Innovations Library

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Touching Students in the Digital Age: The Move Toward Learner Relationship Management (LRM)
Mark David Milliron January 2001
Volume: 4 Issue: 1
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Among surveys of incoming traditional-age freshman in higher education, more than 75 percent report significant experience with information technology. Don Tapscott calls this cohort the NetGeneration, the post-baby boom echo of young people who bring their expectations for digital access to work, play, and school. In addition, many older students are returning to college expressly to gain technology skills to improve their career options, gain access to information and services in the digital economy, and, sometimes, to keep up with their children.
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Documenting Critical Life Skills: A Transcript of Learning
Miki Martin-Erschnig November 2000
Volume: 3 Issue: 6
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Keeping its commitment as a student learning-centered college, Waukesha County Technical College (WCTC) has developed a process to document student learning from multiple experiences in a competency-based transcript that expands upon traditional measurements of grades and credits.
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Thoughts About True Learning
Greg Sarris March 2000
Volume: 3 Issue: 2
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In this issue of Learning Abstracts, Greg Sarris sets the stage for answering the central question of his Innovations 2000 keynote speech, "Where Do We Go From Here? Teaching and Learning in the Next Millennium." Sarris's conceptual focus on the learner's interaction with content is a departure from the applied orientation of most previous Learning Abstracts and adds a new voice and perspective to our continuing conversations on learning.
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Aha! Making the Connection between the Internet and Learning
Mark David Milliron, Cindy L. Miles January 2000
Volume: 3 Issue: 1
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We experience it ourselves. We relish seeing it happen to our students. Indeed, many faculty point to it specifically as the charge that keeps them going in their profession--that moment when the storm passes, the clouds part, and the answer appears. We are charged with the exhilaration of discovery as the sun breaks through on what moments before was hidden in a storm of uncertainty. For the in-class instructor, it's the instant when learning can be seen on the face of a student struggling to make a connection.
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Promising Prospects: An Inner London Approach to 21st Century Skills
Wendy Forrest November 1999
Volume: 2 Issue: 7
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When Learning Abstracts was introduced last year, we at the League for Innovation sought to foster "continuing conversations on the Learning Revolution." Thus far, the discussion has been limited to voices from the United States; however, with this issue we welcome the first international author in the Learning Abstracts series. Wendy Forrest presents one U.K. Further Education College's response to the challenges it faces on its journey toward becoming more learning centered.
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Launching LearningFirst At The Community College Of Baltimore County
Irving Pressley McPhail September 1999
Volume: 2 Issue: 6
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When the Community College of Baltimore County (CCBC) began its journey toward becoming a learning-centered institution last year, the college started with a new strategic plan, LearningFirst, designed to create a learning community dedicated to student success. This initiative also addressed lingering challenges faced by this recently consolidated single college, multi-campus institution.
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Putting Learning First At Sinclair Community College
Karen Wells July 1999
Volume: 2 Issue: 5
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In A Learning College for the 21st Century (1997), O'Banion suggests that a learning college is a place that has overhauled the traditional architecture of education and placed learning as the primary mission and outcome of education.
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What The Learning Paradigm Means For Faculty
George R. Boggs June 1999
Volume: 2 Issue: 4
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The new focus on student learning in higher education promises positive change. First introduced in the early 1990s, the ideas behind this "learning paradigm" or "learning revolution," as some have called it, do not seem to be a passing fad. Articles, books, and even national conferences are bringing more clarity to the tenets of the learning paradigm and how it is being implemented. Yet in these discussions I frequently hear voices of hostility from members of the teaching faculty.
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Soaring Moles And Burrowing Eagles: Decision-Making In The Learning College
Jerry Moskus April 1999
Volume: 2 Issue: 3
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Does the Eagle know what is in the pit?Or wilt thou go and ask the Mole? --William Blake, "Thel's Motto"With its slow information flow, hierarchical structure, and top-down decision-making, the bureaucratic model of organization is part of what Terry O'Banion calls the "old architecture" of education. Today's fast-paced world demands agile, responsive "learning colleges" with redesigned decision-making processes.
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The Learning College: Both Learner And Learning Centered
Terry O'Banion March 1999
Volume: 2 Issue: 2
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As the Learning Revolution spreads rapidly throughout education, a new language on learning is beginning to appear. Every new book, conference program, and Web site is peppered with learning terms: learning college, learning communities, learning organizations, learning outcomes, brain-compatible learning, surface learning, deep learning, and learning facilitators.
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Get On The Fast Track To Learning: An Accelerated Associate Degree Option
Gerardo E. de los Santos, Deborah J. Cruise January 1999
Volume: 2 Issue: 1
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We are in the midst of a Learning Revolution, challenged to reevaluate the way we historically have approached teaching and learning in higher education.
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From Pipelines To Cycles: Changing The Way We Think About Learning And Learners
John Quinley, Melissa Quinley November 1998
Volume: 1 Issue: 2
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Community college educators traditionally focus on the position of their institutions in the educational pipeline--generally conceiving of themselves as the link between high school and four-year institutions or the workplace. For students who prematurely seep out of this pipeline, the community college has been described as a "second chance" institution, providing reentry options for students who stopped short of reaching a desired level of education or who failed in previous educational endeavors.
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Conversations on Learning
Terry O'Banion, Mark D. Milliron September 1998
Volume: 1 Issue: 1
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A Learning Revolution is sweeping across the higher education landscape, and the League for Innovation is working to be on the vanguard of this movement. Placing learning first in every policy, program, and practice is the rallying cry, as institutions strive to remove the time-bound, place-bound, role-bound, and bureaucracy-bound models of education that shackle innovation and transformation. What this means in practical terms is that every action in a community college should be analyzed by asking the simple question: "Does this improve or expand student learning?"
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