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When I put their semester's work into a data hopper, even I was shocked to find out that they were averaging around 1000 words per week,

I argue that the open architecture of the Web is built on the principle of diversity and maximum participation--feedback and editing

Students learn to evaluate one another's thinking and challenge one another--and, far more important, they learn from one another and correct themselves.  I cannot think of a better skill to take out into the world.

I respond more too.  Like my students, I feel like I'm not spending as many hours reading and grading term papers, but, I know, from the end-of-term data crunching again, that, in fact, I have spent more time responding to their writing than I used to. 

the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work.  When it is substantive, the student is elated and surprised that their words were taken seriously.   When it is rude or trollish, the student is offended.  Both responses are good.  The Internet needs more people committed to its improvement, to serious discourse.

As I often do with classes, I did a diagnostic, found that many of my students were woefully lacking in basic writing skills.  I asked them what they most wanted from a writing class, and quickly transformed the class into a "writing as if your life depended upon it" workshop.

The "final" in the class was for each student--with lots of readings by me and the rest of the class--to apply for three or four summer jobs and internships.  That year, every student landed a position. 

More recently, I asked graduate students why they often left their term papers until the end and, with sadness, they confessed it was often because the whole exercise of writing a research paper is so debilitating and terrifying they often developed writer's block or writer's anxiety and needed the deadline to motivate them to write.

Khan Academy is equally well known, and an Inside Higher Ed news report shares some of the founder’s views about how his open learning website could provide competency-based credentialing as opposed to traditional accreditation.

Then there are some new entries into the open course market, such as Udacity, Coursera, Good Semester and Udemy.  These newer competitors are starting off with just a few courses, mostly free, but they give the impression that as many different providers become available a strikingly different model of higher education – alt-HE – could emerge.

An unbundled system of higher education might require academic librarians to think more entrepreneurially about how they operate.

The growing popularity of unbundled higher education also demonstrates there is a huge global audience for these courses; citizens around the world are seeking higher education that is unavailable or too costly in their own community. The forward-thinking traditional universities are looking at how they can capitalize on that market.

Reviewing the test of conceptual understanding, Mazur twice tried to explain one of its questions to the class, but the students remained obstinately confused. “Then I did something I had never done in my teaching career,” he recalls. “I said, ‘Why don’t you discuss it with each other?’” Immediately, the lecture hall was abuzz as 150 students started talking to each other in one-on-one conversations about the puzzling question. “It was complete chaos,” says Mazur. “But within three minutes, they had figured it out. That was very surprising to me—I had just spent 10 minutes trying to explain this. But the class said, ‘OK, We’ve got it, let’s move on.’

This innovative style of learning grew into “peer instruction” or “interactive learning,”

Interactive learning triples students’ gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur’s spirits, and by many other assessments as well.

Peer-instructed students who’ve actively argued for and explained their understanding of scientific concepts hold onto their knowledge longer.

Interactive pedagogy, for example, turns passive, note-taking students into active, de facto teachers who explain their ideas to each other and contend for their points of view.

“Now, think of how you became good at it,” he says next. Audience members, supplied with wireless clickers, can choose from several alternatives: trial and error, apprenticeship, lectures, family and friends, practicing. Data from thousands of subjects make “two things stand out,” Mazur says. “The first is that there is a huge spike at practicing—around 60 percent of the people select ‘practicing.’” The other thing is that for many audiences, which often number in the hundreds, “there is absolutely zero percent for lectures. Nobody cites lectures.”

The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either.

So I began to ask my students to read my lecture notes before class, and then tell me what questions they have [ordinarily, using the course’s website], and when we meet, we discuss those questions.”

Students find a neighbor with a different answer and make a case for their own response. Each tries to convince the other. During the ensuing chaos, Mazur circulates through the room, eavesdropping on the conversations. He listens especially to incorrect reasoning, so “I can re-sensitize myself to the difficulties beginning learners face.” After two or three minutes, the students vote again, and typically the percentage of correct answers dramatically improves. Then the cycle repeats.

‘We’ve never done a problem of this kind.’ I tell them, ‘If you had done a problem of this kind, then by definition, this would not be a problem.’ We have to train people to tackle situations they have not encountered before.

“It’s not easy. You get a lot of student resistance,” he continues. “You should see some of the vitriolic e-mails I get. The generic complaint is that they have to do all the learning themselves. Rather than lecturing, I’m making them prepare themselves for class—and in class, rather than telling them things, I’m asking them questions. They’d much rather sit there and listen and take notes.

In addition to student resistance, there is architectural resistance. “Most classrooms—more like 99.9 percent—on campus are auditoriums,”

LM: Everything that Maud said. I wrote a piece about enhanced fiction e-books for Salon a couple of weeks ago, and I have one on nonfiction coming up any day now. I have been thinking about the whole narrative issue. I think there is a huge difference between fiction and nonfiction

MN: The pleasure of surrender, in fiction, is the exact opposite of interactivity. It’s this sinking in to the pleasure of the story

LM: I wrote a piece years before the iPad ever existed, actually, on hypertext fiction for the New York Times Book Review.

There’s an app called Once Magazine that’s mostly photograph-based. It is an iPad-specific magazine that reports on various happenings around the world. It’s a very interesting product, and I’ve been really impressed with all the issues so far.

MN: I’ve been playing around this app called Meanwhile, which is based on a graphic novel by Jason Shiga produced in 2009 as a really complicated choose-your-own-adventure book, evidently. I became aware of it through my friend Chris Baker, who’s an editor at WIRED. I’ve been playing around with that and enjoying it. The cartoonist is also a mathematician, so there are a lot of complex and frustrating story loops that you can get caught in.

I do think this speaks to what Laura was saying about the tension between trying to solve something and trying to experience it.

And, the thing about Chopsticks is that some of it is inherent to the iPad’s touchscreen technology, but it could have been a website or something. A lot of things you see on the iPad are different kinds of web art that’s been ported into this new format. And you absorb it in a different way because you’re holding it in your hand, and you’re touching it.

And then I became really interested in the size of some of these devices. Somebody in the London Review of Books made the observation that the old cuneiform tablets that the Babylonians and other ancient cultures used were actually about the same size as the iPhone. [Peter Campbell, “At the British Museum.”] So I’m interested in this different way of experiencing story and technology.

We’re both a little odd in that we don’t necessarily fetishize the object. I read so voraciously and indiscriminately as a child that my mother was constantly buying books at yard sales and the goodwill, and whatever. And a lot of times they were falling apart — literally. I would just hope the spine wouldn’t completely come off by the end of it. So I have a somewhat utilitarian approach to the object itself, even though I appreciate a beautiful book — and I can of course be swayed to pick up a book because of the way it looks. But I don’t really care what it looks like, once I’m reading it, if I like it.

Wolfram Alpha can come up with a random password and estimate how long it will take to crack. You can even tweak the rules used to generate the password.

Have you been drinking? Wolfram Alpha can estimate whether you can legally drive home. Ask it if you’re drunk and you’ll get a form asking for more information.

Enter a name and you can see how common it is, complete with a graph showing you how popular the name has been over time. Enter multiple names and Wolfram will compare how common they are.

Type body mass index and Wolfram will present you with another form. After you provide your weight and height, Wolfram Alpha will calculate your BMI and tell you whether you’re within the normal range.

Want to find words that begin with a certain letter, end with a certain combination of letters — or both? Just ask Wolfram Alpha in plain English.