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The study identified three important best practices related to online instruction: “Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.” The study seems to indicate that online learning environments improve student learning when students are able to manipulate instruction based on their particular learning needs or when the online curriculum provides learning mechanisms that trigger student reflection or self monitoring of learning. Online learning is more effective when the curriculum includes blended learning elements (e.g., face-to-face interaction, online collaboration, independent practice, etc.). Effective online learning environments include a variety of learning activities. The simple inclusion of online learning activities such as video or online quizzes do not necessarily improve student learning. Although these sorts of instructional activities are often recommended by educators, the study was not able to find a significant connection between the activities and improved student achievement.

Today’s world requires a different leadership style — moving more into a collaboration and teamwork, including learning how to use Web 2.0 technologies.

“John, if you don’t do it our company won’t learn how to do this. It won’t be built into our DNA for the way we interface with customers, our employees. The top has to walk the talk.” I was expecting text blogging and we did video blogging.

By the second one, I realized this was going to transform communications — not just for the C.E.O., but it would change how we do business.

The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education. But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.