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e demands for innovation probably won't create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades.

alternative credentialing and changing demographics to testing concerns and the rise of STEM

America's 629 public four-year institutions, 1,845 private four-year institutions, 1,070 public two-year institutions, and 596 private two-year institutions will soon be competing over a smaller pipeline of potential incoming students. 

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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.

Teachers are among the most powerful influences in learning. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. Teachers need to be aware of what each and every student is thinking and knowing to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria of: “Where are you going?”, “How are you going?”, and “Where to next?”. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understanding is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding (Hattie, 2009, pp. 238-239).

Engage with teachers from different places and cultures.

Interact with teachers who teach other disciplines and different age groups

Get out of school!

&nbsp;Chapter 7.&nbsp;&nbsp;Learning Resources and Technology

Other ways I encourage these kinds of discussions includes having students choose their own groupings and books for independent book "clubs" and using the Web as a vehicle to create audio and/or video "book trailers."