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Employers are looking for candidates who can navigate, critically evaluate, and make sense of the wealth of information available through digital media—and now educators have a new way to determine a student’s baseline digital literacy with a certification exam that measures the test-taker’s ability to assess information, think critically, and perform a range of real-world tasks.

iCritical Thinking Certification, created by the Educational Testing Service and Certiport, reveals whether or not a person is able to combine technical skills with experiences and knowledge.

Monica Brooks, Marshall University’s assistant vice president for Information Technology: Online Learning and Libraries, said her school plans to use iCritical Thinking beginning in the fall.

The filmmaker touches on topics ranging from the importance of teaching visual literacy to violence in films to the preservation of classic movies

Howard hit on one major take­away that I had from our week in the UK. “Increas­ingly I think the dig­i­tal divide is less about access to tech­nol­ogy and more about the dif­fer­ence between those who know how and those who don’t know how,” he said. He’s con­vinced that what’s most impor­tant is not access to the Inter­net — we have more than a bil­lion peo­ple on the Inter­net now and there are 4 bil­lion phones out there — but access to knowl­edge and lit­era­cies for the dig­i­tal age. “The abil­ity to know has sud­denly become the abil­ity to search and the abil­ity to sift” and dis­cern. “Skill plus social” is the key.

Drawing from two years of experience offering the 'Connectivism and Connective Knowledge' course in a distributed online environment, the National Research Council's Personal Learning Environment (PLE) project is expanding the model to courses outside the discipline of education. Specifically, Stephen Downes and Rita Kop - who have both offered Critical Thinking courses through more traditional online and offline means, are adapting this material to the distributed model. The purpose of this course is two-fold. First, the design of the course is based on an understanding of the skills and capacities required to effectively learn using a PLE. Second, the offering of the course is intended to test whether learners can employ a PLE environment in order to develop those capacities. Thus, combined, the objectives of the course are intended to demonstrate whether learning may be self-directed with a PLE, or whether an additional pedagogy is required prior to the use of a PLE. Research will form an integral component of the course.

Senators want to know why accreditors haven’t protected the public interest.

Congress shouldn’t blame accreditors: it should blame itself. The existing accreditation system has neither ensured quality nor ferreted out fraud. Why? Because Congress didn’t want it to. If Congress truly wants to protect the public interest, it needs to create a system that ensures real accountability.

But turning accreditors into gatekeepers changed the picture. In effect, accreditors now held a gun to the heads of colleges and universities since federal financial aid wouldn’t flow unless the institution received “accredited” status.

Community as curriculum is not meant as a simple alternative to the package version of learning. It is, rather, meant to point to the learning that takes place on top of that model and to point to the strategies for continuing learning throughout a career. There is a base amount of knowledge that is required to be able to enter a community, and there are methods for acquiring the specific kinds of literacy needed to learn within a specific community.

Making that call - defining what data is - is a powerful cultural gesture right now, because as I've argued before data as an idea or a figure is both highly charged and strangely abstract.

In other words data here is not gathered, measured, stored or transmitted - or not that we can see. It just is, and it seems to be inherent in the objects it refers to; Data Baby is "generating" data as easily as breathing.

This vision of material data is also frustrating because it has all the ingredients of a far more interesting idea: data is material, or at least it depends on material substrates, but the relationship between data and matter is just that, a relationship, not an identity. Data depends on stuff; always in it, and moving transmaterially through it, but it is precisely not stuff in itself.

Writing as vehicle of change For these students, "Good writing changes something. It doesn't just sit on the page. It gets up, walks off the page and changes something," whether it's a website or a poster for a walkathon. More than earlier generations, said Lunsford, "Young people today are aware of the precarious nature of our lives. They understand the dangers that await us." Hence, "Writing is a way to get a sense of power."

"There are … disturbing signs that many students who do earn degrees have not actually mastered the reading, writing, and thinking skills we expect of college graduates. Over the past decade, literacy among college graduates has actually declined."

But a major contributing factor is that the customers of higher education—students, parents, and employers—have few true measures of quality on which to rely. Is a Harvard education really better than that from a typical flagship state university, or does Harvard just benefit from being able to enroll better students? Without measures of value added in higher education, that's difficult, if not impossible, to determine.

Yet what is remarkable about the survey is that participating institutions generally do not release the results so that parents and students can compare their performance with those of other colleges.