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 | "According to some estimates, nearly half of George Mason faculty use some elements
of technology in their daily teaching activities. Computer activities range from simple
tasks, such as responding to a student's e-mail or using CD-ROMs for presentations, to
more complicated efforts, such as creating a course website with links to source
materials, syllabi, and related sites. And finally, a few faculty have begun using the web
to add distance learning components to their classroom meetings or to make their courses
available to people who are nowhere near Northern Virginia.
No matter what the level of technological expertise or complexity of the projects, faculty
say that using technology in teaching is exciting, frustrating, time consuming, easy,
challenging, and rewarding. They are also thrilled that students today have more learning
opportunities and tools at their fingertips than ever before."-- Mikhailina
Karina, "Mason Faculty Teach with High-Tech Tools", The Mason Gazette |
| "The Instructional Development Office is a faculty support facility that promotes
the use of information technology in teaching and learning.
The mission of the IDO is to bring information technology to bear on the educational
mission of the university. This includes, for example, providing support for faculty in
designing courseware, in using the technology-enhanced classrooms, and in applying
computer-based communications to extend classroom discussion. IDO sponsors individual
faculty projects that involve innovative use of technology in teaching. The IDO also seeks
partnerships with outside corporations and agencies that involve innovative use of
technology in teaching.
The IDO also seeks partnerships with outside corporations and agencies that enable the
production and dissemination of technology-based instruction in appropriate learning
environments. In addition to its work with faculty, the IDO works with other departments
and groups on campus to bring many of the technologies the IDO is using into the hands of
students." |
| "In a survey of 100 schools conducted last May, Web guide Yahoo! rated
Northewestern the "second most wired university in the country," behind only the
Massachusetts Institute of Technology. According to Yahoo!, 90% of students own
computers and 60% of courses have Web pages and on-line study aids, among other
criteria....Actually, embracing techology is a long tradition at Northwestern.
Famous for its schools of business and journalism, the university also has a first-rate
engineering department. And in 1965, it created one of the country's earliest and
most progressive computer labs for students." Vargas, "The
College Connection: At Northwestern University, almost all students are
on-line. What a difference it can make." The Wall Street Journal,
11/17/97 |
| "Today MIT is one of the world's outstanding universities. Education and
research--with relevance to the practical world as a guiding principle--continue to be its
primary purpose. MIT is independent, coeducational and privately endowed. It is organized
into five schools that contain twenty-one academic departments, as well as many
interdepartmental programs, laboratories and centers whose work extends beyond traditional
departmental boundaries." |
| "When officials set out to establis a master's program on the Internet, they didn't
want distance learning to preclude student bonding. They did, however want students
nationwide to be able to complete their studies at any time of the day without disrupting
thier careers or personal lives. So, the 36-credit-hour course in computer
information systems, which is among the first graduate business degrees offered on the
Internet by an accredited university, includes one week per semester on-campus, then it's
back to cyberspace." -- Karen Testa, "University Goes from
Missouri to Cyberspace, Offering a Master's Degree on the Internet", NYTimes,
2/23/97 |
| "With 40,000 students, the University of Phoenix has grown, in short order, into
the largest private university in the nation,galloping ahead of such powerhouses as New
York University and the University of Southern California.
But more significantly, it has done so using a new model consonant with the times, turning
itself into a kind of HMO of education: It is run as a for-profit business, paying taxes
rather than accepting public subsidies; it rents space rather than buying buildings for
its makeshift campuses across a dozen states; and its courses are standardized in
shrink-wrap packages.
Phoenix has also chosen to do something else unusual. It accepts no one under the age of
23 and only those gainfully employed. Since adults aged 24 and above now represent 45
percent of the $200 billion higher education market, Phoenix is tapping into an exploding
and lucrative portion of a market where costs have been widely seen as out of control.
"This is a very significant time in higher education," said Timothy J.
McDonough, vice president of the National Association of Independent Colleges and
Universities. "Adult learning is skyrocketing. People don't understand that there is
a market out there. Phoenix has grasped that very well."
It is unlikely that the Phoenix model will soon dominate higher education, since there
will long be a place for residential institutions for 18- to 22- year-olds where
instruction is blended with socialization. But there is little doubt that Phoenix's
practices, like keeping virtually no full-time faculty and stocking no libraries, are
spreading and are a source of great worry to many colleges that benefit from tax subsidies
yet still struggle financially." --Ethan Bronner, "An Adults-Only,
For-Profit University Races to the Top", NYTimes, 10/15/97 |
| The “Creating a Learning College” Web site offers many opportunities and
resources to help your institution become more learning-centered. Providing more than just
talk about the revolution—we're going to use technology and help bring people
together to discuss the issues...this Web site will be an ever-growing storehouse of
knowledge linking you to who and what is happening in the learning revolution. |
| "Even with a strong sense of community, Wake Forest found it could not remain
unaffected by the greater social and scholastic changes of the past half century. Their
Plan for the Class of 2000 emphasizes that Wake Forest's academic advantage comes from
providing education that is both personal and individual. The plan recognizes that the
computer has become a basic tool of scholars hip and a communications device suited to the
nomadic lifestyle of students. The Plan for the Class of 2000 seeks to merge technology
and Wake Forest's traditions to maximize the quality of student learning. None of us can
imagine education without access to the library. Libraries serve as collections of
history, culture and insight, offering access to information. However, the library of the
future will be different than the site-specific facilities to wh ich we are accustomed.
