students likely need distinct training in how to navigate, say, a book versus a web site in order for the critical reading skills applied to the former to be used fruitfully in the latter

–are more likely to re-read and to understand the text; –have an easier time taking notes; –are better able to focus; –and are less likely to try to multitask.

–the convenience of being able to search within a text more easily and the ability to look up clarifying information online while they read; –the portability and perceived environmental friendliness of digital texts (the latter is a debate for another time); –and the lower economic cost compared to print.

it necessarily becomes one of those areas where the faculty should exercise its primary responsibility

Yet scores of elite institutions remain willing to partner with providers like Udacity to produce the materials of MOOCs

the job of campus IT shops is to help faculty, students, and staff choose from a diverse selection of IT offerings available on the open Internet or through inexpensive university-purchased licenses

Yet when the restrictions are in a piece of nonfree LMS software, or in the setup of the campus website or network or some other bit of technology, faculty are suddenly willing to give up their voice in how teaching and research will be done.

personalized learning platforms

encased in coprolite-hard layers of nonfree software

open educational resources and open-access scholarly publications that hold the possibility of transforming the teaching and research components of higher educatio

institutions as well respected as Arizona State University are willing to give students course credit (under very particular circumstances) for completing online courses

The Community College of San Francisco, for example, began to require LMS usage to centralize the tracking and management of courses

EMPEL SUMMER INSTITUTE

GER/GIS/GWS 262

House Passes Measure

Dynamic and diverse,

But what is histor

heirs