Fundamental Change in Higher Education
The Center for 21st Century Universities (C21U) is Georgia Tech's living laboratory for fundamental change in higher education. As higher education rapidly evolves, Georgia Tech is committed to leading the initiatives that will define the next generation of educational practices and technologies. Working in tandem with campus administrators and faculty, the center develops and tests new educational platforms and techniques.
Today, traditional colleges and universities face escalating operational challenges, including reduced funding, changing student demographics, questions regarding quality and value, and increased competition. Their success—or more bleakly, their survival—requires transformative change to enable new teaching and learning approaches. By testing educational techniques in actual classrooms, C21U develops proven technology-driven solutions that result in optimal student outcomes through creative institutional change. Combining technological solutions with practice and process modifications, C21U leverages beneficial industry and educational connections, offering important first steps toward defining the university of the 21st century.
What does it mean to be Deliberately Innovative? On April 11, Georgia Tech’s Commission on Creating the Next in Education (CNE) Program Office partnered with the Center for Deliberate Innovation (CDI) to host an information session and workshop focused on the concept and process of Deliberate Innovation.
What is Service Design?
I’ll admit, I’m new to service design. I first became familiar with the term a few months ago when a Center for 21st Century Universities (C21U) graduate researcher, Lindsay Kelly, introduced me to the concept. Lindsay convinced C21U to take service design for a spin, and co-facilitated a workshop with me in February. The following post is my attempt to explain service design to others in higher education who – like me – were unaware of its potential.
Blended learning combines traditional face-to-face learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom—content-rich instruction and the development of learning relationships. This book offers a guide to the theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness.