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At a recent meeting of the 23-year-old MIT Entrepreneurs Club, one recent graduate of the Sloan School of Management described his plans for a business - one based on his solution to a little-recognized problem that currently costs airlines $10 billion a year. Another alumnus, an engineer who recently retired after a career in the telecom business, talked about his patented approach to fighting wildfires in remote locations. A new MIT graduate student, who just earned his undergraduate degree from the Institute this spring, spoke of three different startup businesses he's currently cultivating in his spare time - one of which he co-founded during his freshman year at the Institute.

"Por qué el Instituto Tecnológico de Massachusetts es la mejor universidad del mundo y cómo seguir sus pasos. Se analizará en EmTech España, el encuentro europeo del MIT, que se celebrará los próximos días 5 y 6 de noviembre en Valencia."

Over the years, MIT students have created an array of clubs, workshops and competitions to foster entrepreneurship and help those who aim to start businesses. Increasingly, though, entrepreneurship is not just an extracurricular activity but - in many cases - an integral part of students' academic work. In other cases, student research ends up becoming the core of a spinoff company.

"'MITx' will offer courses online and make online learning tools freely available."

Nowadays, goes the theory, innovation is supposed to be done constantly, by everyone in the company, improving everything the company is about - and new Web-based tools are here to help it happen. Is the theory right? Or do the experiences of companies reveal something different?

Online versions of college courses are attracting hundreds of thousands of students, millions of dollars in funding, and accolades from university administrators. Is this fad, or is higher education about to get the overhaul it needs?

"While students at the Massachusetts Institute of Technology pay thousands of dollars for courses, the university will announce a new program on Monday allowing anyone anywhere to take M.I.T. courses online free of charge - and for the first time earn official certificates for demonstrating mastery of the subjects taught. "

For Wall Street Occupiers or other decriers of the "social injustice" of college tuition, here's a curveball bound to scramble your worldview: a totally free college education regardless of your academic performance or background.  The Massachusetts Institute of Technology (M.I.T.) will announce on Monday that they intend to launch an online learning initiative called M.I.T.x,which will offer the online teaching of M.I.T. courses free of charge to anyone in the world.

This autumn more than a million students are going to take part in an experiment that could re-invent the landscape of higher education.

The present study was motivated by our observation that, in spite of the increasing popularity and impact of Henry Jenkins' New Media Literacies framework, there was a lack of an appropriate quantitative measurement tool to assess these new media literacy skills.

Although all of our scale items collectively attempt to measure new media literacy levels, and the overall reliability of the scale was high (Chronbach's alpha=.903), we were interested in identifying the specific subcomponents that make up this concept. Our initial research question was whether the subscales of this survey instrument map well onto Jenkins' 12 NMLs. Particularly, we were interested in seeing if, as predicted, the scale would break down into components that were similar to those identified by Jenkins.