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Co-founded by open education visionary Dr. David Wiley and education technology strategist Kim Thanos; finding quality content and mapping it to course learning outcomes; incorporating OER into academic strategy and curriculum decisions via consulting services; faculty training services; analytics and other outcomes to maximize student success

Social networking to prioritize curriculum development from open content and chosen by community (student generated content such as notes and internet-based resources while instructor-based content can be course notes), and new groups of students/faculty can build on the work oand experiences of previous students ("start where others left off") - instructors can use learner analytics to encourage deeper learning - currently being used for English composition by Stanford, CA Polytech, USC, Babson, Sacramento State and San Luis Obispo

archive from ELI2011 conference

Ashton Anderson and Jure Leskovec (Stanford) Daniel Huttenlocher and Jon Kleinberg (Cornell) re Coursera students' activities/user rates: "engagement taxonomy" 5 different categories based on student interactions with the platform (http://www.openeducationeuropa.eu/en/news/mooc-study-creates-new-taxonomy-engagement): Bystanders are registered for the course, but their total activity is below a very low threshold. Collectors primarily download lectures, but don't participate much. Viewers watch lectures, handing in few if any assignments Solvers hand in assignments for a grade, viewing few if any lectures All-Rounders balance the watching of lectures with the handing in of assignments QUESTION: what about the way-finders - those who help create signposts for others to follow as learners navigate the course? or the web-makers - assisters/facilitators who help craft communities among learners?