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Video on PAR (Predictive Analytics Reporting) by Ellen Wagner on evaluating work by secondary educators (including online schools) to affect graduation rates, progress, competency development, and completion. Need common data. Differences in performance by 2 year and 4 year schools, not between public and for-profit so much. Knowing what you can do with the numbers makes the difference.

nice blog post by Sean Smith on Copyblogger for content marketing for an inground swimming pool business and an online marketing business. Explains that responding to questions in a blog post is great way to educate and engage with potential customers.

Educations tools and apps

Interesting explanation of business model for how nonprofit and forprofit MOOC partners--edX, Coursera, and Udacity--will make money along with the universities. Implications for other, smaller online learning partnerships? Excerpt on two models (large-scale efforts) According to Mr. Agarwal, edX offers its university affiliates a choice of two partnership models. Both models give universities the opportunity to make money from their edX MOOCs-but only after edX gets paid. Related Content What You Need to Know About MOOCs Document: The Revenue-Sharing Models Between edX and University Partners The first, called the "university self-service model," essentially allows a participating university to use edX's platform as a free learning-management system for a course on the condition that part of any revenue generated by the course flow to edX. The courses developed under that model will be created by "individual faculty members without course-production assistance from edX," and will be branded separately in the edX catalog as "edge" courses until they pass a quality-review process, according to a standard agreement provided to The Chronicle by edX. Once a self-service course goes live on the edX Web site, edX will collect the first $50,000 generated by the course, or $10,000 for each recurring course. The organization and the university partner will each get 50 percent of all revenue beyond that threshold. The second model, called the "edX-supported model," casts the organization in the role of consultant and design partner, offering "production assistance" to universities for their MOOCs. The organization charges a base rate of $250,000 for each new course, plus $50,000 for each time a course is offered for an additional term, according to the standard agreement. Although the edX-supported model requires cash upfront, the potential returns for the university are high if a course ends up making money. The university gets 70 percent of any revenue gen

MIT and Harvard have teamed up to offer MOOCs, and this month Stanford, Princeton, U of PA, U of MI have created a new commercial company, Coursera, with $16 million in venture capital.

excellent article by Jennifer Chandler and Kristen Scott Kennedy on building capacity through networks, February 5, 2016. 

Great site and blog about personalized learning. Although geared toward education, this site has a wonderful blog, lots of resources, links, and articles on personalized learning, The top page has Our Vision, Our Mission, Core Beliefs, so you know what they are about immediately.

Helen Barrett's home page on eportfolios for learning. She includes a keynote address she did on portfolios for an educators group in Hamilton, NZ in February 2015. Lots of excellent individual slides on lifelong learning and how the portfolio is a laboratory.

study results presented in ScienceInsider, Aleszu Bajak, May 12, 2014 on traditional stand and deliver lectures 1.5 times more likely to fail with undergraduate students than in classes that use more active engagement methods.

DIY for after high school. Dropping out of college or not going at all is viewed as an alternative track for those who don't want to accrue massive debt and want to create the next "app" or online company.

Very interesting how they set it up, could be role model for us someday. I went through "Social Work, Gerontology" tabs but they were not populated with info. Did see one very nice SW-Gerontology professor whom I met years ago at Washington University in St. Louis

Although from 2006, this is an interesting take on preparing students to really engage in online discussion. The faculty, Edward J. Gallagher, creates scaffolds for student engagement principles and practice, has students read the course constitution, and structures the course around the discussion vs. content.

something to think about to scaffold discussion groups

great blog post by Scandinavian Posted by ingvihrannar | February 26, 2014 on obsolete practices including 13. One-Professional development-workshop-fits-all A school that just sends the entire staff to a workshop once a month where everyone get the same are obsolete. Professional development is usually top down instead of the ground up where everyone get what they want and need. This is because giving everyone (including students) what they need and want takes time & money. With things like Twitter, Pinterest, articles online, books, videos, co-operation & conversations employees can personalize their professional development. (Read about my article on Personalized Professional Development here)

Mozilla has launched the program it began in 2011 to allow organizations to issue badges and individuals to collect them for their backpacks.

Sheryl Naussbaum-Beech's web site with research, webinars, communities, and twitter ecourses.

great examples by Prof. Hacker on Chronicle of HE on how to learn with Twitter

very nice list of areas and steps to stay aware of in administering/leading a school to help students and teachers the best they can do, John Wink, principal, May 29, 2015 on his blog. Lists "leveraging collaboration" and scaffolding teachers' PD several times as steps that must be taken.

Tech-Enabled Learning by Whitehorne, Associations Now, January 2016, refers to recent survey on associations using technology to help their members/staff learn

nice article