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Recommendation 1: Complete the Shift from Print-Centric Textbook Adoption Practices to Digital Resources within Five Years Recommendation 2: Develop a Vision and Roadmap for Completing the Shift 2a: Eliminate Unnecessary Regulations and Enact Supportive Policies 2b: Invest in Infrastructure and Devices to Support the Shift 2c: Ensure Effective Implementation of Digital Policies. Recommendation 3: Ensure a Vibrant Marketplace for Digital and Open Content

Here's an example of one person who excelled in a MOOC. While everyone may not have the drive of this student, this is a good example of how an online technology facilitated a social learning group. Also - yet another example of how online resources can benefit people across the country who do not otherwise have access.

A friend just sent me this same article, Molly! However, my takeaway was much different. Whenever I read articles about young people doing extraordinary things with limited resources and technology, my first thought is always "how is this possible??" The article addresses my question directly: "The answer has to do with Battushig's extraordinary abilities, of course, but also with the ambitions of his high-school principal." The principal, also a graduate of MIT, was focused on developing more skilled engineers in Mongolia, and made it his mission to bring science and tech labs to his students; while MOOCs, the government's heavy investment in IT infrastructure, and the ubiquity of a 3G network made it possible to extend and enhance learning opportunities, the students may have never been exposed to engineering were it not for the encouragement of the principal. This human component, combined with technology, was what nurtured Battushig's drive and talent. This path will not work for just any student. If most homes in Mongolia have an Internet connection and even nomads cell phones, why have more people not found success with MOOCs? The author of the article summed it up best when she said, "Battushig's success also showed that schools could use MOOCs to find exceptional students all over the globe." Battushig is exceptional, just as elevated learning through MOOCs is still the "exception" and not the rule. MOOCs still lack a certain (perhaps human?) element that can move them from producing the anomaly of one "boy genius" to a more widespread level of learning.

Hi Laura - That's a good point about the principal. The principal and the student were both exceptional. While I do not think that MOOCs, as they are right now, can work for everyone, I do think that this example of educating an exceptional student is heartening. Maybe this exceptional student can learn a lot and then in turn, help others in his community. As undemocratic as it is, many advances in society are made by individuals or small groups of people. Overall though, I agree that MOOCs lack, as you said maybe a human element, to promote widespread education.

Article about how I-Pads will make electronic patient records easier to use, less expensive, and eventually transform health care. Interesting to read after our online discussion about AI in informal learning- health communication and medical training.

With the privacy concerns surrounding medical records, HIPPA legislation and the password security that is now required of personnel in hospitals to access medical records with ever changing password authentication tokens, I wonder if iPad wireless communication poses any risk to data being hijacked.

Cherie- I actually discussed this issue with a relative who is a doctor and he said that while his office is trying to switch to digital records, he is also concerned about privacy, increased government/insurance company regulation, and a disconnect in patient care/communication (looking down instead of talking to the patient). He also is concerned about time management with so many patients- the time it will take to record information on a tablet instead of the time he takes verbally recording patient information in just a few seconds.

PoweredUp Boston: October 14 + 15, 2010 * Hear from leading Boston area developers and thought leaders on the latest local and global issues shaping our industry. * Network with local developers, investors, educational institutions and government officials. * Learn about the unique resources and opportunities available to Boston area businesses in the video game industry. Who Should Attend: * Boston area indie game developers (existing and aspiring) * Established Boston area game developers looking to connect with other developers * National and international companies looking to establish a presence in Boston * Investors * Infrastructure, middleware and other organizations interested in doing business with Boston area game companies * Students and faculty interested in the gaming industry

I am wondering if the current financial state of most schools can support where this technology is going. Are we doing learning a DISSERVICE by expecting them to upgrade their technology infrastructure at the pace that technology changes?

I agree wholeheartedly with you. I think there is this notion that somehow technology is the answer to solving our fundamental problems with education. I love technology as much as anyone else but I despair at schools falling over each other to give their students iPads. Quote from the article - "Think of four or five students struggling with the same math problem. The teacher can pull out her iPad on the fly and sketch a diagram for everyone in the room to see". Does the teacher need an iPad to do that? What is wrong with the blackboard? On the other hand, if you tell me that another student who has found a novel way to solve the problem can project her solution for others to see and learn, I can see some value.

article on Google Dashboard--google's new centralized privacy control site

This opinion article attacks RIM (Blackberry) for the outage fiasco experienced earlier this week and it got me thinking about the server outages, latency, bandwidth issues that schools face routinely even when trying to upgrade their infrastructure to meet the demands of today's technology. If education adopts mobile devices as essential or central tools in the formal learning space, how might the frequency of "dead zones" or transmittal issues effect the synchronous advantage of using such devices in class? If RIM had issues, I guess maybe it just adds one more layer of complexity and consideration to the integration of mobile technology into the classroom that will have to be accounted for and more importantly - tolerated?

While this is a factor to consider, we must consider the frequency of such outages.