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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.

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.

"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."

STAGE DIRECTOR 1: A lanky fellow enters, reading a book. As he walks, he absentmindedly whistles "Yankee Doodle."

KNICKERBOCKER: My name is Diedrich Knickerbocker. The year was 1790, and as I wandered the drowsy shadows of the Hollow, I encountered a man named Ichabod Crane

what the evidence suggests is that, unless it's very carefully planned with an eye to how the brain processes information, multimedia actually impedes learning rather than enhances it

a very balanced approach. Educators need to familiarize themselves with the research and see that in fact one of the most debilitating things you can do to students is distract them.

the risk of using search for online research is that everybody gets led in the same directions to a smaller number of citations which, as they become ever more popular, become the destination for more and more searches. And ... he suggested that simply the act of flipping through paper copies of journals actually may expose researchers to a wider array of evidence.