an "iLab," as he calls it-and it's scalable and cost-friendly.

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

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).

definitions, economics, platforms, assessments, pedagogies still morphing; his perspective as a Fellow at Korea National Open University (and Open U) warns about all the previous efforts that "were ignominiously shuttered"

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. "

Napster lost the battle but won the war - changing the story and disrupting the cost models; in higher ed our MP3 is the MOOC and our Napster is Udacity...

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..."

on networking: gRSShopper, Moodle, GoogleGroups, Second Life

Six Core Challenges lie at the core of the innovative disruption facing higher education: University Model; Structural Model; Funding Model; Cost Model; Business Model; Success Model Seven Areas of Change - The six core challenges noted above are driven by seven areas of rapid change, primarily technological change: The Players; The College Models; The Course Models; Data and Learning Analytics; The Cost: Reduced and Free; Measuring Success; Threats to the Credential

national initiative to re-imagine and then to redesign undergraduate education for the 21st century

flipped his machine learning class in Spring 2012 using online lectures from the F2011 Stanford MOOC (an inclass "wrapper" around a MOOC - online discussion and grading with additional requirements from the onsite instructor, e.g., add'l readings, small group discussions, final project) "I now view MOOCs, and the assessment and discussion infrastructure that comes with them, as invaluable resources that I embrace and to which I add value. I, and I am guessing many others, are short steps away from full-blown customizations of individual courses and even entire curricula, drawing upon resources from around the world and contributing back to those resources."

addressing humans' "essential conservativism" in the face of radical change - and lessons she learned from studying Abraham Lincoln's leadership during the Civil War

Challenge: The Completions Priority "The completions marketplace should be redesigned to improve overall scalability, measurable impact, mutual affordability, and sustainability. To do so while avoiding intrusive government regulation and retaining local autonomy will require voluntarily confirmed "rules of the road" that enable effective completions practices at autonomous micro levels to be rolled up collectively into mutually affordable common-good macro solutions." Solution: Economic Governance for the Completions Marketplace - a common good critical to economic and social progress "The wisdom of a crowd willing to inform and support adaptive change leadership might help create common ground in a nonprofit, non-governmental global Education Leadership Commons (ELC) formed for the purpose of developing and evolving open interoperability of common educational services, processes, and accountability metrics, all at a minimally intrusive, trusted level of economic governance. Modeled along the lines of the Internet Society's so-far successful governance mechanisms, the ELC could be operationalized through standing working groups, their advisory or governance committees, and other nested and loosely-coupled, efforts to advance and sustain educational attainment within and across the three dimensions of the completions marketplace." - Completions Productivity Task Force - Economic Governance Council chart on page 6: Governance Matrix of Rights and Responsibilities in the Completions Marketplace student, assessment provider, education provider, government (other other funding source) 8 possible outcomes, including accreditation's formative peer-review process is retained "to create "trust-but-verify" economic governance collaborations" "If government can't provide the leadership and funding stability required for victory, then we the people should do so through a social networking micro-contribution mechanism, not unlike the micro-loan infrastructure cr

by Eliza Anyangwe, - she opens with an image of Martin Luther King Jr. at the podium: "Martin Lurther King was a great leader. Are there any such figures in higher education?" what she doesn't address is that King relied on local "bridge" leaders to do the everyday work - and that the role of community activists was crucial to King's own success. She starts the live chat with Janine Utell and English prof from Widener Univ in PA (my personal fav expert on leadership qualities is historian Doris Kearns Goodwin); but then gathers leadership-in-the-trenches voices from men: Craig Mahoney (http://www.heacademy.ac.uk/); William H Graves (http://www.ellucian.com); Richard Hall (http://www.dmu.ac.uk); Paul Gentle (http://www.lfhe.ac.uk); Jonathan Ruddle (http://www.maxximconsulting.com); and finally, a woman's voice - last and least - Dawn Freshwater (http://www.leeds.ac.uk)

Andrew Chung (partner, Khosla Ventures); Beth Comstock (senior VP, GE); Andie Grace aka "Actiongrl" (communications manager and regional network manager, Burning Man); Jason Silva (co-founding host, Current TV); Don Tapscott (co-author, Macrowikinomics) "This is not an Information Age - it's one of networking, collaboration"; Craig Hatkoff (co-founder, Tribeca Film Festival) "The question is are we wise enough"?

referred to in EdFuture.net webinar by Simon Buckingham Shum, Associate Director (Technology), Knowledge Media Institute, Open University, UK - uses student data generated from LMS (inc Bb and Moodle) discussion forums reinterpreted into a network diagram Can visually depict - disconnected (at risk) students - key information brokers within a class - potentially high and low performing students so to plan interventions before deadline for grading - before/after snapshots to indicate impact of intervention - student reflection/benchmarking in informal self-assessment

recommended by Maryellen Weimer in her blog http://www.facultyfocus.com/articles/teaching-professor-blog/teaching-metacognition-to-improve-student-learning/ where she includes some great questions to get students going (e.g., one minute papers or dyads in class): - How have I prepared for class today?/What's the best way for me to prepare for a class like this one? - What questions do I have - Why did I miss those exam questions/ What do I need to do to avoid missing questions like these on the next exam?

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."

Kimberly Arnold (Purdue) on Signals, John Fritz (UM, Baltimore Co), Eric Kunnen (Grand Rapids CC) on Astro Fritz refers to his presentation at EDUCAUSE 2 years ago where he presented on using Blackboard user stats (for informing faculty/departments who then analyze it) in a panel with John Campbell of Purdue who had just come out with his Signals program. 5 stages of analytics on campus (extraction/reporting, analysis/monitoring, what-if scenario building, predictive modeling/simulation, automatic triggers of business processes)

93 profiles of companies poised to take advantage of disruption of education globally, includes history with company info, the 4 Ps (people, product, potential predictability) ... which one is your fav and why?