A guest post by Carnegie Mellon researchers gives us more perspective and follow-up information on a study about faculty reluctance to adopt “innovative” teaching practices.
Academics and Academia
The "Academics and Academia" category covers topics related the ways in which colleges and universities function that are relevant to technology-supported education. One key aspect covered here is pedagogy—how people teach—and how technology impacts teaching and learning.
But this category also includes more institutional aspects that are relevant to technology-supported education, such as how campus leadership supports (or doesn't support) new initiatives, politics and bureaucracy that impact these efforts, and so on.
Finally, "Academics and Academia" covers commercial and non-profit services that provide support for technology-supported education initiatives, such as Online Program Management (OPM) companies.
Governor Brown has directed that the California Community College System create a new, online college. What do the enrollment numbers indicate?
A Carnegie Mellon University anthropological study identifies a few common reasons why faculty hesitate to try new teaching practices, among which is a fear of looking stupid. IHE columnist John Warner responds.
The transformation is complete – per Class Central, big MOOCs are now focused on professional dev certificates and OPM market.
Ed tech and learning science are both littered with obscure and hard-to-read journal articles written for a handful of other experts on one hand and empty puff pieces on the other. We need a middle ground.