“Flipped” and adaptive learning programs gained traction on campus. A high-profile internet hoax involving a college athlete propelled the term “catfishing” into the public consciousness. MOOCs hit some key stumbling blocks, while the notion of a college degree became more fluid.

techThese were some of the key ed-tech developments affecting colleges and universities in the past year—and we’ve got a full recap for you right here.

In this special all-digital publication, the editors of eCampus News highlight what we think are the 10 most significant higher-education technology stories of 2013.

To learn how these stories have made an impact on colleges and universities this year—and how they’ll continue to shape higher education in 2014 and beyond—read on.

5. Colleges rethink what it means to earn a credential.

First announced last year, the University of Wisconsin System’s new flexible degree program officially launched in November, becoming what is believed to be the largest public university program in the nation to offer “competency-based” degrees.

The web-based initiative allows students to earn college credit by demonstrating knowledge gleaned from the workplace, military experience, or coursework on tests.

Designed to help working adults earn degrees faster, the program is being touted as a model for the future of higher education. And it’s just one example of how technology has forced campus leaders to rethink what it means to earn a credential.

The Higher Learning Commission (HLC), one of the regional accrediting agencies, recently approved four institutions to offer degrees via direct assessment. This is one of “several interesting [changes] on the horizon,” wrote HLC’s Karen Solomon; others include “the disaggregation of services [and] expectations for institutional and student success.”

She explained: “Students are mobile. They earn credits across institutions and utilize many modalities along the cycle. An organization can document that a student completed a program of study while enrolled at the institution, but there may be several institutions that awarded credits to the student. Should this achievement be considered institutional success only by the institution awarding the degree? [Or,] should all other involved institutions also be able to consider the completion as success?”


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