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This article provides an overview of how Universal Design for Learning (UDL) applies to higher education. Illustrations of UDL implementation are made, using both campus models of systemic change and coursework exemplars. Start-up solutions and sample applications are summarized. The purposes of this article are to: provide an overview of UDL, including needs for and challenges to UDL in higher education; and identify start-up strategies and models for faculty implementation of UDL practices, addressing potential challenges to their use.

This article focuses on meshing technology-enhanced learning with cooperative learning pedagogy, to address teaching/learning challenges in higher education online and hybrid courses. Illustrations of implementation are made using coursework exemplars. Start-up solutions and sample applications are summarized. The purposes of this article are to provide an overview of cooperative learning in online and blended teaching/learning settings, and identify start-up strategies for faculty implementation. Teaching and learning in technology-supported environments pushes boundaries, as students' (a) learning takes place both asynchronously and synchronously; (b) access to mobile devices, hardware, software, Internet, and other applications increases; and (c) technology skills vary (Narozny, 2010). Among others, the Partnership for 21st Century Skills (2008) argues that "21st century skills. .. are the indispensable currency for participation, achievement and competitiveness in the global economy." These skill sets-critical to building students' personal knowledge management-include: (a) critical thinking; (b) complex problem-solving; and (c) communication/collaboration

As higher education grapples with addressing the 21st century needs of learners, technology is a pervasive concern. Waters (2012) painted a picture of three historical “screens,” namely the television screen, the computer monitor, and today's mobile device screen. As mobile devices become increasingly commonplace in the workplace and on the street, educators are faced with challenges to staying updated, infusing relevant use, and engaging students who are both media-savvy and device-dependent (Edson & Gradel, 2011; Gradel, 2012). Quick Response (QR) codes—easy-to-use links from offline to online content—may be functional “hooks” to making mobilism more relevant to student learning and engagement in higher education. This article addresses: basics about QR codes, popular and research literature, and recommended cross-discipline applications and efficiencies in higher education.

This article is based on the premise that face-to-face training can be augmented with cloud-based technology tools, to potentially extend viable training supports as higher education staff and faculty implement new content/skills in their jobs and classrooms. There are significant benefits to harnessing cloud-based tools that can facilitate both engagement and learning outcomes of trainees in face-to-face opportunities. These same tools—if used planfully—can build “cookie crumb trails” that facilitate trainees' post-training access to and interaction with training resources. Two primary solution sets are proposed, outlining both tools and use of (a) cloudbased “launch pads” and (b) interactive product building, with collaborative publishing. After reviewing solutions, an integrated picture of their use is presented, followed by implementation recommendations.