Technology-enhanced curricula and learning analytics are accelerating the widespread uptake of technology in higher education, says Jisc’s Paul Feldman.
Now more than ten years after the dismantling of the UK’s e-University, Alice Bell revisits the much-maligned project and its notable place in the recent history of higher education and e-learning. With politicians and funders increasingly keen on e-learning, and a whiff of tech-utopianism still in the air, what can we learn from the story of the HE sector’s most high-profile dot-com bubble failure?
The University of Nottingham professional services NOOC (Nottingham Open Online Course) ran for the first time in October and November. Thanks to a great deal of work by many colleagues this four week course had a great first run and over 400 members of staff signed up and participated.
A recent post discussed the possible benefits of learner analytics for delivering a more personalised education. Now we have a broader view as The Chronicle of Higher Education provides an update on Educause, the huge US Education Tech Trade Show in which it is observed that everyone is talking about digital intelligence or education analytics.
Better than qualifications? The Chronicle of Higher Education has an interesting story on the use of videos in university applications. Whilst some institutions have been encouraging students to submit videos as supporting information, it seems at least one has now gone further and is offering students the opportunity to provide them as the primary selection… read more
Sophisticated Mobile App or an Armoured Truck? Tough Call The Chronicle of Higher Education had an interesting report on the introduction of ‘LiveSafe’, a mobile app that was adopted by the university in August and has been downloaded 4,200 times: “We get the luxury of getting a lot of information from the students because we… read more
Sometimes in reading a report you spot what is missing before you see what is there. In reading through the new IPPR report ‘A Critical Path: Securing the Future of Higher Education in England’, one is struck by the lack of references to another (comparatively recent) report, “Securing a Sustainable Future for Higher Education“. Such has been the slump in fortunes of the Browne review that a report just three years later covering almost identical ground does not see fit to offer it a single mention. David Kernohan takes a look at the similarities between the two and the successes and failures of IPPR’s HE Commission’s new far-reaching report in to higher education.
Quietly, imperceptibly, educational technology has become big money. A perception, fed by rising tuition fees and concerns about student satisfaction, that HE is not fit for purpose has transformed into a business opportunity so massive that even Rupert Murdoch is getting on board. When, in February of this year, Global Industry Analysts Inc suggested that e-learning would be a $107bn global market in 2015 (a little under half of the current UK national deficit), they were examining a sector that seems far from the “cottage industry” derided by Sir John Daniel (Commonwealth of Learning) in 2010.