I like the way the author breaks "disruption" into 3 chunks, two of which look more like "finding efficiencies" and are easier to understand, and one ("reconsidering our fundamental assumptions of what it means to educate and be educated") which is "profound and truly uncharted." His callout to the "atomistic" view of education, in opposition to a more holistic experience, was touched on by Ron Griggs in a keynote at a recent GLCA conference. It wasn't captured on video but I'd really like to push him to write it up for publication.

I like this idea that the MOOC may be something like the electronic version of the "trade book," in that it usefully exposes academic ideas to people outside academia. Combined with the idea in the Boyer reports that "public intellectual" work could be considered as "service" instead of research or teaching, and I think there's an interesting new way to consider MOOCs...

"among academics, there seems to be as yet nothing but the consideration of students around the world as statistical figures." An interesting take on the serious problems of translation and cultural context in education

A lengthy op-ed from one of the signers of the SJSU letter.

Corey Davis' thoughts about what makes an online course good, and what makes it "open", should be worth following.

A remarkably worthwhile podcast episode, discussing digital divide issues, support for mobile phones in MOOCs, and online pedagogy.

Pinterest meets MOOCs (or OERs generally, but note the way it's being sold).

Wow... if you try to sign up as an "educator", it demands an .edu email address.