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The architects of education 2.0 predict that traditional universities that cling to the string-quartet model will find themselves on the wrong side of history, alongside newspaper chains and record stores. "If universities can't find the will to innovate and adapt to changes in the world around them," professor David Wiley of Brigham Young University has written, "universities will be irrelevant by 2020."

This paper explores the potential of artificial intelligent (AI) systems in the university's core functions of teaching, learning and knowledge nexus, against the background of rapid technological change, globalisation and challenges facing universities to respond to societies' needs in the knowledge age. As knowledge and innovation will drive competitive economic advantage in increasingly Internet defined infrastructures, a new university paradigm is needed where telecommunications and computers replace roads, buildings and transport technology that underpinned the industrial university that operated in the industrial age. As the Internet a global communication tool continues to impact on all human activities and enterprise changing the way we shop, bank, do business, entertain ourselves, communicate and think, it is radically changing how, when and what we learn. This paper introduces the idea of a HyperClass based on HyperReality, an advanced form of distributed virtual reality where physical reality and virtual reality, and human intelligence and artificial intelligence intermesh and interact to provide anyone, anywhere, anytime learning, in which teaching could be done by Just in Time Artificially Intelligent Tutors (JITAITs) that will pop up when needed, whilst students use avatars -online simulacra of themselves - to interact as telepresences in classes from different countries and locations.

Universal McCann Social Media Study: Wave 4

Howard Rheingold, who teaches at the University of California-Berkeley and Stanford University, was an early adopter of Twitter and often turns to it for teaching advice. He explains to his digital journalism students how to use the site to establish a network of sources and, using tweets, how to entice those sources to follow them in return. In his social media course, he has his students employ Twitter for what he describes as "student-to-teacher-to-student ambient office hours."

University of Maine System to Consider Expanding Online Learning

With news organizations beginning to create special positions to manage the use of social media tools, such as the recently appointed social editor at The New York Times, journalism schools are starting to recognize the need to integrate social media into their curricula. That doesn't mean having a class on Facebook (Facebook) or Twitter (Twitter), which many college students already know inside and out, but instead means that professors are delving into how these tools can be applied to enrich the craft of reporting and producing the news and ultimately telling the story in the best possible way.

StudyNet - University of Hertfordshire's Learning Environment

CHENNAI: The electronic revolution seems to be setting in at a rather quick pace, and promises to be better than before. The Confederation of Indian Industries (CII) signed a Memorandum of Understanding (MoU) with the Periyar Maniammai University for the launch of a Digital Publishing Course, the first of its kind in the country. The MoU was signed in the presence of K Ponmudi, Minister for Higher Education, Tamil Nadu.

New York University professor and PressThink blogger Jay Rosen answered questions and gave advice about how to teach blogging in this week's Poynter educators chat.

This study discusses several central roles that the Internet and mobile phones play in college students' daily lives. Focus group interviews at a U.S. and a Norwegian university generated a wide variety of concerns and experiences. Three themes stand out - social connectivity, multitasking, and social control. The informants were seemingly involved in constant conversations with their friends and families. Also, there was a high degree of multi-tasking, involving several activities or media at the same time. E-mail and instant messaging supported near-continuous contact. Their constant multi-tasking could reflect a feeling that they need to be busy, but also an acquired proficiency to handle multiple simultaneous media tasks. For many of our interviewees the mobile phone was used for daily conversations and text messages as much as could be afforded. New media seem to be an integrated part of these people's lives. The thought of being without their mobile phones created feelings of anxiety for some, and their use of these media for maintaining connectivity constituted some new forms of control, even of themselves.

A commentary by the Technology Enhanced Learning Phase for the University of London, London Knowledge Lab.