Presented at EDUCAUSE Annual Conferences, Collaboration, Presentations/Speeches, and EDUCAUSE2007

Since 2003, an interdisciplinary team of Swedish, Australian, and American researchers has developed and tested inclusive, transferable processes for collaborative planning and iterative assessment of learning commons initiatives. This session will illustrate essential process, outcome, and philosophy elements for producing student-generated insights on (re)design of campus learning spaces.

HumaniTech links humanities and technology by combining the perspectives and skills of faculty and staff from both humanities and campus-wide resources to work across disciplines and lines that often divide the research university: research/teaching, central/local control, faculty/staff, traditionalists/innovators. HumaniTech focuses on collaboration where IT is essential to these bridge-building efforts rather than a goal in itself.

In January 2007, 13 geographically separated liberal arts colleges joined with the National Institute for Technology and Liberal Education (NITLE) and the Longsight Group on an initiative for shared, managed, institutional repository services. The resulting collaboration promises to dramatically lower the barrier for entry into an emerging technology for smaller colleges.

This session will describe and explain the policy, practices, and technologies implemented at the University of Southern California to allow the extension of electronic services for learning, research, and collaboration to guests and colleagues at other higher education institutions.

Collaborative research teaches students critical knowledge management skills, whether they are undergraduates learning the basics of Web research or advanced scholars defining their own knowledge domains. Faculty need practical examples and strategies to initiate social bookmarking activities. Case studies demonstrate how this has been accomplished in undergraduate and graduate courses.

This session will examine models for collaborative learning evidenced within the context of an online Master of Educational Technology program. This session will examine models of online learning from pedagogical and instructional design perspectives and consider the epistemological implications of collaborative spaces for learning and knowledge production.

The structure of the traditional term paper can limit its educational value. To make the assignment more meaningful, students published their papers in Wikipedia. This session will examine how publishing for a large online community motivated students to do better work and deal with issues of voice, knowledge, and community.