The Shallows: What the Internet is Doing to Our Brains

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

The Company’s association with Marunouchi goes back more than a century, beginning in 1890. At the behest of the Meiji Government, Mitsubishi Company acquired the Marunouchi site, which had comprised the residences of feudal lords during the Edo Period. At the time of the purchase, the site was actually a barren field called Mitsubishi-ga-hara, literally meaning “the Mitsubishi flatland.” The Mitsubishi Ichigokan was completed in 1894 as Japan’s first modern office building. Starting from the strong conviction that Japan’s future prosperity required a modern office district, building such a business center became a primary objective.

Annual Report for 2007

The Researcher's Toolkit. The Complete Guide to Practitioner Research

The extensive integration of information technologies in teaching and learning in the 21st century has initiated a dramatic change of educational paradigm. To a large extent this change was caused by the online education. A rapid growth of online university programs raises a number of new pedagogical, psychological and social issues. Online learning creates a learning environment that, compared to traditional, classroom-based education, is less personal, more independent, often fragmented, rarely systemic, distributed in space and time, and dependent on the learner rather than on the teacher. Many problems with online education (high attrition rate, orientation at highly skilled and highly motivated people, among other issues (The Trouble with Online College, 2013), indicate that one of its major challenges is not the technology itself or its classroom applications, but the lack of sound, research-based theoretical framework as the foundation of quality online learning. A comprehensive and effective educational theory is thus crucial for the quality education. This article makes an argument for such a theory and offers a model of online pedagogy for higher education with a focus on instruction and instructor, student autonomy, socialization through networking and collaboration in the online learning environment.

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Does Online Education Need a Special Pedagogy

How can we better represent course content (for example, engineering components) that does not translate well into a paper-based medium? And how can we deliver this content without reliance on networks or online technologies? We propose that one solution to these questions is the use of augmented reality (AR). This chapter describes our journey of discovery as we investigate the possibilities of using AR technology to render 3D objects in paper-based course materials. This is not a technical document of the inner workings of AR technology but a description of the processes required to implement AR technology within Open Polytechnic courses. The project was conducted by an Open Polytechnic cross-discipline team, with participation from other work areas across the Open Polytechnic.

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Open learning for an open world: Reflections on open and distance learning and teaching at the Open Polytechnic of New Zealand.

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C. Ross

Papers

Open learning for an open world: Reflections on open and distance learning and teaching at the Open Polytechnic of New Zealand.

Enhancing the engagement and success of distance students through targeted support programmes.