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The evolving world of the Internet - blogs, podcasts, wikis, social networks - offers instructors and students radically new ways to research, communicate, and learn. Integrating these Internet tools into the college classroom, however, is not an easy task. Therefore, the purpose of this article is to examine the role of social networking in education and demonstrate how social network sites (SNS) can be used in a college classroom setting. To do this, existing research relating to SNS and education is discussed, and the primary advantages and disadvantages of using SNS in the classroom are explored. Most importantly, specific instructions and guidelines to follow when implementing SNS (i.e., Facebook) within the college classroom are provided. Specifically, we show that multiple types of Facebook course integration options are available to instructors. It is concluded that SNS, such as Facebook, can be appropriately and effectively used in an academic setting if proper guidelines are established and implemented.

Wikipedia stands as an undeniable success in online participation and collaboration. However, previous attempts at studying collaboration within Wikipedia have focused on simple metrics like rigor (i.e., the number of revisions in an article's revision history) and diversity (i.e., the number of authors that have contributed to a given article) or have made generalizations about collaboration within Wikipedia based upon the content validity of a few select articles. By looking more closely at metrics associated with each extant Wikipedia article (N=3,427,236) along with all revisions (N=225,226,370), this study attempts to understand what collaboration within Wikipedia actually looks like under the surface. Findings suggest that typical Wikipedia articles are not rigorous, in a collaborative sense, and do not reflect much diversity in the construction of content and macro-structural writing, leading to the conclusion that most articles in Wikipedia are not reflective of the collaborative efforts of the community but, rather, represent the work of relatively few contributors.

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

"In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories."

e learning, interesting but seems abandoned

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?

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.

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.