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by Emily C. Weinstein, Harvard University International Journal of Communication 8 (2014), 210-233. Social media have dramatically altered the communication landscape, offering novel contexts for individual expression. But how do youth who are civically engaged off-­line manage opportunities for civic expression on social media? Interviews with 70 U.S.-­based civic youth aged 15 to 25 revealed three main patterns characterizing the relationship between off-­line participation and online expression: blended, bounded, and differentiated. Five sets of empirically derived considerations influencing expression patterns emerged: organizational policies, personal image and privacy, perceived alignment with civic goals, attitudes toward the platform(s), and perceptions of their audience(s). Most civic youth express the civic online, yet a minority highlight tensions that lead them to refrain from sharing in certain or all online context.

The biggest take-away for me was that adults were largely lacking presence in the online life of youth. And, even though this was less true for tweens, the focus was primarily on consequences for poor choices, not digital citizenship. For me, this reflects a larger cultural shift that is occurring and the continued blurring of ethics/morality and the destructive influence of Hollywood.

Search for maps, photos, documents of sponsored scientific discoveries in Harvard's Open Collections Program

Slideshow runs to reveal pictures from famous scientists' notebooks. Kids would be amazed to see the detail of work these hold and hopefully inspired to replicate the greats.

Gorgeous I'd love this for my kitchen garden students to inspire journals.

Values-centered leadership. Bill George is great!

"Lawrence Lessig (now at Harvard) has another thoughtful presentation regarding copyright that he gave at EDUCAUSE 2009. He makes a compelling case about how "things have changed" but that our copyright laws have not kept up with those changes. In the past, "copyright had a tiny role."

Looking at the persistence of misconceptions - includes the Harvard Grad photosynthesis stuff

Profile of the Internet Archive and the Wayback Machine.

"For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels. And a new Harvard study suggests it may be important to let students know it. The study, published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies."

These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.

Faculty often have to teach courses in areas that they don't know very well. Therese Huston shares some strategies for teaching new material.