Thursday, March 30, 2017

Like most technologies, Web 2.0 learning tools can connect or divide us. The path we choose depends on how we understand and use the tools. Since ancient times, technological advances have stoked fears (among some) that our humanism will erode when new technologies grab hold of how we interact. No less a scholar than Socrates warned us that writing words down on parchment would kill our memories. Conversely, technological advances have also been seen as life-giving and nourishing, particularly by early indigenous populations who innovated to advance agriculture and irrigation. This fundamental separation — whether technology is bringing us together or pulling us apart — is alive in the 21st century, including within U.S. higher education. Students and faculty are the most impacted.

 

http://er.educause.edu/articles/2017/3/the-human-element-faculty-collaboration-in-an-increasingly-digital-world

Thursday, March 30, 2017

Effective and appropriate use of technology by university and college staff is vital in providing an enhanced student experience and in realising a good return on investment in the digital environment.

 

https://www.jisc.ac.uk/rd/projects/building-digital-capability

Thursday, March 30, 2017

This article discusses the broad and complex funder open access (OA) policy environment in the UK and describes some of the challenges libraries face in providing frictionless services to support academic compliance. It offers a view on the actions of publishers in this policy environment, as well as outlining how strategic discussions have moved beyond the library to include the whole institution. Finally it outlines the work being undertaken at Imperial College London to develop a new OA policy and licence which could support academics and institutions with compliance and HEFCE Research Excellence Framework eligibility in a single step.

http://insights.uksg.org/articles/10.1629/uksg.292/

 

Thursday, March 30, 2017

The Association of College and Research Libraries' (ACRL) Student Learning and Information Literacy Committee (SLILC) announces the publication of a new white paper, Global Perspectives on Information Literacy: Fostering a Dialogue for International Understanding. The paper includes chapters written by information literacy experts from around the world, including Africa, Canada, Europe, Oceania,

Asia, Latin America, and the Middle East, and seeks to share individual international perspectives that demonstrate how information literacy is viewed, taught, and conceptualized internationally.

 

http://www.ala.org/news/member-news/2017...

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Thursday, March 30, 2017

Colleges and universities are under increasing pressure to demonstrate their contributions to students’ learning and development. In fact, over a decade ago, all of the regional accrediting agencies in the United States agreed to emphasize college students’ learning as central to the accrediting process. Under these increasingly pervasive expectations to demonstrate students’ learning, fully 85% of Association of American Colleges & Universities (AAC&U) members reported that they have a common set of learning outcomes for all undergraduates. Additionally, nearly 90% of Association of American Universities (AAU) member institutions reported using quantitative data to collect information on student learning outcomes, with 70% reporting that they had one employee or office specifically charged with developing, coordinating, or implementing assessments of student learning.

 

http://publications.arl.org/rli290/5

Thursday, March 30, 2017

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and...

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