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Chicago Multimedia Works brings you videos created by the University of Chicago Press. Interviews with authors and special features for the books we publish. Chicago Multimedia Works
Dan Klyn is writing a book about how architecture is probably a better frame for doing the early-stage strategy and design work on websites than some of the other frames (library science, HCI etc). This podcast includes interviews with architects on these and other topics. Now That I See It
These podcasts contain examples of work from students on the graphic design BA course at Central Saint Martins. They show what it is like to be a student here at the University of the Arts in London. You can see samples of work made by students as they explore the wide subject of graphic design. We collaborate with the design community here in London and there is a record here of a project we did with the Design Museum.
CSM First Year Graphic Design Podcast
The Limited Fork show featuring POAMs: Products of Acts of Making in fulfillment of principles of Limited Fork Poetics: the study of interacting language systems, where the visual, sonic, tactile, and olfactory meet to form and reform (compelling) structures. Where focus on an intensely stabilizing area can still produce (forms of) sonnets that will maintain a particular form for only a limited period of time after which other structure(s) emerge, some of the emergence occurring across physical, sensory, and other dimensions.

This podcast is the place where POAMS, products of acts of making, will evolve, for the idea (as well as the poams that come out of the idea) is dynamic, seeking ways to fulfill the need for expression that coincides with unfolding understandings of existence. At the end of one of the branching roots of LFP and at the tip of one of the branches is belief in the pleasure of making things, a pleasure increased by acts of making that understand and try to take advantage of the range of what is possible and available.

BY FOCUSING ON INTERACTIONS, THE WHOLENESS OF THE ORGANISM IS EMPHASIZED.

The LFP experiment will showcase successes and failures, for the dead ends, the branches that do not bear sweet fruit, edible fruit, or any fruit at all, nevertheless contribute meaningfully to the recognizable structure of the tree. Perhaps the beauty of the tree depends on the presence of some dead ends.

Every week, there will be a visual or sonic episode (a branch) that reflects the current status of the ongoing study of interacting language systems. The LFP show will always present what is within its changing limits. Not (just) poems, but POAMS.

To hear more music of Limited Fork, visit the Limited Fork Music podcast. For more Limited Fork movies, visit the Limited Fork Video Anthology to download the video work of student and other practitioners of what Limited Fork Poetics enables and encourages. Limited Fork
Each year, the TED (Technology, Entertainment, Design) conference hosts some of the world's most fascinating people: Trusted voices and convention-breaking mavericks, icons and geniuses. These podcasts (also available in audio format) capture the most extraordinary presentations delivered from the TED stage. TEDTalks (video) TED
a 12 lesson series by Rabbi Horowitz for beginners in Jewish insights, released once a month and recorded in The Jerusalem Academy of Jewish Studies
by FabTV Fundamentals of Judaism
Here you will find video and audio files from past and present percussion ensembles including the Marching and Concert Percussion Ensembles from Oklahoma State University, Stillwater, Oklahoma. Oklahoma State University Percussion Podcast

