As an example, Dr. Ng adapted this activity, originally written as an individual project, to a short in-class activity for teams

take time to mentally walk through the learning objectives, driving questions, and key takeaways.

Students may submit their own questions in advance or provide commentary that can serve as a jumping-off point for discussion

It’s useful to name the awkwardness as well as our own misgivings

This is a spat about status symbols that distracts from an important conversation about academic labor.

Duke's Kits project is the university's latest effort to provide a next generation digital learning environment (NGDLE) for the Duke community and, as an open-source project, to the wider world

“When we call anything “open” we need to clarify: What are we opening, how are we opening it, for whom, and why?”

VR learning experiences need to be about action. As learning expert and virtual world expert Randy Hinrichs astutely pointed out in Learning in 3D “It’s not about being there, it’s about doing there.” Create the VR environment so that the learning objectives are embedded in an experiential activity. If the learner is merely observing in a VR environment, the design has a dramatic shortfall.  Think about adding action and activity to the VR experience. Make the learner do something, make movement required and meaningful

This would be fine if everyone had access to these jobs, but this is unlikely to be the case

When prototyping becomes a habit, teachers begin to build stamina to keep iterating, especially when something doesn’t work the first time

Duncan’s technique is to interview real-life technology experts, such as Kevin Kelly and Dean Kamen and Tim O’Reilly, and that work their insights into a vision of the future

the types of annotations students typically add to a syllabus. Here’s an incomplete list: