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The Future of the Transcript

Ever heard of an “extended transcript”? Well for the students at the University of Maryland University College (UMUC), they will be piloting a prototype that offers a look at the transcript of the future. UMUC is one of a dozen colleges that are involved in the Comprehensive Student Record Project, a project that was launched to advance different methods of tracking a students’ academic progress.


Joellen Shendy, associate video provost and registrar at UMUC stated that the transcript at the moment just doesn’t get a lot of screen time and that they want to build something that goes deeper into what a student can do.

This idea has been growing in popularity and offers students more information about their college career such as the students’ papers and projects and how they have contributed to their progress throughout the years, in addition to the traditional grades and hours spent studying.  Customization would also be included where the student would be allowed to modify their achievements – much like a resume – for different jobs.

This new type of transcript will also allow students to list goals they’re working towards, and even track their progress for mastering those goals. This gives students the ability to track their level of proficiency in their skills.  There is even a place where someone can view the student’s work as proof of their proficiency.

According to Shendy, in the future transcripts will give students a better understanding of the courses they have taken and how they affect their career.

Each of the universities participating in this project are in different stages and use different methods to further the transcript. UMUC is one of the ones that are farther along, developing mainly in documenting outside-of-the-class actives and increasing access to these records.

Elon University is developing its Experiences Transcript which shows a student’s involvement in extracurricular activates.  Standford is working on several projects, such as giving more access to current students, as well as giving alumni access to their records and moving transcripts to a non-paper format that are digitally signed by the university to guarantee their authenticity.

Because this project is still new and well in the beginning stages, there are no definitive results concerning this change, but after the institutions participating in this have completed their pilots, the plan is for them to promote this project and their findings to hopefully benefit other colleges and universities.

For more information on this topic, click here.

Schoolwear: Wearable Computer Devices on the Rise


Market Research firm Gartner estimates a nearly 20% growth in wearable devices- such as smartwatches and other tools- over the next year. These devices augment information and notifications from smartphones, and are largely designed to make smartphones less intrusive by reducing the need to access them for minor notifications. At the same time, they provide a wide range of applications for students looking to integrate new study tools. They can easily be used to provide at-a-glance information about classes- Android Wear already boasts Canvas integration, for example. They also work to help students stay safe and healthy too- both smartwatches and fitness trackers like Fitbit devices include heart rate monitors and step-tracking ability, which helps remind students to stay active.

On the other hand, the emergence of wearables also poses new avenues for potential cheaters and other issues. Their small and inconspicuous nature makes them ideal for note-smuggling or other nefarious activities. The nature of wearables is wide and quickly-changing, so schools will need to ensure they stay on top of the curve to make sure wearables are a net positive for students’ education. One way or another, wearables are here to stay—and we’re just along for the ride.

For more information on this topic click here.

Big Data Companies Come to Universities


Candace M. Thille was one of the first people that helped kick-off the move to bring big data to college teaching. She founded the Open Learning Initiative at Carnegie Mellon University, won millions of dollars in grants, and has been one of the biggest fixtures on the lecture circuit that deals with data-powered algorithms that serve content keyed to what a student is ready to learn next. Many publishers, venture-capital investors, and foundations have followed her head. These companies are gaining big contracts with colleges and promising a “robot tutor” for students that are struggling with their coursework.

Although this might seem like a dream come true, Ms. Thille has started to have darker thoughts about the industry that she helped spark.  Specifically, she doesn’t believe that professors and higher-education leaders should be letting these companies take the lead in shaping the learning-analytics market. She wants more involvement from educators instead of taking a backseat in the matter. Educators have a better understanding of predicting when a student needs to be delivered new material or when their just not ready yet. By allowing companies to have this power, it allows them to dictate when a student is ready when they might not be.

Universities are the ideal living laboratories for these teaching systems and should be tested with quick feedback after. Some of the decisions when developing the learning software will be hidden from professors and colleges. They won’t truly understand how and where the software believes a student should move on to the next topic. This is essential part of algorithm-based software that is both concerning and unnerving. It’s important for universities to work with companies that they hire so the software created has the students and their education in mind.

For more information on this topic click here.

Students Spending Money on Online Tutoring


One of the biggest parts about going to college is balancing studying, going to class, working, personal health, and possibly a social life. This in turn makes online tutoring and study guides much more enticing compared to on-campus tutoring centers. Students are spending money on online tutoring in order to spend less time studying but get the best possible grade they can.

Schools such as Pennsylvania State University has taken notice to this growing trend. To the point that their own student government voted to “beef up” its own free tutoring options. They hope to sway students from spending money for online tutoring and take advantage of the tutoring centers that are already allocated on their campus.

Most tutoring centers, such as the University of Washington Bothell, is run by students that have already taken a course and gotten an adequate grade. Although our campus heavily advertises these resources, most campuses have tutoring centers that tend to be small and hidden.

At Penn State, the two hottest companies, LionTutors and PSUKnowHow, offer group tutoring sessions for the more popular campus courses. Which most would describe as live-active versions of CliffsNotes for the classes.

These companies are capitalizing on just reusing information that they’ve gathered from these popular classes and are enticing students to pay their way through school.

Students that use these services tend to be those that might have had to miss class or don’t completely understand the material in class. That being said, more schools need to invest more into their free tutoring centers as companies are now capitalizing on the pressure that students feel to academically succeed.

For more information on this topic click here.

ePortfolio — The LMS for Students?

In a Q&A session, Mary Grush discusses the understanding of eportfolios with Trent Batson, president of the eportfolio field’s association. Batson explains that there are several uses of eportfolios, ranging from: tracking students’ progress towards learning outcomes; enhancing advising relationships; engage students more fully in their learning process; or a way to get a job or develop job identity. The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) has been working for 10 months to define exactly what a portfolio is.


Batson also mentions that one way to think of an eportfolio is a student-owned learning space or their own LMS. These portfolios are identified with the students themselves as they have their own space. It is a revolutionary thing since it is suggesting that the students are being active agents in their own learning space. It is also an overview of their education until graduation instead of it applying to a single course. Even though these are student-led, some teacher interaction is also important so that there is evidence of learning and that it can count and is visible.

E-portfolios are basically an LMS, but the main difference is that eportfolios have many faces and uses while the LMS would only have one face.

For more info, visit the article here.