Internet Archive is a non-profit digital library offering free universal access to books, movies & music, as well as 150 billion archived web pages. The Internet Archive is working to prevent the Internet - a new medium with major historical significance - and other "born-digital" materials from disappearing into the past. Collaborating with institutions including the Library of Congress and the Smithsonian, we are working to preserve a record for generations to come. Internet Archive Internet Archive: Digital Library of Free Books, Movies, Music & Wayback Machine
Deutsche Welle is Germany’s international broadcaster that produces television, radio and online content in 30 languages. It provides a European perspective to its global audience and promotes intercultural dialogue. DW-WORLD.DE | Deutsche Welle
LanguagePod101.com offers Language Learning Podcasts in Arabic, French, German, Japanese, Korean, Italian, Russian, and Spanish. JapanesePod101.com Language Learning with Free Podcasts
Hong Kong's biggest Radio and TV RTHK ON INTERNET
The CollÃ¨ge de France (French pronunciation: [kÉ”lÉ›Ê’ dÉ™ fÊÉ‘Ìƒs]) is a higher education and research establishment (Grand Ã©tablissement) located in Paris, France, in the 5th arrondissement, or Latin Quarter. CollÃ¨ge de France
TED is a small nonprofit devoted to Ideas Worth Spreading -- through TED.com, our annual conferences, the annual TED Prize and local TEDx events. TED TED: Ideas worth spreading
Munchcast is a weekly netcast that highlights and celebrates junk food. Enjoy mouthwatering new episodes at www.twit.tv Your guides on this fattening but delicious jaunt are Cammy Blackstone and Leo Laporte. Cammy Blackstone and Leo Laporte
NASA.gov brings you images, videos and interactive features from the unique perspective of America’s space agency. Get the latest updates on NASA missions, subscribe to blogs, RSS feeds and podcasts, watch NASA TV live, or simply read about our mission to pioneer the future in space exploration, scientific discovery and aeronautics research. NASA's Spitzer Science Center and Infrared Processing and Analysis Center NASA -
Home
HowStuffWorks explains thousands of topics, from engines to lock-picking to ESP, with video and illustrations so you can learn how everything works. HowStuffWorks.com HowStuffWorks - Learn How Everything Works!
Connecting to the iTunes Store. Discovery Channel Connecting to the iTunes Store.
Learn a language with the Radio Lingua Network: download our free audio lessons, or take your learning to the next stage with our learning materials. Radio Lingua Network Radio Lingua Network: Language-learning where and when it suits you
CNN.com is among the world's leaders in online news and information delivery. Staffed 24 hours, seven days a week by a dedicated staff in CNN's world headquarters in Atlanta, Georgia, and in bureaus worldwide, CNN.com relies heavily on CNN's global team of almost 4,000 news professionals. CNN
Today, as I update this on October 31, 2009, the COW itself is over eight years old, opening in April of 2001. But the story goes back much further than the COW and the success of the COW is far from the "overnight success" many assume. CreativeCOW.net Team
Tokyo FM Broadcasting Co., Ltd. (abbreviation:TFM, Japanese: 株式会社エフエム東京) is a radio station in Chiyoda, Tokyo, Japan. It is the flagship station of the Japan FM Network (JFN). TOKYO FM
Through our innovative, award-winning magazines, books, online training, live seminars, and conferences, we have created a variety of solutions that truly enable designers, photographers, artists, and corporate communicators to enhance their careers, build upon their knowledge, and move their skills to the next level. Kelby Media Group Kelby TV
The White House is one of the world's most famous buildings. Learn more about its art and architecture, the Presidents and First Ladies who have lived here, and how you can take a tour. The White House The White House
YLE is a public-broadcasting organization which shares many of its characteristics with its British counterpart, the BBC, on which it was largely modelled. It employs around 3,200 people in Finland. YLE
Tampa Bay's NPR station and your source for great public broadcasting on the radio, TV and online. WUSF WUSF Public Media | Tampa, St. Petersburg & Sarasota
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A thread in the ASSESS listserv recently turned to questioning the value of collecting comparable data from comparable institutions.

For me, the biggest reason for caution about comparisons may be 'Bowen's Law' (also known as the revenue theory of costs).

Sponsored by the Carnegie Commission on Higher Education, Howard Bowen tested the hypothesis that higher education instruction has a

Using data to compare institutions
Back in the 1960s, 70s, and 80s, I thought technology use powerful tools for active learning, faculty-student contact, student collaboration (and the rest of Chickering and Gamson's seven principles) to leverage a transformation in how students learned. The dimensions of revolution wouldn't stop at seven, of course. For example, words would be joined by images, numbers, and video as media by

What I Once Believed - A Summary
What I Now Believe about Transforming Teaching and Learning (with Technology)
Stephen C. Ehrmann, December 6, 2009

This brief essay summarizes several of the most important and controversial arguments made in a series of blog posts entitled "Ten Things I (no longer) Believe about Transforming Teaching and Learning with Technology." (http://bit.ly/ten_things_table) That original set of things I

Summary of what I now Suggest
AAHESGIT Listserv Retrospective November 21, 1994This Google Doc: http://bit.ly/TLTG-Why-Invest-94RETRO"Why Invest in Info Tech?" How much have/haven't conditions and rationales changed in 15 years? How well are we doing?Below is the full unexpurgated text of a listserv posting from Nov. 21, 1994 - written by the listserv moderator, Steven W. Gilbert.[Thanks again to Chuck Ansorge for keeping

