Faculty; Instructional Technologies; and Articles, Papers, and Reports
The Tablet PC For Faculty: A Pilot Project
| Title: | The Tablet PC For Faculty: A Pilot Project (ID: CSD4472) | | Author(s): | Rob Weitz (Seton Hall University), Bert Wachsmuth (Seton Hall University), and Danielle Mirliss (Seton Hall University) | | Origin: | Contributed by Organizations or Campuses (2006) | | Type: | Articles, Papers, and Reports | | Abstract: | This paper describes a pilot project with the purpose of evaluating the usefulness of tablet PCs for university professors. The focus is on the value of tablets primarily with respect to teaching and learning (and not for research or administrative work). Sixty-four professors, distributed across the various schools of a university, were provided with tablet PCs and were trained in their use. A survey was distributed to the participants at the end of the semester. There were 59 respondents, and of these 45 used the tablet in at least one of their classes. This paper describes the pilot project and the survey results. We observed that a) only a fraction of faculty are motivated to use tablet technology: roughly a third of faculty expressed an interest in replacing their notebook computer with a tablet computer and b) generally, participating faculty did indeed use tablet functionality in their classes and were convinced that this use resulted in a meaningful impact on teaching and learning. | | View this resource: | |
ELI Innovations & Implementations - Instructional Development Initiative (IDI)
| Title: | ELI Innovations & Implementations - Instructional Development Initiative (IDI) (ID: ELI5004) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | In 1993, the Virginia Polytechnic Institute and State University launched the Instructional Development Initiative (IDI), using technology to foster curricular and pedagogical innovation. IDI set in motion a series of carefully managed investments, resulting in a suite of high-profile, campus-wide professional programs for faculty and staff. As a result, Virginia Tech has been recognized nationally for its achievements in engaging faculty in the sharing of successful strategies; expanding the range of active learning experiences available to students; providing a replicable model for other institutions; and managing resources while supporting innovation in an era of continual budget constraints. ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution. | | View this resource: | |
7 Things You Should Know About Augmented Reality
| Title: | 7 Things You Should Know About Augmented Reality (ID: ELI7007) | | Origin: | Contributed by EDUCAUSE Learning Initiative, 7 Things You Should Know (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | Augmented reality adds information and meaning to a real object or place. Unlike virtual reality, augmented reality does not create a simulated reality. Instead, it takes a real object or space and uses technologies to add contextual data to deepen students' understanding of it. To the extent that instructors can furnish students with a broad context for understanding the real world, students are more likely to comprehend and remember what they are learning. Through exposing students to an experiential, explorative, and authentic model of learning early in their higher education careers, augmented reality may help shift students from passive to active learning modes and thus become more successful learners. | | View this resource: | |
ELI Innovations & Implementations - Calibrated Peer Review: A Writing and Critical-Thinking Instructional Tool
| Title: | ELI Innovations & Implementations - Calibrated Peer Review: A Writing and Critical-Thinking Instructional Tool (ID: ELI5002) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | Calibrated Peer Review (CPR) is a Web-based program that allows instructors to incorporate frequent writing assignments into their courses, regardless of class size, without increasing their grading workload. Students are trained to be competent reviewers and provide classmates with personalized feedback on writing assignments. The CPR system manages the entire peer-review process, including assignment creation and submission, student reviewer training, and student input analysis. The tool suite is discipline-independent and supports a "writing-across-the-curriculum" approach. UCLA hosts CPR and makes it available free to participating institutions, who receive technical assistance from the development team via e-mail and a listserv. More than 500 institutions now use this free service, deploying it in 1,900+ courses that enroll more than 72,000 students. ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution. | | View this resource: | |
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