I. Goals for IT Use and Assessment Questions (assumes no fundamental change in education)

Update content – Value of new learning goals?

Focus on goals that are important for graduates and also IT-enriched (e.g., inquiry, creative skill, online collaboration, ability to apply what has been learned…)

Access: how many new students. What kinds? If this change hadn’t happened, what would they have done? Relevance of technology-supported activities?

Effectiveness: Did outcomes improve? Which activities were key? Technology crucial for those activities? If activities aren’t satisfactory, why not?

Lure: check whether your new people are using the IT and whether the people who went elsewhere did indeed go places with more IT

Efficiency: study costs in order to stretch available resources, use time in more fulfilling ways  (Cost Analysis Handbook)

II. Revolution: is it happening? How fast? In what directions? (examples below)

Resources from beyond the boundaries: What types of instructional resources from beyond the campus are now in use? how important are they, relative to campus-bound resources?

Interpersonal interaction: 1) students learning with people off-campus?; 2) interaction occurring at more different paces? 3) more types of learners succeeding?

Institutional interdependence: 1) greater fraction of coursework imported or exported? 2) specialized libraries linked together? 3) what other kinds of institutional relationships now critical to programs in foreign language, scientific research, etc.

Learning Modes: in each course, does each student have more options for how to learn and what to learn? (see Resources in this row)

Are courses using students as assets (so that courses improve when students bring more, and more varied, experiences and values to the course?)

Time Dimension:

1) Are schedules adjusting to accommodate more online, asynchronous work by students and faculty?

2) are students more thoughtful when they communicate asynchronously?

III. Revolution: Progress on Grand Challenges That Shape the Direction of the Revolution (examples below)

Goals of General Education: In a society that relies on technologies, how should the goals of general education be updated? For example, study how people resolve conflicts and misunderstandings online? how do cultural differences affect online communication?

Valuable Viable Software:   What is the likely lifespan of new online  course material? In what ways might emerging technologies cause it to become obsolete?  

Unbundling and community: is the balance changing between the ‘bundled’ academic community (free exchange, bonding) and unbundled commerce with the wider world (selling bits of education as a service, and paying instructors accordingly). Consequences for governance? academic freedom? accountability?

Physical and virtual: Students, faculty and staff work in 'blended' environments (physical and virtual). What shapes are these new blended working-learning environments taking? What designs seem most cost-effective and flexible?

Infrastructure for Integrated Access – links distant learners and providers – marketing, tech access, proctor exams, credit banking, records, etc: What issues of financing, control, assessment,  and regulation are being posed by these supra-institutional structures?