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By Heather Kanuka, chapter 4 of Theory and Practice of Online Learning, ed. Terry Anderson, published by Athabasca University, 2E, 2008. The author suggests that, before evaluating whether new e-learning technologies work, it is important to reflect upon philosophies of technology and education.

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.

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.

Website offering a library of over 2,400 educational videos covering everything from arithmetic to physics, finance, and history and 150 practice exercises.

AH offered Khan Academy exercises to students as an alternative to homework. In many cases, those who took the Khan option in parallel to their classroom work really improved.

By Derek Bruff in The Chronicle of Higher Education, November 6, 2011. The author discusses multiple methods of sharing academic information: social bookmarking, back channels and collaborative documents.

Online tutoring and writing services.

Originally bookmarked by Brenda. By Terry Anderson. Chapter 2 of The theory and practice of online learning, ed Terry Anderson, published by Athabasca University, 2E, 2008. In this chapter, Anderson looks at learning theories generally, in order to look at and develop more useful theories of online learning.

By Joshua Kim of the blog BlogU, part of Inside Higher Ed, March 29, 2010. Kim reflects on the more successful online learning experiences that he's taken part in, and points to three attributes that made these experiences successful. The comments section also provides some interesting links.

By Michelle Pacansky-Brock on VoiceThread. Many comments support this VoiceThread presentation.

Lisa picked out two VoiceThread examples of how professors use this tool in their classes.

from Professor Russ Meade. On VoiceThread Community Digital Library. There is a description and assignment to support this VoiceThread.

Another VoiceThread selected by Lisa and shared in December Coffeeklatch.

"This article provides a rationale for incorporating the development of critical thinking skills into the online learning environment. The author also presents possibilities for building these cognitive skills into online classes. She maintains that incorporating critical thinking skills is a necessary component of learning; these skills assist learners to evaluate and link the abundance of information and ideas that is available via information communication technologies (ICTs). "

An online only grad school for teacher preparation in NY state helps teachers in their own classrooms instead of in a teacher prep class outside of where they work. Videos of teachers teaching and other techniques are used to train teachers.

Produced by the Commonwealth of Australia, (c) 2008 (with regular updates). This site provides a repository of subject-area toolboxes which can be further customized as needed.

By L. Kupczynski, P. Ice, R. Wiesenmayer, and F. McCluskey in Journal of Interactive Online Learning, vol 9 (1), Spring 2010, pp. 23-43. Based in the Community of Inquiry Framework, this paper looks at the interactions between teaching, social and cognitive presence in the online learning experience.

By Ryan Brown in the Community Colleges section of The Chronicle of Higher Education, July 18 2011. The article reports on a recent CCRC study of 51,000 community college students in Washington State between 2004 and 2009. In 2010, CCRC released a similar study looking at online learning in the Virginia community college system. Reasons for this gap are surmised to be "technical difficulties, a lack of structure, and isolation."

Presented on P2PU (Peer 2 Peer University), "a grassroots open education project," this new course on online, self-directed learning is being presented by Anya Kamenetz. In this particular course, participants are directed through the processes of writing a personal learning plan, building a personal learning network, and finding a mentor, all while sharing the process with their fellow learners. Unlike many of the other P2PU courses (which have a more topical focus), this is open to those who want to learn on any subject.

new offering from Cengage Learning. Suite of digital products and services.

Collection of free writing exercises from the publisher Bedford / St. Martin's

Online learning solutions that extends the work Cengage textbooks.