foreword Among the many strengths of higher education, the ones most frequently mentioned are the roles played by its mission that yield value to society and help create the future. Realistically, our institutions may place more emphasis on one element of higher education’s mission—research or teaching or outreach—over another; support different types of students; and serve different geographic areas as well as local, regional, or national constituencies. And some focus on the liberal arts, others on sciences and engineering. The strength of American higher education is found in this rich diversity. Over time, the diversification within higher education has expanded with the creation of new types of institutions such as land-grant universities and community colleges. In recent years, physical campuses have been increasingly augmented by online offerings. The majority of today’s students may be labeled as “nontraditional,” with no single definition of what that term indicates. Some are adults who have not graduated from high school. Others seek an education but lack confidence and do not have the required foundational skills in English and/or mathematics. Some have no clear path to or through their education. However, the numbers are clear. No matter how well we do today, we must serve more of all types of students—and serve them more effectively—if we are to reach our national goals for education. This book helps those in higher education explore important questions through ideas that we might incorporate as we prepare for the next generations of students. While we honor our history—remembering that much of the power of higher education is in its tradition of critical inquiry—we must not shy away from questioning some time-honored practices and previously held assumptions. Let us consider: © 2012 Molly Corbett Broad xi
Page 1: Game Changers Education and Informa
Page 4 and 5: Game Changers
Page 6 and 7: Game Changers: Education and Inform
Page 9 and 10: Contents Foreword Molly Corbett Bro
Page 11: Game Changers: Education and IT Cas
Page 15: Game Changers
Page 18 and 19: Game Changers: Education and IT Uni
Page 20 and 21: Game Changers: Education and IT pat
Page 23 and 24: 1 The Knowledge Economy: Challenges
Page 25 and 26: The Knowledge Economy The Imperativ
Page 27 and 28: The Knowledge Economy Figure 2. Col
Page 29 and 30: The Knowledge Economy These problem
Page 31 and 32: The Knowledge Economy and for maint
Page 33 and 34: The Knowledge Economy always adequa
Page 35 and 36: The Knowledge Economy assembling a
Page 37: The Knowledge Economy about questio
Page 40 and 41: Game Changers: Education and IT pat
Page 42 and 43: Game Changers: Education and IT Fig
Page 44 and 45: Game Changers: Education and IT how
Page 46 and 47: Game Changers: Education and IT and
Page 48 and 49: Game Changers: Education and IT Tho
Page 50 and 51: Game Changers: Education and IT 10.
Page 52 and 53: Game Changers: Education and IT all
Page 54 and 55: Game Changers: Education and IT Tod
Page 56 and 57: Game Changers: Education and IT Col
Page 58 and 59: Game Changers: Education and IT sha
Page 60 and 61: Game Changers: Education and IT the
Page 62 and 63:
Game Changers: Education and IT the
Page 64 and 65:
Game Changers: Education and IT for
Page 67 and 68:
4 From Metrics to Analytics, Report
Page 69 and 70:
Metrics to Analytics, Reporting to
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79:
Page 82 and 83:
Game Changers: Education and IT tha
Page 84 and 85:
Game Changers: Education and IT on
Page 86 and 87:
Game Changers: Education and IT Fig
Page 88 and 89:
Game Changers: Education and IT tel
Page 90 and 91:
Game Changers: Education and IT Onl
Page 92 and 93:
Game Changers: Education and IT lea
Page 94 and 95:
Game Changers: Education and IT Not
Page 96 and 97:
Game Changers: Education and IT cap
Page 98 and 99:
Game Changers: Education and IT Buy
Page 100 and 101:
Game Changers: Education and IT jou
Page 102 and 103:
Game Changers: Education and IT cri
Page 105 and 106:
7 Early Days of a Growing Trend: No
Page 107 and 108:
Public-Private Partnerships is extr
Page 109 and 110:
Public-Private Partnerships Trends
Page 111 and 112:
Public-Private Partnerships Figure
Page 113 and 114:
Public-Private Partnerships capital
Page 115 and 116:
Public-Private Partnerships through
Page 117 and 118:
Public-Private Partnerships be serv
Page 119 and 120:
8 Scaling Up: Four Ideas to Increas
Page 121 and 122:
Four Ideas to Increase College Comp
Page 123 and 124:
Page 125 and 126:
Page 127:
Page 130 and 131:
Game Changers: Education and IT •
Page 132 and 133:
Game Changers: Education and IT Tec
Page 134 and 135:
Game Changers: Education and IT not
Page 136 and 137:
Page 138 and 139:
Game Changers: Education and IT Del
Page 140 and 141:
Game Changers: Education and IT inc
Page 142 and 143:
Game Changers: Education and IT The
Page 144 and 145:
Game Changers: Education and IT WGU
Page 146 and 147:
Game Changers: Education and IT Con
Page 148 and 149:
Game Changers: Education and IT an
Page 150 and 151:
Game Changers: Education and IT Tec
Page 152 and 153:
Game Changers: Education and IT and
Page 154 and 155:
Game Changers: Education and IT out
Page 156 and 157:
Page 158 and 159:
Game Changers: Education and IT wil
Page 160 and 161:
Page 162 and 163:
Game Changers: Education and IT pol
Page 164 and 165:
Game Changers: Education and IT Loo
Page 166 and 167:
Page 168 and 169:
Game Changers: Education and IT lea
Page 170 and 171:
Game Changers: Education and IT Not
Page 173 and 174:
12 Athabasca University: Canada’s
Page 175 and 176:
Athabasca University challenges, th
Page 177 and 178:
Athabasca University new technologi
Page 179 and 180:
Athabasca University facilitate imp
Page 181 and 182:
Athabasca University expectations.