Suzanne Thorin and Virginia Sorkin provide a view to the promise and problems surrounding
the library of the future. Issues of content, cost, intellectual property rights and
competition are among the problems. The promise is clearly illustrated by examples of work
at the Library of Congress.
A bold move by the Western Governors’ Association has led to the development of a
learning enterprise for the "CyberCentury:" The Western Governors University.
The Honorable Michael O. Leavitt, Governor of Utah, captures the excitement and complexity
of creating a new university for a new generation. With the country's economic success or
failure dependent on how the learning needs of the 21st century are addressed, WGU seeks
to increase access to lifelong learning and open the market for educational services to
both public and private educational institutions. The challenges will be overcoming
bureaucracy, tradition, regulation and turf."-- Oblinger and
Rush, "The Learning Revolution - The Challenge of Information Technology in the
Academy", IBM
Higher Education Website |
| "Kent is leading the way in developing these "virtual
classrooms," which are seen as a vital link to the future success of higher education
in Ohio. The Ohio Board of Regents stressed this point in its recent master plan for
higher education, The Challenge is Change: "As resources remain tight and demands
increase, there will be a greater need for collaboration among campuses for optimizing the
use of resources, harnessing new technologies, and developing innovative strategies to
meet the challenge of providing access to a high quality education." The plan calls
for greater use of information technology to serve larger numbers of students, create
greater flexibility in the time and location of learning, and improve the quality of the
learning experience. " - Barton and Torisky, "Kent State's Virtual
Classroom: Distributed learning gets wired", IBM Higher Education
Website |
| "Nat Kannan wants to woo 1 million students to his on-line universities by 2000 --
even if he bankrupts some traditional colleges and eliminates much of the variety in the
nation's higher education system.
"This market is winner-take-all," said Kannan, chief executive officer of
University Online Inc., based in Falls Church, Va.And he means that in the broadest
possible sense. He is one of many advocates of on-line education aiming to toss aside the
current managers atop the Ivory Tower -- from the presidents and administrators of
two-year colleges to the deans and provosts of the nation's universities. They promise
that virtual classrooms could replace the real thing. Universities could avoid the
overhead costs of maintaining an elaborate physical plant. Students could tap the
expertise and knowledge of thebest and brightest professors from around the globe.
University Online has signed up the University of
Massachusetts, George Mason University in Fairfax,
Va., and George Washington University in Washington,
likely generating many new students for its on-line products." Neil Munro,
"Campuses Challenged by On-Line University Higher education via on-line services
is growing and may force the nation's universities to make painful changes",
Washington-Technology Online, 1/11/96 |
| The Columbia New Media Technology Center, which is applying now for major grants, is an
initiative to pull together the emerging new media expertise of four different Columbia
schools -- engineering, journalism, education and business -- to help develop cutting-edge
multimedia technology and put it to use for both education and business." Pamela
Mendels, "Old Ivy Meets New Media", NYTimes, 11/24/97
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| "ISIM, a fully accredited and award-winning provider of distance education and
training, offers graduate degrees in Business Administration and Information Management to
students worldwide with an eye on the global marketplace. Within the two graduate degree
programs, ISIM provides opportunity for independent study for individuals wishing to focus
in a specific field of study. In addition to graduate programs, ISIM offers corporate
training programs, and classes for continuing education in a number of career-enhancing
courses for the professional adult. You can use this site to learn more about ISIM and
even apply for admission online." |
| "Distance learning delivery has been employed to date in the Construction
Management Master's programmes of the Department of Building Engineering and Surveying
and, with unparalleled success, in our worldwide MBA programme - a pathfinding development
in distance learning advanced level course delivery, which means that the University's
newly formed Edinburgh Business School starts life as the largest of its type in the
world.
A range of initiatives has placed Heriot-Watt at the forefront of new thinking and new
developments in technology-based teaching and learning. Our award-winning Computer
Assisted Learning in Mathematics software, for example, is widely disseminated in schools,
colleges, universities and continuing development in this area constitutes the Heriot-Watt
lead in the UK national mathematics "courseware" consortium. A great range of
other projects and training programmes extends across the campus and beyond via network
and ISDN links to off-campus sites including Orkney." |
| "Created to deliver high-quality, interactive instruction directly to students, the
Virtual College is the electronic equivalent of a traditional college and provides adult
learners with a broad range of course, faculty, library, and administrative services.
Through the Virtual College, students receive instruction, ask questions, conduct
analyses, manage projects, and complete assignments--all at their own convenience and from
practically anywhere. The teleprogram network provides an electronic workplace for
students and faculty, allowing them to go from just talking about course projects to
actually completing them. All Virtual College coursework is conducted from the student's
home or office PC--there are no on-campus sessions." |
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