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MOOCs do not benefit most of those who try them. Students differ in their cognitive abilities and learning styles. Even within a relatively homogenous school, you will see students put into separate tracks. If we do not teach the same course to students in a single high school, why would we expect one teaching style to fit all in an unsorted population of tens of thousands?

I believe that the future of teaching is not one-to-many. Instead, it is many-to-one. By many-to-one, I mean that one student receives personalized instruction that comes from many educators. To make that work, technology must act as an intermediary, taking the information from the educators and customizing it to fit the student's knowledge, ability, and even his or her emotional state.

I am optimistic about tablets in large part because I believe that a magic bullet in educational technology is the adaptive textbook. By that, I mean an electronic textbook that adjusts to the cognitive ability and learning style of the student. Adaptive textbooks will query students in order to make sure that they understand what they have been studying. They will also respond to student queries. Adaptive textbooks will implement the many-to-one teaching model.

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patchwork collection of online courses that's difficult for students to navigate.

they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.

more of online “innovations” like competency-based education.

reauthorization of the Higher Education Act might shake out.

In truth, this conventional view relies upon imaginary facts.

Let me repeat: black elementary school students today have better math skills than white students did only twenty years ago.

proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.

inductive reasoning

Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.

Rotation model is any time students rotate on a fixed schedule between online learning and other modalities for any given course. In the Flex model, student schedules are more fluid and content and instruction are delivered primarily by the Internet. The Self-Blend model is any time students take one or more courses entirely online to supplement their traditional courses. The Enriched-Virtual model involves students dividing their time within each course between attending campus and learning remotely online.

unfair that a huge percentage of what teachers have been taught is irrelevant in this learning environment

The attraction of blending online learning into schools is that online learning allows for modularity

open education goes across the boundaries of formal and informal, children and adults, across academic disciplines, into professional development and into making and crafting. Universities don’t own the “open education” space any more than any organisation could be said to own “learning”

We need to be digitally literate, but more than that, we need to find ways of doing our work online, to become open practitioners and digital scholars

For educational institutions to thrive, we need to explore models for how we can work in this space, with all its opportunities and risks, all its noise and vibrancy. It is here that we see possibilities for new models of collaboration, peer learning and accreditation.

Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.

Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.

we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment

Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?

Self-Organised Learning Environments (SOLE)

The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject.

What I hoped to do below with the ELM is to show how all learning can be complementary and, given that everyone wants to learn, how we can design learner-responsive resources, institutions and networks.

The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.

However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity

The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.

the traditional preoccupation with what a leader does is misplaced. Instead, he says, we should look at the way leaders think and at the decisions they make.

great leaders have an unusual characteristic - "a predisposition to and capacity to hold in their heads two opposing ideas at once."

integrative thinking is where you have the capacity to create a better model, superior to both and incorporating aspects of each model, rather than choosing one model at the expense of the other.