Of course, “efficiency” is the language of business. We – and I use that plural first person pronoun quite loosely here – want education to be faster, cheaper, and less wasteful. As such, we want the system to be measurable, more managed, and in turn, increasingly mechanized. We want education to run more like a business; we want education to run more like a machine.

Is the choice to use words like “electronic” or “digital” to designate our work and pedagogy simply a reflection of a moment of transition, soon to be abandoned as such methods become universal, or is it still important to call attention to the use of technology as we push it towards new frontiers?

can anyone really teach without digital means at this stage of web integration?

Professional networking is also compartmentalized as a form of distasteful “self-promotion”, another (ironic) taboo in academic circles.

The macroscopic side of this communications argument is that social systems lacking in weak ties will be fragmented and incoherent. New ideas will spread slowly, scientific endeavors will be handicapped, and subgroups separated by race, ethnicity, geography, or other characteristics will have difficulty reaching a modus vivendi.

Acquaintances, as compared to close friends, are more prone to move in different circles than oneself. Those to whom one is closest are likely to have the greatest overlap in contact with those one already knows, so that the information to which they are privy is likely to be much the same as that which one already has

Connected learning boils down to risk taking in the end. To quote colleague Jade Davis from her recent DML blog post, “I think the biggest risk in connected learning is Not Trying.”

The odds that an open access journal is referenced on the English Wikipedia are 47% higher compared to closed access journals,” say Teplitskiy and co.

The “connected learning” term seems to derive from this infographic on connected learning and the folk who developed it. Their “What is Connected Learning” provides more of an overview, including principles (see the following table) and a research synthesis report.

State data showed more than 20 million downloads of material from the site as of early June, with a third of downloads initiated from outside New York as districts like Berkeley, California, adopt it.

Dr. Lorin Warnick

Dr. Meg Thompson

Mr. David Howe

Dr. Kathy Edmondson

Ms. Shari Kearl ,

Technology use peaked, with regard to LMS usefulness, for the traditional campus in 2007. It has remained stagnant at best. Recent data displayed in The Chronicle of Higher Education (May 13, 2011) illustrated that students feeling either very positive or positive about content/learning management systems usage dropped from 77 percent in 2007 to 51 percent by 2010, while those feeling ambivalent about these systems jumped from 19 percent to 43 percent.

Robin DeRosa is professor of English and chair of Interdisciplinary Studies at Plymouth State University, and she is also a consultant for the OER Ambassador Pilot at the University of New Hampshire. Recently named as an editor of Hybrid Pedagogy (a digital journal of learning, teaching, and technology), in August 2015 she'll be be a Hybrid Pedagogy Fellow at the Digital Pedagogy Lab at the University of Wisconsin-Madison. Her essay "Selling the Story: From Salem Village to Witch City" was published by the open uneducational resource The Revelator in 2011.

Jennifer Purrenhage from the Department of Natural Resources and the Environment, has this to say about her team librarian, Jennifer Carroll: “She has jumped on several seeds I mentioned early on, and has sent me materials to consider for my courses — materials that I did not know existed, and are great candidates.

Many of the repositories, even inside of unified efforts like the Open Courseware Consortium, remain disconnected from each other. Even if repositories are nominally connected through federated search, as in the National Science Digital Library, this frequently means finding the least common denominator of the available metadata. The resulting search results are frequently no better than a search on the open web — regrettable, since these projects house excellent content resources.

Online Continuing Education Veritas is a unique partnership between Cornell University, Texas A&M, and Zoetis. It offers veterinarians, veterinary technicians and paraprofessionals, web-based, peer-reviewed continuing education utilizing the latest advances in online teaching technologies.

Our MissionProvide strategic leadership and oversight, support and services, planning and implementation of Information Technology throughout the College of Veterinary Medicine.

Katherine Edmondson, Assistant Dean for Learning and Instruction Location: S2012 Schurman Hall Email: kme2@cornell.edu Assistant: Nicole Woodhull, nw34@cornell.edu, 253-3772 Provide support for the educational mission of the college as it pertains to the education of veterinary students. This includes the areas of: DVM admissions Financial aid Student services The registrar Career development Provide support for the faculty, including: Faculty development activities Consulting on matters related to teaching, learning, and curriculum design Development of curriculum materials Evaluation of teaching and learning Oversight of educational facilities (classrooms, laboratories) Educational computing and technologies

Sometimes described as “the father of the intercontinental ballistic missile,” Simon Ramo helped develop missile and microwave technologies, as well as General Electric’s electron microscope. Ramo is also the oldest person to have received a patent, when at age 100, his patent for a “Method and apparatus for interactive, computer-based, automatically adaptable learning” was published. (“Preferably, but not necessarily, the apparatus includes an instructor,” it reads.)

