This article provides an overview of current work on university-level computerassisted instruction at Stanford University. Brief descriptions are given of the main areas of current interest. The main emphasis is on the courses now being

Innovative and informed design for higher education must begin with attention to teaching, not with shopping lists for digital media tools or blueprints for high performance spaces. The outcomes of the action research program embodied in Wallenberg Hall, a “socio-technical system” at Stanford University created to explore the futures of classroom learning, demonstrate the merit of this perspective. Framed in terms of an evolved implementation of the Technology, Pedagogy and Content Knowledge (TPACK) model of course design and presenting a three level categorization of teaching innovation, this chapter discusses a collection of course case studies to argue that the most innovative and informed design happens by keeping well-supported pedagogy at the forefront of higher education.

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