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a new build-your-own-textbook service called AcademicPub, which arranged payment of royalties and compiled the material for publication

detect how often students went over that segment, how long they spent on it, and all that information could be related to how students do on tests about that concept.

The study’s authors attributed those slim savings to “publisher pricing decisions.”

He replied that his hope is that the second layer of conversation will disrupt the old classroom model and allow new kinds of teaching in which students play a greater role and information is pulled in from outside the classroom walls. “I’m not a full-time faculty member,” he said. “I use my classrooms as an applied-research lab to decide what to promote as new solutions for our campus.”

Social bookmarking. When you save a Web site as a favorite or bookmark, it's added to a list that stays within that browser. Use another computer, and you don't have access to that bookmark. When you use a social-bookmarking service, you save your bookmarks on that server, making them available to you wherever you access the Web, and allowing you to share them with others. Ask your students to create accounts on a social-bookmarking service and to bookmark Web sites, news articles, and other resources relevant to the course you're teaching. Create a unique "tag" for your course and have your students use it, so that their bookmarks can be easily found. Ask students to apply multiple tags to the resources they bookmark, as a way to help them locate their bookmarks quickly and to prepare them for the kind of keyword searching they'll need to do when using library databases. If you're teaching a face-to-face or hybrid class, be sure to spend some class time having students share their latest finds, so they can see the connections between this work outside class and classroom discussions. Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.

And the greatest drawback to this method: it’s one-way. If you make any changes to a reference within Mendeley, those changes will not be reflected in Zotero. This drawback is most apparent to me when I read PDFs. Let’s say I have a reference with an attached PDF in Zotero and I want to read it on my iPad (the Mendeley App has a native PDF reader, but you can also open PDFs in external apps, like iAnnotate). If I’m using the Zotero→Mendeley Desktop→Mendeley iPad app method, and I open that PDF on my iPad, any annotations I make on the PDF will not show up in Zotero.

Education is not the transmission of information or ideas. Education is the training needed to make use of information and idea

We provide individualized instruction in how to evaluate and make use of information and ideas, teaching people how to think for themselves.

A set of podcasts is the 21st-century equivalent of a textbook, not the 21st-century equivalent of a teacher

"Students and faculty have to have this sense that they can truly connect with each other," he concludes. "Only through that sense of connection do you have this sense of community."