Exploring the CAO Role in Digital Learning
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What is the role of provosts/CAOs in campus efforts to bring digital resources into gateway courses? What do provosts/CAOs learn when they are involved in new initiatives to do so?
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Apples, Orchards, and Infrastructure - Inside Higher Ed/Digital Tweed, November 2015
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Three issues loom large for OER advocates: quality, ecosystems and infrastructure.
Read More‘Partner’ Is Not a Verb (and Other Issues With Higher-Ed Business) - EdSurge, October 2015
/Campus clients want (and expect!) concierge relationships; stated more directly, they want “one throat to choke.”
Read MoreBeginning the Fourth Decade of the "IT Revolution" in Higher Education: Plus Ça Change - EDUCAUSE Review, September/October 2015
/A key responsibility of and challenge for IT leaders is to manage expectations and to communicate the effectiveness of IT investments.
Read MoreMission, MOOCs, & Money - AGB Trusteeship Magazine, January/February 2013
/Rather than rushing to MOOCs, colleges and universities, and their boards, should engage in thoughtful discussions about the current or future role of online education in the context of their institutional missions.
Read MoreIMS Interview with Kenneth C. Green
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Ahead of the May 2010 Learning Impact Conference in Long Beach, the IMS interviewed Kenneth C. Green from The Campus Computing Project about the state of technology in higher education.
Read MoreBring Data: A New Role for Information Technology after the Spellings Commission - EDUCAUSE Review, November/December 2006
/During her inaugural tour of education conferences in winter 2005, Secretary Spellings, appropriating a quip from (the easily Googled) W. Edwards Deming, the widely recognized father of statistical quality control, told education audiences: "Back in Texas we like to say, 'In God we trust; all others bring data.' " Secretary Spellings's appropriation of Deming's bring data message was a charming and disarming way to describe a key aspect of the George W. Bush administration's priorities in education: evidence and assessment.
Read MoreThe New Computing, Revisited - EDUCAUSE Review, January/February 2003
/The “New Computing” reflects one dimension of higher education’s fascination with technology: the hope and expectation that new technologies would benefit education and the educational experience of students.
Read MoreAn Unheralded Hero of the Revolution - Converge Magazine/Digital Tweed, December 2002
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Many of of the 300,000 people in Southern California who lost their generally well-paying jobs in the aerospace and defense industries during the last recession had one, sometimes two college degrees, often in technical fields. So "going back to college" for yet another college degree was not necessarily a viable alternative.
Read MoreMark Hopkins and the Digital Log - EDUCAUSE Review, March/April 2001
/Like aging generals, many academic leaders appear to be planning for the previous war, not the next one.
Read MoreTechnology and Instruction: Compelling, Competing, and Complementary Visions for the Instructional Role of Technology in Higher Education - September 2000
/This working paper was revised on September 2, 2000. Click here to download as PDF.
When Wishes Come True: Colleges and the Convergence of Access, Lifelong Learning, and Technology - Change Magazine, March/April 1999
/This article appeared in Change, March/April 1999, Vol 3(2) pp. 11-15. Click here to download as PDF.
Drawn to the Light, Burned by the Flame? Money, Technology, and Distance Education - ED Journal, May 1997
/This article appeared in ED Journal, part of ED-Education at a Distance Magazine: May 1997, Vol 11(5), pp J1-J9. Click here to download as PDF.
New Computing in Higher Education - Information Technology Quarterly, Summer-Fall 1986
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Campus leaders need to look at general classes of computing applications, such as their use for academic research, their role in instruction, and their ability to enhance productivity for faculty, staff, and students, and to integrate computing into the curriculum in ways that recognize all three of these dimensions and their interdependence. Although other issues such as computer equity, standardization, and industry support of campus development activities need to be addressed, it would be unwise for colleges to wait around for "ultimate answers."
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