{"id":7678,"date":"2010-08-03T11:53:29","date_gmt":"2010-08-03T15:53:29","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=7678"},"modified":"2010-08-03T11:57:06","modified_gmt":"2010-08-03T15:57:06","slug":"seeking-evidence-of-impact-from-educause","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2010\/08\/03\/seeking-evidence-of-impact-from-educause\/","title":{"rendered":"Seeking Evidence of Impact &#8212; from Educause"},"content":{"rendered":"<p><a href=\"http:\/\/www.educause.edu\/ELI\/EDUCAUSELearningInitiative\/SeekingEvidenceofImpact\/206622\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-7679\" title=\"SeekingEvidenceOfImpact\" src=\"http:\/\/danielschristian.com\/learning-ecosystems\/wp-content\/uploads\/2010\/08\/SeekingEvidenceOfImpact.jpg\" border=\"0\" alt=\"EDUCAUSE Learning Initiative: Seeking Evidence of Impact\" width=\"574\" height=\"248\" srcset=\"http:\/\/danielschristian.com\/learning-ecosystems\/wp-content\/uploads\/2010\/08\/SeekingEvidenceOfImpact.jpg 574w, http:\/\/danielschristian.com\/learning-ecosystems\/wp-content\/uploads\/2010\/08\/SeekingEvidenceOfImpact-150x64.jpg 150w\" sizes=\"auto, (max-width: 574px) 100vw, 574px\" \/><\/a><\/p>\n<p>From<a href=\"http:\/\/www.educause.edu\/ELI\/EDUCAUSELearningInitiative\/SeekingEvidenceofImpact\/206622\" target=\"_blank\"> http:\/\/www.educause.edu\/ELI\/EDUCAUSELearningInitiative\/SeekingEvidenceofImpact\/206622<\/a><\/p>\n<p>As the pace of technology change continues unabated, institutions are  faced with numerous decisions and choices with respect to support for  teaching and learning. With many options and constrained budgets,  faculty and administrators must make careful decisions about what  practices to adopt and about where to invest their time, effort, and  fiscal resources. As critical as these decisions are, the information  available about the impact of these innovations is often scarce, uneven,  or both. What evidence do we have that these changes and innovation are  having the impact we hope for?<\/p>\n<p>What are the current effective  practices that would enable us to collect that evidence? With the advent  of Web 2.0, the themes of collaboration, participation, and openness  have greatly changed the teaching and learning landscape. In light of  these changes, what new methods for collecting evidence of impact might  need to be developed?<\/p>\n<p>Established practices and good data have  made inroads in these areas. Often, however, they are scattered,  disconnected, and at times in competition, making it challenging for the  teaching and learning community to discover and compare their merits.  Bringing these practices together and encouraging the invention of new  ones will enable more institutions to measure impacts and produce data,  providing a richer, evidence-based picture of the teaching and learning  landscape on both the national and international level. The ELI  announces a program intended to bring the teaching and learning  community into a discussion about ways of gathering evidence of the  impact of our innovations and current practices.<\/p>\n<p>We hope to bring  all types of higher education institutions and professional associations  into a conversation on this theme. We envision an inclusive discussion  that includes faculty members, instructional support professionals,  librarians, students, and research experts in a collaborative exchange  of insights and ideas.<\/p>\n<p>Join us as we<\/p>\n<ul>\n<li>Catalyze new  collaborations to advance evidence-based applications of learning  innovation to benefit higher education practices<\/li>\n<li>Initiate a  collective exploration that will serve to reinvigorate the community&#8217;s  enthusiasm for and dedication to the task of identifying evidence of  impact<\/li>\n<li>Enable participants to become (re)acquainted with a  variety of current effective practices, so they can make appropriate  choices about which ones to adopt locally<\/li>\n<li>Encourage the  teaching and learning community to explore and discover options for new  ways of gathering evidence<\/li>\n<li>Inaugurate ongoing dialogues,  projects, and collaborations that help to enable institutions to  effectively gather and share evidence of impact<\/li>\n<\/ul>\n<div id=\"_mcePaste\" style=\"position: absolute; left: -10000px; top: 188px; width: 1px; height: 1px; overflow: hidden;\">As the pace of technology change continues unabated, institutions are  faced with numerous decisions and choices with respect to support for  teaching and learning. With many options and constrained budgets,  faculty and administrators must make careful decisions about what  practices to adopt and about where to invest their time, effort, and  fiscal resources. As critical as these decisions are, the information  available about the impact of these innovations is often scarce, uneven,  or both. What evidence do we have that these changes and innovation are  having the impact we hope for?What are the current effective  practices that would enable us to collect that evidence? With the advent  of Web 2.0, the themes of collaboration, participation, and openness  have greatly changed the teaching and learning landscape. In light of  these changes, what new methods for collecting evidence of impact might  need to be developed?<\/p>\n<p>Established practices and good data have  made inroads in these areas. Often, however, they are scattered,  disconnected, and at times in competition, making it challenging for the  teaching and learning community to discover and compare their merits.  Bringing these practices together and encouraging the invention of new  ones will enable more institutions to measure impacts and produce data,  providing a richer, evidence-based picture of the teaching and learning  landscape on both the national and international level. The ELI  announces a program intended to bring the teaching and learning  community into a discussion about ways of gathering evidence of the  impact of our innovations and current practices.<\/p>\n<p>We hope to bring  all types of higher education institutions and professional associations  into a conversation on this theme. We envision an inclusive discussion  that includes faculty members, instructional support professionals,  librarians, students, and research experts in a collaborative exchange  of insights and ideas.<\/p>\n<p>Join us as we<\/p>\n<ul>\n<li>Catalyze new  collaborations to advance evidence-based applications of learning  innovation to benefit higher education practices<\/li>\n<li>Initiate a  collective exploration that will serve to reinvigorate the community&#8217;s  enthusiasm for and dedication to the task of identifying evidence of  impact<\/li>\n<li>Enable participants to become (re)acquainted with a  variety of current effective practices, so they can make appropriate  choices about which ones to adopt locally<\/li>\n<li>Encourage the  teaching and learning community to explore and discover options for new  ways of gathering evidence<\/li>\n<li>Inaugurate ongoing dialogues,  projects, and collaborations that help to enable institutions to  effectively gather and share evidence of impact<\/li>\n<\/ul>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>From http:\/\/www.educause.edu\/ELI\/EDUCAUSELearningInitiative\/SeekingEvidenceofImpact\/206622 As the pace of technology change continues unabated, institutions are faced with numerous decisions and choices with respect to support for teaching and learning. With many options and constrained budgets, faculty and administrators must make careful decisions about what practices to adopt and about where to invest their time, effort, and fiscal resources. [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[127,20,50],"tags":[52,633,579,594,657],"class_list":["post-7678","post","type-post","status-publish","format-standard","hentry","category-collaboration","category-strategy","category-teaching-learning","tag-budgetary","tag-collaboration","tag-strategy","tag-teaching-learning","tag-web-2-0"],"_links":{"self":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/7678","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/comments?post=7678"}],"version-history":[{"count":8,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/7678\/revisions"}],"predecessor-version":[{"id":7687,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/7678\/revisions\/7687"}],"wp:attachment":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/media?parent=7678"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/categories?post=7678"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/tags?post=7678"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}