Home' Campus Technology : January 2013 Contents 33 | CHARTING THE TECH-TON IC
SHIFTS IN ED UCATION
Campus Technology 2012 in Boston painted a
picture of higher education undergoing a seismic
shift—and offered a vision for the future.
the World of
5 | IN ONLINE LEARNING,
Despite the latest hoopla surrounding MOOCs
and edX, smaller institutions and for-profits have
been steadily improving online learning for years.
23 | PUTTING THE I.T. IN TEAM
CT’s 5 top picks for how IT shops can help athletic
departments increase their visibility, improve
efficiency, and develop more winners.
30 | TAKING THE iPAD’S MEASURE
As tablets enter the educational mainstream,
universities move to evaluate their impact on
teaching and learning.
IN THIS ISSUE
vol. 26 no. 1
Sept e mber 2012
2 | LOGIN “As Good As” Is Not Good Enough
3 | IN BOX New Learning Paths
36 | PRODUCT ROUNDUP
37 | CAMPUS & INDUSTRY
39 | C-LEVEL VIEW Leveraging Digital Media for CRM Gains
40 | ABOUT US/INDEX
9 | PREPARING PILOTS FOR TAKEOFF
When schools and vendors work together, a pilot
project can be a win-win proposition. Here are 6
tips on how to get pilots flying.
EXPERTS DEBUNK YOUR BIGGEST VIRTUALIZATION FEARS p. 15
Could Video Replace Instructors?
In the November issue, “Free Speech?” explored
the intellectual property issues around record-
With the increasing chunking of lectures in bite-
sized bits (see Khan Academy), a college can
put any instructor’s name on a course and have
students complete video-related work (e.g.,
multiple-choice quizzes). So once the original
instructor has finished creating his or her video-
ettes, can the college replace that instructor
with a lower-cost substitute and still use the
video “lectures” without further compensation
to the instructor who created them?
Reflecting on E-Portfolios
In “E-Portfolios: Looking Back to Chart the
Future” in the October issue, Cal State Univer-
sity, Monterey Bay’s John Ittelson discussed a
retrospective effort to study e-portfolio trends
I have been following the evolution of e-portfolios
for many years. In fact, I was exploring the use of
“electronic diaries” some 20 years ago. But what
repeatedly concerns me is that the main driver of
e-portfolio thinking is generally higher education.
I would argue that the failure of e-portfolios to take
off is a failure to see e-portfolios as a global, life-
long, and life-wide asset. As long as the e-portfo-
lio remains within the higher education fraternity
with little thinking of “from whence did I come or
whereunto should I go,” it will fail to take off. As
[e-portfolio pioneer] Helen Barrett repeatedly
declares, the e-portfolio should be seen as “from
cradle to grave.” I also believe that the push for
interoperability has blurred our thinking. Now that
we have the cloud, there is no reason why an
e-portfolio system need be anchored to one insti-
tution. For many years I have argued for external
hosting and a flexibility that allows the learner to
repeatedly reconfigure the graphics, layout, and
inbuilt tools as the young child steadily matures to
adulthood and on to old age. Only when such a
tool and infrastructure are developed will we begin
to see an e-portfolio that lends itself to every age,
aptitude, ability, and attitude.
Why Not Just a Tablet?
“Taking the iPad’s Measure” (CT September)
looked at the latest research evaluating the
iPad’s impact on teaching and learning.
This looks like more free promotion for the
iPad. The device is a tablet computer, so why
insist on saying “iPad” as if no other tablet
existed? Clearly this is a one-way communica-
tion device, and in that way resembles the PA
systems in schools in the 1960s. Many people
mentioned this when these experiments began,
and so it is little wonder that students and
instructors both complain that substantive
interaction with the device is difficult. The
problem is not the software; the problem is
inherent in the design concept of the tablet
PC. And while we are spending money for fun,
just to “see what happens,” why not spend it
on something useful, like a real laptop? We
could even make believe that the MacBook Air
is the only laptop on the planet.
Riyadh, Saudi Arabia
I think that the discussion should center on tab-
let use in general. In what ways are tablets use-
ful in the classroom for learning? What tools are
available to help in your work/studying? Also,
Continue the conversation.
E-mail us at firstname.lastname@example.org.
CAMPUS TECHNOLOGY | January 2013
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