Page 183 and 184:
Athabasca University Table 1. Athab
Page 185 and 186:
Athabasca University Becoming a Twe
Page 187 and 188:
Athabasca University Learning Desig
Page 189 and 190:
13 Providing Quality Higher Educati
Page 191 and 192:
UMUC Figure 1. Ideal Learning Envir
Page 193 and 194:
UMUC They also reported that studen
Page 195 and 196:
UMUC Figure 3. SEGUE Program Design
Page 197 and 198:
UMUC effective teaching and learnin
Page 199:
UMUC results, we will compare learn
Page 202 and 203:
Page 204 and 205:
Game Changers: Education and IT inf
Page 206 and 207:
Game Changers: Education and IT of
Page 208 and 209:
Game Changers: Education and IT ins
Page 210 and 211:
Game Changers: Education and IT UoP
Page 212 and 213:
Game Changers: Education and IT any
Page 215 and 216:
15 The Open Learning Initiative: En
Page 217 and 218:
The Open Learning Initiative Proble
Page 219 and 220:
The Open Learning Initiative Figure
Page 221 and 222:
The Open Learning Initiative Figure
Page 223 and 224:
The Open Learning Initiative In the
Page 225 and 226:
The Open Learning Initiative in cre
Page 227:
The Open Learning Initiative 4. K.
Page 230 and 231:
Game Changers: Education and IT Int
Page 232 and 233:
Game Changers: Education and IT Tab
Page 234 and 235:
Game Changers: Education and IT uni
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Game Changers: Education and IT req
Page 242 and 243:
Game Changers: Education and IT 9.
Page 244 and 245:
Game Changers: Education and IT int
Page 246 and 247:
Game Changers: Education and IT Fac
Page 248 and 249:
Game Changers: Education and IT mor
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Game Changers: Education and IT III
Page 256 and 257:
Page 258 and 259:
Game Changers: Education and IT ser
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Game Changers: Education and IT Sch
Page 267:
Case Studies
Page 270 and 271:
Game Changers: Education and IT Rat
Page 272 and 273:
Game Changers: Education and IT mem
Page 274 and 275:
Game Changers: Education and IT Thi
Page 276 and 277:
Page 278 and 279:
Game Changers: Education and IT Deg
Page 280 and 281:
Game Changers: Education and IT bet
Page 283 and 284:
Case STUDY 4 Yakima Valley Communit
Page 285 and 286:
Case Study: Yakima Valley Community
Page 287:
Case Study: Yakima Valley Community
Page 290 and 291:
Game Changers: Education and IT bet
Page 292 and 293:
Game Changers: Education and IT fur
Page 294 and 295:
Game Changers: Education and IT of
Page 296 and 297:
Game Changers: Education and IT pil
Page 298 and 299:
Game Changers: Education and IT Eri
Page 300 and 301:
Game Changers: Education and IT •
Page 302 and 303:
Page 305 and 306:
Case STUDY 8 OpenCourseWare Mary Lo
Page 307 and 308:
Case Study: OpenCourseWare Figure 1
Page 309 and 310:
Case Study: OpenCourseWare offered
Page 311 and 312:
Case Study: OpenCourseWare of NetEa
Page 313:
Case Study: OpenCourseWare 4. For e
Page 316 and 317:
Game Changers: Education and IT abo
Page 318 and 319:
Game Changers: Education and IT App
Page 320 and 321:
Page 322 and 323:
Game Changers: Education and IT ins
Page 324 and 325:
Game Changers: Education and IT Alt
Page 326 and 327:
Page 328 and 329:
Game Changers: Education and IT Rec
Page 330 and 331:
Page 332 and 333:
Game Changers: Education and IT Stu
Page 334 and 335:
Page 336 and 337:
Game Changers: Education and IT I r
Page 338 and 339:
Game Changers: Education and IT sur
Page 341 and 342:
Case STUDY 13 Blended Learning and
Page 343 and 344:
Case Study: Blended Learning in Nor
Page 345 and 346:
Case STUDY 14 Valencia College: Lif
Page 347 and 348:
Case Study: Valencia College source
Page 349:
Case Study: Valencia College Joyce
Page 352 and 353:
Game Changers: Education and IT ass
Page 354 and 355:
Game Changers: Education and IT I a
Page 356 and 357:
Game Changers: Education and IT Our
Page 358 and 359:
Page 360 and 361:
Game Changers: Education and IT cou
Page 363 and 364:
case study 17 Stories in Our Classr
Page 365 and 366:
Case Study: Faculty Community of Pr
Page 367:
Case Study: Faculty Community of Pr
Page 370 and 371:
Game Changers: Education and IT mem
Page 372 and 373:
Game Changers: Education and IT was
Page 375 and 376:
Case STUDY 19 CS50 at Harvard: “T
Page 377 and 378:
Case Study: CS50 at Harvard It is t
Page 379 and 380:
Case Study: CS50 at Harvard prizes
Page 381:
Case Study: CS50 at Harvard 5. Davi
Page 384 and 385:
Game Changers: Education and IT ser
Page 386 and 387:
Game Changers: Education and IT Ill
Page 388 and 389:
Game Changers: Education and IT Att
Page 390 and 391:
Game Changers: Education and IT no
Page 392 and 393:
Game Changers: Education and IT eTe
Page 394 and 395:
Game Changers: Education and IT Con
Page 396 and 397:
Index course and curriculum develop
Page 398 and 399:
Index higher education (cont’d) f
Page 400 and 401:
Index Open Learning Initiative (OLI
Page 402:
Index Weiser, Mark, 134 Welcome to
show all

19NtQdt

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?