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Figure that out. If you can figure that out, you’re advocating for an idea, a goal, and a belief. A passion. If you can’t figure that out, you’re advocating for an outreach technique, a piece of software, this thing, that thing, or the other.

professional development is all about challenging legacy processes.

Put yourself in the right place at the right time, because you intended to be there, you worked hard to get there, and you made a plan to ensure you stayed there. You can’t just show up in your manager’s office door and say “we should have ebooks” and expect it to happen. You must have a plan. (I would, on behalf of all managers everywhere suggest that if you are the sort of person who shows up and says “we need ebooks” you might consider how that sounds to your audience, and consider how well it’s working for you.) A plan is key. Because I believe that, I’m going to assert that any goal can be project-managed, and I’ll also assert that any goal should be project-managed. Must be.  I’ll say it again: Change doesn’t just happen. Change happens because someone worked hard to put themselves in the right place, at the right time. Work to put yourself in that place, just at that time. Plan for brilliance, agitate for success.

“The technologies available are much more advanced than when we started OpenCourseWare,” Mr. Agarwal said. “We can provide pedagogical tools to self-assess, self-pace or create an online learning community.”

While access to the software will be free, there will most likely be an “affordable” charge, not yet determined, for a credential.

The certificate will not be a regular M.I.T. degree, but rather a credential bearing the name of a new not-for-profit body to be created within M.I.T; revenues from the credentialing, officials said, would go to support the M.I.T.x platform and to further M.I.T’s mission.

According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.

A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.

LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.