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By Alison Byerly in Inside Higher Ed, October 29 2012. Essay compares MOOCs to traditional education exchanges, looking at the role of "teachers" and "students" in each; also considering the difference in how "course "is defined in a MOOC vs. a traditional class. Byerly's point is that traditional experiences provide an agreement between teacher and student that the teacher's reach goes beyond the classroom (or screen) and that teachers model pedagogic behaviors, as well as providing academic advice, writing references, providing access to support, etc. This holds true whether a f2f lecture or online. The MOOC model is more like a broadcast, where such supports *can* be included but, as a rule, are not.

From the blog Connectivism by George Siemens, December 14 2011. Siemens argues the importance of artifacts to help students make sense of their experiences in MOOCs and other online learning experiences.

From this librarian's perspective, GSCC has proven the richness of an e-community's artifact collection. We are thinking about how to integrate the artifacts even further into the experience in GSCC 2.0.

Editorial from The New York Times, February 18 2013. This editorial points out the pitfalls of online college, identifying student attrition rates (in online courses) and the extra attention that "struggling" students need. The Times advocates for hybrid courses, as well as improving course design for any courses that are delivered 100% online.

The Innovating Pedagogy blog is a forum for Open University to distribute their Innovating Pedagogy 2012 report (click on report for a PDF download) and also for each of the 10 innovations to be described and commented on by the larger community.