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Online learning should originate from everywhere on the globe, not just from the U.S. and other technologically advantaged countries.

The best online learning programs will not simply mirror existing forms of university teaching but offer students a range of flexible learning opportunities that take advantage of new digital tools and pedagogies to widen these traditional horizons, thereby better addressing 21st-century learner interests, styles and lifelong learning needs.

This can happen by building in apprenticeships, internships and real-world applications of online problem sets. Problem sets might be rooted in real-world dilemmas or comparative historical and cultural perspectives. (Examples might include: “Organizing Disaster Response and Relief for Hurricane Sandy” or “Women’s Rights, Rape, and Culture” or “Designing and Implementing Gun Control: A Global Perspective.”)

The artificial divisions of work, play and education cease to be relevant in the 21st century.

Both technical and pedagogical innovation should be hallmarks of the best learning environments. A wide variety of pedagogical approaches, learning tools, methods and practices should support students' diverse learning modes.

Experimentation should be an acknowledged affordance and benefit of online learning. Students should be able to try a course and drop it without incurring derogatory labels such as failure (for either the student or the institution offering the course).

Open online education should inspire the unexpected, experimentation, and questioning--in other words, encourage play. Play allows us to make new things familiar, to perfect new skills, to experiment with moves and crucially to embrace change--a key disposition for succeeding in the 21st century. We must cultivate the imagination and the dispositions of questing, tinkering and connecting. We must remember that the best learning, above all, imparts the gift of curiosity, the wonder of accomplishment, and the passion to know and learn even more.

argues that we need a system that “focuses on what students learn, rather than on what they are taught,

what is your list of 10 Demonstrations of Learning that should be the exit ticket indicating the school’s work is done, validating the student readiness for the next stage of schooling or life?

Content experts are a necessity, but there is no excuse to be media illiterate Let students be your guidance if you need help with technology “Media Literate” means willing to learn continuously about tech Using new tools is necessary — new learners have new tools Media savviness doesn’t necessarily mean great teacher Content knowledge is a necessity to evaluate the quality of sources Must remember that many teachers are in different places regarding their tech knowledge — differentiating support is necessary How do Schools of Ed play into this?  What’s their responsibility?

4- Exploit digital images for classroom use

5- Use video content to engage students

6- Use infographics to visually stimulate students