From Universidad Politécnica de Valencia (I visited last week) comes this unique Call for Papers for a conference to be held totally on-line.
We are pleased to announce INNODOCT/13, the virtual International Conference on Innovation, Documentation and Teaching Technologies, that will be held on-line in Valencia, Spain, on 6-7 May, 2013
The conference aims at providing a forum for academics and practitioners to come together to share research, discuss ideas, present projects, results and challenges related to New Information and Communication Technologies, Innovations and Methodologies applied to Education and Research. Abstracts should be submitted to the conference web site no later than 8th of February, 2013. All accepted papers will be published in an ISBN publication. In addition, the best 20 works will be presented in video (presentations must be sent on paper, in addition all the presentations sent in video will be also uploaded in the web, although the videos will be optional for the accepted papers). A prestigious publishing company will publish the best works in a publication/book.
For inquiries, please contact Fernando Garrigós @ (+34)6220.127.116.11, send email to firstname.lastname@example.org or visit the conference web site at http://innodoct.webs.upv.es
After several years of cuts, voters in the state of California supported Proposition 30 endorsing their wish to reform the state’s revenues and expenditures to bring in new money and reinvest in the state’s higher education institutions. As has been my point in several blog posts, this reflects the huge importance of higher education and innovation for economic development. Kudos for California!
Read the Inside Hi Ed article at: http://www.insidehighered.com/news/2012/11/08/despite-promising-election-results-california-higher-education-still-faces-uphill#ixzz2BduaRzog
Kurzweil Accelerating Knowldedge Newsletter, February 10, 2012
From the Chronicle of Higher Education, January 26 2012, by Dan Berrett
“Stanford University is unveiling a set of 55 recommendations to place a priority on teaching undergraduates a set of skills in addition to requiring them to take courses in specific disciplines. The changes, which were drafted by a 17-member committee (chiefly from the faculty), are in a report that is being presented to the Faculty Senate for review.
It is the first top-to-bottom revision to Stanford’s undergraduate curriculum since the 1993-94 academic year. The focus on core skills in addition to disciplinary content reflects the idea that Stanford should develop students’ abilities to continue learning throughout their lives and adapt to a changing world after their formal education has ended.”
CHE – Stanford Remakes Curriculum Jan 26 2012