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a wise and wonderful essay - especially important for those scholars who might buckle under the bullying and harassment so common in academia but more frightening when open and in the public domain. MOOCs should encourage public scholarship - and help to make it more valued... and of higher quality - but they will need to include in the design that the facilitators modeling advocacy and constructive kinds of alliances for the participants. That is, providing that "institutional commitment" for public scholarship that is thoughtful and intriguing (vs. public showboating).

Dissects how a digital scholar might construct "a networked research cycle" (planning, collecting data, analyze, reflect); themes which will have increasing relevance "whether it is because they become accepted practice or because the research community reacts against them." Granularity (e.g., iTunes vs music industry's album) Pushback from outlets (e.g., open blog vs scholarly publication - shift from output to focus on ongoing activity, engagement and reputation - more difficult to measure and reward) Crowdsourcing (inc. layers of filter and publication) Light connections and nodes (sharing in "a frictionless manner") Rapid innovation "These emerging themes sit less comfortably alongside existing practices and can be seen as a more radical shift in research practice. A combination of the two is undoubtedly the best way to proceed, but the danger exists of a schism opening up between those who embrace new approaches and those who reject them, with a resultant entrenchment to extremes on both sides. This can be avoided in part by the acknowledgement and reward of new forms of scholarship..."

Internet redefining citizenship in 21st century - Civic Information API, e.g., Kenya Elections Hub - Sunlight Foundation programs for open govt data - MySociety collaboration among developers esp open source code

characteristics of open: * enrollment (i.e., open registration), licensed materials (using Creative Commons) * gratis (available at no-cost), libre (everyone has legal rights to repurpose the resource) but some of the "new cohort of MOOCs are open enrollment but not yet openly licensed their courses (experimenting with various business models) "MOOCs should address copyright and licensing early on so they are clear to users how they can utilize and reuse educational materials offered on the site. MOOCs should choose to adopt an open license that meets their goals, but at minimum it is recommended that they choose a public, standardized license that grants to its users the "4Rs" of open content: the ability to Reuse, Revise, Remix, and Redistribute the resources. "

"One of the best features of this version of the game is the social play. "

Status of UCF (2nd largest univ in the US) blended learning and online learning systemic approach for quality to assure improvement - faculty development is required; social-constructivist paradigm and faculty engaged in action research; measure "student success" via grades earned A,B,C and blended does better with web-based or video-based; withdrawal and satisfaction rates nearly the same as f2f tho video has slightly higher; online learning benefits for students = convenience, reduced logistical demands, increased flexibility, information fluency; for faculty = professional devt, flexibility, teaching/research support; UCF expanded capacity, ability to serve students anywhere, buffers competition; online learning costs a little more but provides capacity equivalent to >$64M of classroom construction (which would have an annual operating cost of $4.1M = cost avoidance model), more efficient use of existing CR space, growth with quality

Learning analytics different from big data in "their concern for providing value to teachers and learners (p14)" Research challenges needing to be addressed to achieve ideal scenarios of use: - Develop expertise in the provision of formative feedback and analytics - Develop methods of presenting analytics and visualizing data that are easy to use and understand - Adopt standards for the structure and export of data - Adopt standards for the structure and export of data - Broaden the focus to include not only higher education in formal settings, but also schools, workplace learning, informal learning and lifelong learning - Identify and address the issues around ethics, privacy and ownership of data (p13-14) ABSTRACT: "Learning analytics is a significant area of technology‐enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it sets out the current state of learning analytics research, and identifies a series of future challenges."