Documents Contributed by ECAR, Collaboration, Partnerships, and Instructional Technologies
Institutional Research and IT: Bringing Data, Information, and Insights to the Accreditation Process
| Title: | Institutional Research and IT: Bringing Data, Information, and Insights to the Accreditation Process (ID: ERB0721) | | Author(s): | Libby Rittenberg (Colorado College), Randall J. Stiles (Colorado College), and Amanda Udis-Kessler (Colorado College) | | Origin: | Documents Contributed by ECAR, Research Bulletins (10/09/2007) | | Type: | Articles, Papers, and Reports | | Abstract: | This ECAR research bulletin describes the results of recent organizational changes and work at Colorado College that are aimed at improving collaboration between IT, institutional research, and other campus offices with the goal of enhancing the data, information, and insights that influence policy and planning activities in general and the upcoming reaccreditation visit.
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The University in a Networked Economy and Society
| Title: | The University in a Networked Economy and Society (ID: ECR0703) | | Author(s): | Yochai Benkler (Yale University) | | Origin: | Documents Contributed by ECAR, Presentations (06/12/2007) | | Type: | Presentations/Speeches | | Abstract: | Presentation at the Sixth Annual ECAR/HP Summer Symposium for Higher Education IT Executives, June 11-13, 2007, Boulder, Colorado. When Yochai Benkler's book, The Wealth of Networks: How Social Production Transforms Markets and Freedom, came out, Stanford Law Professor Larry Lessig said, "This is -- by far -- the most important and powerful book written in the fields that matter most to me in the last ten years. If there is one book you read this year, it should be this." This work examines the ways in which information technology permits extensive forms of collaboration that may have transformative consequences for economy and society. Benkler's presentation outlines the characteristics of the networked information economy and the roles of collaboration and commons-based production of information, knowledge, and culture, and it suggests avenues to apply these broad trends to education and education-related policy.
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