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The CSU's Affordable Learning Solutions Campaign is designed to enable faculty to choose and provide quality educational content that is more affordable for their students. CSU students typically pay over $800 per year for their books. By reducing their expenses, we believe we can provide better access to a quality CSU learning experience. We are launching this campaign in 2010 and will be continuously improving the services to CSU faculty and students each semester. The Affordable Learning Solutions website is designed to: - Make it easy for faculty, staff, and students to find no/low cost course content that can substitute for more costly textbooks Enable faculty to be recognized for their efforts in reducing costs for students - Share practices for using no/low cost digital content in CSU courses - Support campuses in customizing their strategies to enable affordable learning solutions For example: As part of a three-year partnership with Nature Publishing Group (NPG), publisher of the world's leading scientific journal Nature, CSU faculty guided and advised the development of NPG's Principles of Biology - the first in a series of interactive "born digital" textbooks. The text will be incorporated into courses for students at the Los Angeles, Northridge and Chico campuses starting in the 2011/2012 academic year.

A study published recently in Business Education Digest (Keith, Perreault, and Chin 2009) explores students' perceptions of how prevalent and consequential ethical questions are in the business world. Surveys of business students at a midwestern university revealed that while 83 percent of students either "agree" or "strongly agree" that "situations where ethics may be called into question are frequently encountered in business," students underrate the ethical consequence of several potential conflicts....they found that women were more likely than men to believe that personal ethics and corporate behaviors should align and that ethics are essential to success.... women and men shared similar and relatively lax beliefs about what kinds of disciplinary action are appropriate, reinforcing the researchers' beliefs that more ethics education is necessary for business students.

Patrick R. Lowenthal and David Thomas take a strong stance in decrying the use of student-teacher electronic dropboxes for submission of student work. We all know that in the performance arts, students benefit from public critique - and as scholars we insist on this practice for ourselves, making sure we present "papers" at prestigious conferences. So, why expect our students to perform in the "real world" and be subject regularly to critique by the very public that should be supporting the funding of their education?

4 Steps that Chris Rice also uses in his EADs at UK: Meet (are we listening? reach out to students to understand their learning preferences and motivations for taking a course) Show (did we do it? develop learning solutions based on today's students and validate through interative process to ensure ideal product mix) Test (do you like it? gain faculty approval to finalize the product and content mix specific to each discipline) Work (are you in? publish the student-tested, faculty-approved teaching and learning solution) Rest (are you kidding? our research never ends, continual feedback from students ensures that we keep up with their changing needs)

The MOOC Business Plan- With millions of students taking high-quality MOOCs for free, schools and course providers are searching for a viable business model. Editorial: MOOC Shake- MOOCs will change higher education radically, but not in the way we expect right now. Assessment Tools for MOOCs- As MOOCs are made available for credit, scalable assessment options are essential. Building a Sense of Community in MOOCs- Massive class sizes can breed feelings of isolation, but they also enable more student interaction. Blended MOOCs: The Best of Both Worlds?- Combining in-class instruction with high-quality MOOCs may resolve some of the hurdles facing xMOOCs, but questions about cost and the impact on faculty remain unanswered. Watch video: Catheryn Cheal, AVP and senior academic technology officer at San Jose State, discusses how the school adapted a course for use in a blended MOOC. The Rise of MOOCs… What does it mean for higher education? Watch video: Cathy Sandeen, VP of education attainment and innovation at ACE, talks about the potential of MOOCs to increase the number of Americans gaining a post-secondary degree. cMOOCs: Putting Collaboration First- Alternative MOOC models are fostering creativity and collaboration with peers. How to Convert a Class Into a MOOC- The sheer size and diversity of the student body in a MOOC require a new approach to teaching. C-Level- The role of MOOCs in learner-initiated learning. MOOC News & Analysis- Georgia Tech's MOOC Degree

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

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?

Great approach to helping instructors understand some basic issues of student privacy and the role of social media. This kind of argument might encourage people to assign the use of (and contribution to) open educational resources. "FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public."

A 7th grade science student shows us her personal learning environment (PLN) created by Symbaloo tumblelog- including how she uses a variety of platforms in searching out experts and talking with them (e.g., Skype and Blogster) or practicing how to write a lab report (e.g., Google Docs).

A knowledge sharing network for students to share and find class-specific notes, build academic reputations and earn rewards

"MindTap - array of digital products and services LMS agnostic with "MindApps" to go across learning platforms - portability and customization by individual students as well as faculty

Professor Jim Taylor, from the University of Southern Queensland, points out that the OER university will create a parallel learning universe to augment and add value to traditional models of delivery through open collaboration networks. "This is not theoretical speculation, it is entirely viable." said Jim Taylor. In this keynote address, Jim: Refers to the "gales of creative destruction" associated with technological change where old industry can be swept away and replaced by new ones. However, the OER university concept provides opportunities for "creative construction" for universities in a digital age. Demonstrates that conventional supply of education using traditional delivery methods will not the meet the demands for access to higher education. Consider, for example: the need for 18 million new teachers the doubling of post-secondary students in the next decade the need to build roughly one new university per week in India alone to meet the future demand for learning. Points out that we already have a critical mass of open access materials, but we don't have open curriculum, open student support, open assessment and open accreditation. Indicates that the OER university concept will provide a stairway to credible credentials based soley on OER.

Mike James urges programmers to adapt gaming techniques to allow the regular-Joe academic expert to include a simulation quickly and easily into a learning experience (instead of videotaping them as they present it via words or pre-produced visuals)

A terrific checklist for anyone looking to "build" a course: 1. Plan for 30 minutes 2. Develop content without technology (clarify goals, assumptions about students, objectives, assessments, learning outcome artifacts, sequencing, validation) 3. Implement your content using technology (inc prep to evaluate the efficacy of your course) 4. Pilot with your target audience

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

Video clips and discussion guide to help faculty, research assistants and students talk about the issues inherent to research that impact scholarly ethics and academic integrity.

Tony Hirst describing his thoughts on building a course for the British Open University and relying on Wordpress (due to its ability to handle RSS feeds so robustly) blogs to build a cacophony of blog entries by his students to craft pathways for the creation of new knowledge.

Peer-based online university - relatively free (small fees for registration and exit exams). Small groups of peers work with scholars in 10 week sessions with explicit expectations for students to work together as they learn.

Cornell University's website on academic integrity, including a nice section on student rights for their own content created for class work.

Cartoon videos (in Flash) with transcripts - and students log in to take quizzes