Why Invest in Info Tech in Higher Ed? 1994!
HAPPY THANKSGIVING 2009!
This week, we're discussing a program's foundational technologies for teaching and learning: learning management systems, suites of productivity software, and basic, semi-specialized tools that are widely used such as mathematics software and online databases. Monday's post described a traditional strategy: upgrade these utilities periodically, in order to keep up with, or pass, one's

M. Improve infrastructure conservatively, cumulatively
I once would have agreed that the big job for any chief technology officer is to assess the adequacy of major systems: the foundation on which the faculty teach and the students learn. If it's possible to do the job better now, replace the old systems. If there are important things that people can't yet do, provide new technology to help them do those things. Obviously, if you're going to make

13. Make great leaps forward in technology infrastructure (??)
On Monday, I talked about my belief, as a novice evaluator and educator, that evaluation (and teaching) should be organized around programmatic goals: describe every student should learn, study each student's progress toward those goals, and study the program activities that are most crucial (and perhaps most risky) for producing those outcomes.

After some years of experience, however, first at

Evaluation Methods: Each user is unique. Assess each one first, then look for patterns
It's Monday so let's talk about another one of those things I no longer (quite) believe about evaluation of educational uses of technology. Definition: “Evaluation” for me is intentional, formal gathering of information about a program in order to make better decisions about that program.

In 1975, I was the institutional evaluator at The Evergreen State College in Olympia, Washington. I'd offer

12. To evaluate ed tech, set learning goals & assess student progress toward them (OK but what does this approach miss?)
Earlier, I described some old beliefs about program evaluation. I used to assume that evaluation of TLT had to be summative ("What did this program accomplish? Does that evidence indicate this program should be expanded and replicated? continued? or canceled?"). The most important data would measure program results (outcomes). You've got to wait years to achieve results (e.g., graduating

K. Evaluation should be mainly formative and should begin immediately.
For the next couple weeks, I'll be writing about evaluation of eLearning, information literacy programs, high tech classrooms, and other educational uses of technology.

Actually, I've been commenting on evaluation in many of the prior posts, so let's begin with a restatement of suggestions I've made over the last 2 months in this blog series:Focus on what people are actually doing with help

11. Evaluating TLT: Suggestions to date, and some old beliefs
Today, Oct 16 2pm EDT Home base Web Page

LoginSuppose you are a faculty member teaching an on-campus course that has already begun and suddenly find that you cannot meet with your students for the next 3 weeks. What can you do online that would be better than this "generic assignment"?

Generic AssignmentFor the next 3 weeks, read, watch, reflect/do, and write a paper - based on

Fundamental Question for Massive, Sudden Transition to Online Teaching/Learning
“It just struck me the other day...Life is adversity. That is the meaning of life. We crave adversity. We need to get into trouble and stay in trouble...Teachers who retire go back to teaching because they need to be in trouble again." - Garrison Keillor, “News from Lake Wobegon,” Feb 25, 2008

On Monday, I summarized my former belief that TLT units should teach faculty two things about

J. Support: Teach Faculty to Solve Problems
Interesting post by Phil Long (University of Queensland, TLT Group Senior Consultant, and formerly Senior Strategist at MIT) about how to think about improving teaching and learning (with technology).

I think Phil, Steve Gilbert, and I each have slightly different views about how to proactively improve teaching and learning with technology (TLT) in an academic program. Dramatizing our

Improving Teaching and Learning with Technology-Conflicting(?) Schools of Thought
You can't understand teaching if you ignore learning. And you can't understand either unless you pay attention to the facilities, resources, and tools used to accomplish them: classrooms and computers, libraries and the web, and other such 'technologies.' At one time staff could ignore classrooms, textbooks, and other traditional technologies because the choices were few, and universally familiar

10. TLT support: Why and How
Earlier this week I described my mistaken belief that one should pay most attention to the newest ideas, especially if you can create your own idea or phrase, or at least your own wrinkle, and then claim the credit for being first.

The folly of that belief was pounded home for me in 1996. That was the year that Arthur Chickering suggested that we write an article on how to use technology to

I. Programs make faster, better educational progress when they're world class scroungers

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