The survey conducted by the Kirwan Center on directors of academic-technology centers at 163 colleges and universities is featured in an new article in the Chronicle of Higher Education
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs (CAST, 2012). UDL is included in COMAR and Maryland’s Teacher Technology Standards.
(Adelphi, Md., Oct. 26, 2015) – William E. Kirwan Center Director MJ Bishop set the direction for the 12th annual International Conference on Cognition and Exploratory Learning in Digital Age, revisiting instructional message design’s objectivist learning theory and transmission-oriented communication theory foundations, discussing current trends and issues being raised in the literature, and exploring ways the field might continue to serve as a “linking science” between learning theory and instructional practice. In her keynote address, Dr.
The Kirwan Center for Academic Innovation has released today a new report detailing the emergence of a new, interdisciplinary “innovation infrastructure” within higher education administration.
This report presents the findings from the following activities conducted by the Kirwan Center:
The Kirwan Center for Academic Innovation has released a new report to shed light on how institutions of higher education can make sustainable improvements in who can learn what they learn by the time they graduate. This report details thr learnings from studying a series of initiatives at the University System of Maryland (USM) to improve the effectiveness and efficiency of selected courses. These redesigns incorporated a variety of learning-centered practices, that is, teaching practices that were chosen and applied using evidence of student learning.
To shed light on how institutions of higher education can make sustainable improvements in who can learn what they learn by the time they graduate, we have studied a series of initiatives by the University System of Maryland (USM) to improve the effectiveness and efficiency of selected courses. These redesigns incorporated a variety of learning-centered practices, that is, teaching practices that were chosen and applied using evidence of student learning.
Academic change is the term being used increasingly to describe universities’ efforts to improve student success by creating optimally effective learning environments that simultaneously increase access, affordability, and quality of higher education for all those who want a postsecondary degree. Institutions are starting to see the vast potential of hybrid classrooms, shared courseware initiatives, open educational resources, competency-based education, learning analytics, and adaptive learning environments and they are seeking ways to scale and sustain these innovations.
The University Libraries, Teaching and Learning Transformation Center, and Student Government Association at the University of Maryland, College Park have published a new website for faculty and students about OER at UMD.
The site provides an overview of OER, resources for students and faculty, and a great article on the top five myths about OER.
The University of Maryland University College (UMUC) has completed a process to match all course learning outcomes and competencies with open educational resources for undergraduates.
Coppin State University joined nine educational institutions in Washington D.C., July 28-31 to reinvent higher learning and the student experience as part of the EDUCAUSE - Next Generation Learning Challenges 2015 Breakthrough Models Incubator funded by the Bill & Melinda Gates Foundation.
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