Search

Where can I find a list of free and openly licensed OER course(s) developed by VCCS faculty?

Answer: a minimum of $80,000, more likely around $130,000.

10 minutes and less the best length

first chapter

This is actually the biggest conceptual hurdle that most people moving from print based publishing to digital publishing have to contend with. It is often very disconcerting for those who have designed for the rigid formats of print to make the transition to the fluid world of digital. And they are often disappointed because they have to give up their pixel (or point in the print world) control and surrender to the fluid layouts of digital that put the user, not the publisher, in control of the appearance of the content.

about 77.4 cents to the dollar goes to the publisher.

The responses show that beyond BCcampus, the Open Modernisms anthology builder is going to find traction across Western Canada. James Gifford presented a paper co-authored with Stephen Ross and Matt Huculak on the major innovations coming to BC as Open Modernisms prepares to launch its Phase 1 with a custom Islandora build for preparing modernist texts that are in the public domain in Canada.

Canadian audiences are still slightly surprised to learn that Ernest Hemingway, H.D., George Orwell, Virginia Woolf, Dylan Thomas, and other authors are actually in the public domain in Canada, at least for work published in their lifetime—they may be so common as to be ubiquitous in the 47 lbs. anthologies we still associate with first year undergraduate studies, but the digital option helps students avoid both breaking the bank and their backs.

The closing exhortation was to resources, meaning money but also more than money. Open Modernisms has been very fortunate in the first instance with real money, with a legion of 5 funded student RAs at Fairleigh Dickinson, sponsorship from Douglas College, investment from the MVP, and making it all possible an Open Textbook Grant. But money can’t buy you love, nor can it buy you an anthology jam… The students buy in with their own labour to help prepare and proof the text using the Open Modernisms workflow, whether it will be extended into a critical edition or used as it stands. The idea is to use coffee and pizza to open that dialogue and keep the jam running on love of the job, because if students are creating their own savings on textbooks, it really is a free lunch.

While the process of developing critical editions will still take some time, Phase 1 of Open Modernisms places reliable texts in student hands through the MVP and Open Modernisms, more or less immediately and without the cost of the book to house it.

Steven Wheeler’s presentation below reviews related ideas contextualizing the modern learning climate. The gist? Rapid technology change has produced critical new pathways for both formal and informal learning.

Rhizomatic Learning Is A Metaphor For How We Learn

Eighteen recipients of TheDream.US scholarships share their stories and thoughts on college.

These are opportunity costs, or the benefits you are giving up to spend your time instead reading this text. Another way to look at is as the value of foregone alternatives.

For less affluent students, the constant tuition increases can be punishing. “When you’re talking about students who come down here who are on the lower end of the socioeconomic [spectrum] as it is, and you’re taking more of their monthly budget and putting it toward tuition instead of toward food and other areas of subsistence, then it’s going to make it really difficult for them to get educated and sustain themselves,” says Ryan. That, he says, was the impetus for the food pantry: “We were seeing a lot of students—and even a lot of adjunct faculty members—who weren’t able to make ends meet.” Some of them were going to the already overstretched food banks in Tucson, and so “we thought we would create something here,” he says.

“Above all else, our vision of a next-generation learning experience is one where the needs and preferences of learners are placed directly at the center,” Katie Blot, senior vice president of corporate strategy and industry relations at Blackboard, said in an email. “This means an environment that is not only personalized and collaborative, but also flexible, intuitive and driven by data to help learners -- and those who support them -- make good decisions along their educational pathways.”

“The biggest elephant in the room is that a lot of the systems that are used in higher ed are very course-centric in nature,”

Finally, the report recommends learning management systems abandon the “walled garden” approach -- that “a course is either public or private.” Instead, the systems should let students move freely between public and private online spaces and capture collaborations no matter where on the internet they occur.

“We can’t just have one big chunk of code that’s going to do everything for everybody,” Brown said. “Legos work because that specification is so clear and unambiguous. As long as you observe those specifications, you’re going to snap together.”

The next-generation learning management system shouldn’t be a system at all, but a “digital learning environment” where individual components -- from grade books to analytics to support for competency-based education -- fit together like Lego bricks, a new white paper recommends.

Open source technology, open access publication, open education have all had their successes, but none of these movements could fairly be described as having transformed practice.

5.4 STRENGTHS AND WEAKNESSES OF MOOCS

Twitter 101:

Recent surveys and data, interviews with educators and industry officials, and K-12 companies' development of new products underscore the enduring, widespread demand for textbooks and other paper-based materials in the nation's schools.

The blurring line between books and the Internet: Hugh McGuire at