You are here

Articles: Teaching & Learning

In regard to desktop virtualization, what aspects of implementation do higher ed institutions tend to overlook?

“It’s easy to overlook security when implementing new technologies, and a good example of this is desktop virtualization. It’s an efficient way to deploy the same functionality across multiple machines, however, you’ll most likely need to adjust security practices to fit the new virtual environment.”

—Slawek Ligier, vice president of Security Engineering, Barracuda

Fred Lokken, a professor of political science at Truckee Meadows Community College in Nevada, sees several reason why community colleges have made big strides in online learning.

Online learning has significantly changed the landscape of higher education over the last decade. In a survey by the Instructional Technology Council , 94 percent of students said their online courses were equivalent or superior to traditional courses.

Portfolio providers: What are some uses for ePortfolios that you believe aren’t as common at colleges as they should be?

“We’d like to see more colleges using ePortfolios with guided learning pathways through a program or institution to assess learning at key points. The full potential for ePortfolios to encourage more integrative, deeper learning won’t be realized without a deliberate plan, ongoing assessment and higher stakes (such as program completion or graduation).”

—Webster Thompson, president, Taskstream

Kelly Walsh, CIO of The College of Westchester in New York, is a UBTech conference speaker. He writes the “Emerging Ed Tech” blog.

The growing availability of custom and commercial software applications allows colleges and universities to transform classroom laboratory experiences into virtual equivalents that offer advantages over their physical precursors.

David Seelow is the founding director of the Center for Game and Simulation-based Learning at Excelsior College.

Watching preschoolers play on touchscreen devices makes it clear that the future college students of America are the connected generation. Higher ed must embrace game-like learning just as progressive Silicon Valley companies have, or risk bored, disengaged, unprepared students in the classroom and in the workplace.

The success of the studio concept does not just resonate for a graduate student audience, but can and should be articulated for undergraduates as well. If MBAs must work collaboratively, digitally and dynamically, so should undergraduate students.

At Juniata College in Pennsylvania, students took Arabic for the first time last fall by enrolling in a course at Gettysburg College via video conference.

Amherst College students, meanwhile, can major in architectural studies by taking classes at four neighboring colleges. And at Cabrini College near Philadelphia, students from five institutions researched viruses last summer in a new undergraduate science program.

Craig Weidemann is vice president for outreach and vice provost for online learning at Penn State University and Karen Pollack is assistant vice provost for online undergraduate and blended programs.

Online learning has expanded dramatically over the past two decades, reaching a high of more than 5 million enrollments in 2013. While that expansion has slowed recently, it still far exceeds overall growth in higher education. Yet by 2025, the phrase “online learning” could disappear from the common vernacular.

Thanks to a new VoIP-based phone system, Eastern Oregon University no longer needs outside consultants to work on system infrastructure.

Have you ever made a call with a soft phone? You have if you’ve ever Skyped or used FaceTime. It also means you’re on the cutting-edge of phone communications.

Oral Roberts University students have to walk an average of 10,000 steps each day.

All first-year students must buy and wear a Fitbit fitness-tracker. While some critics called this requirement an overreach, school officials say Oral Roberts has long had a fitness component as part of its “Whole Person Education,” which focuses on mind, body and spirit.

A more centralized approach to course scheduling at Somerset Community College has increased the rates of filled classroom seats and helped students fit in the courses they need to graduate on time. Between 2008 and 2014, the average seat-fill rate has increased by 24 percent and the average student credit load has increased by 48 percent.

Students don’t quite run the show when it comes to course scheduling. But colleges and universities are striving to make it easier for them—with their ongoing juggle of work, family and school commitments.

Tony Ellis is vice president of industry advancement for the National Association of College Stores.

The traditional model of course content creation and distribution—textbooks written by faculty and publisher-produced—is being disrupted.

New digital players and learning content formats—such as courseware, open educational resources and adaptive (or personalized) learning—promise lower costs and better outcomes.

The editors of UB magazine proudly present the 2016 Readers’ Choice Top Products, chosen from hundreds of nominations. This annual award programs alerts higher ed administrators and staff to the best products their peers use to achieve excellence at institutions throughout the country.

You—the nation’s higher ed leaders—submitted testimonials throughout 2015. Our editorial board carefully narrowed the list based on the quality and quantity of these testimonies.

Michael R. Nelson, a professor of internet studies at Georgetown University and former White House staffer, will deliver at keynote speech at UBTech 2016 in Las Vegas.

Michael R. Nelson, a professor of internet studies at Georgetown University, says innovation is about much more than just a good idea. It requires finding new ways to combine existing ideas, products and services into something that people will want. At the heart of that process is collaboration.

Brent Betit helped found Landmark College, the world's first college for students with learning disabilities.

The spaces we create for people with learning disabilities can support success or guarantee failure.

Three decades ago, I led a team in designing an entire college campus specifically for students with learning disabilities.