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This is paper written back in 2007 about PLNs. The author argues that PLN are the future of elearning because of the power they have to offer individualized learning and give the learner the opportunity to organize his/her own learning. That educational institutions cannot expect to simply recreate the same forms of learning used in tradition education online. rather that we must learn to adapt to the new and emerging technologies of ubiquitous computing and social software. Considering that this article was written 9 years ago, I found it to be extremely accurate and representative of PLNs today.

Some ideas for using personal learning networks for personalized learning.

"Research also indicates that peer learning activities typically yield the following results for both tutor and tutee: team-building spirit and more supportive relationships; greater psychological well-being, social competence, communication skills and self-esteem; and higher achievement and greater productivity in terms of enhanced learning outcomes."

Jono Bacon is Director of Community at Github and formerly led community at Canonical and XPRIZE. He wrote The Art of Community, founded the Community Leadership Summit, and writes columns for Forbes and opensource.com.

"Inclusive Design and Design Justice: Strategies to Shape Our Classes and Communities"

A comprehensive website and online community that increases knowledge, sharing, and adoption of what works in K-12 education. We emphasize core strategies: project-based learning, comprehensive assessment, integrated studies, social and emotional learning, educational leadership and teacher development, and technology integration.

This is an wonderful website that offers technology-based ideas and solutions for educators. One great attribute is that you select the age group you work with and you can sort by topic-- a double win! I highly recommend this site. Oh, and it was founded by George Lucas.

Camtasia gives you the tools you need to record on-screen activity, edit and enhance your content, and share in high-quality to viewers anywhere.

I purchased Camtasia a few years ago and find to be invaluable. It is quite intuitive as long as you aren't afraid to play a bit and figure out the transitions, etc. I recommend practicing some of the zooming and highlighting techniques on a test video so you aren't trying to learn it all right when you need to create a video for class.

"Ask the right questions, manipulate data sets, and create visualizations to communicate results. This Specialization covers the concepts and tools you'll need throughout the entire data science pipeline, from asking the right kinds of questions to making inferences and publishing results. In the final Capstone Project, you'll apply the skills learned by building a data product using real-world data. At completion, students will have a portfolio demonstrating their mastery of the material."

Full of tips and sites for assessments and rubrics

In a face-to-face class, students have numerous opportunities to interact with their instructor and fellow students. Creating similar opportunities for collaboration in a web-based course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful synchronous and asynchronous interaction are plentiful, provided you design and facilitate your online course in the correct manner and with the proper tools.

As the educational landscape slowly turns to a completely digital and paperless classroom, we are often asking ourselves about the best methods and technologies that are available to collect and curate both teacher and student created content.

How can an instructional designer (ID) leverage social interaction online to engage learners, increase exchange and dialogue, and get better results, without losing the purposeful focus provided by an instructor or traditional course content and structure? Here is an approach that you can adapt to your requirements.

How can an instructional designer (ID) leverage social interaction online to engage learners, increase exchange and dialogue, and get better results, without losing the purposeful focus provided by an instructor or traditional course content and structure? Here is an approach that you can adapt to your requirements.

When Kristine Riley looks back on how she used to teach her students, she sees order and control. Her third, fourth and fifth grade gifted-and-talented classes had been structured and orderly, and students sat in designated seats. She had assigned the same tasks to every student and had hoped for roughly the same answers from all of them.

Today's student generation is mobile, online and Internet-savvy. They are all computer gurus, and they often engage better with their electronics than they do with paper and pencil. As the saying goes, when you can't beat 'em, join 'em: charge into the information age as a 21 st century teacher.

Huge list of sites and apps that foster collaboration. Tools are divided by grade level and a section for special education is included.

Whether you and your students are making interactive videos, or you just want to create interactive video lessons, there's no shortage of apps and Web-based tools to help you. A host of video-creation apps offer everything from cartoon and stop-motion animation to video slide shows...

Welcome to the website for The Cool Teacher Podcast, a weekly audio podcast produced and distributed by two VERY cool teachers--Barbara Schroeder and Chris Haskell, from Boise State University. Barbara and Chris are teachers and geeks--constantly on the cutting edge of technology tools for teaching and learning.

This article Examines whether the college catalog and language therein constitute a legally binding contract between college and student. Categorizes catalog litigation by cases involving dismissal, granting of degrees, tuition, admission, and course offerings. The courts appear to agree that the student-college relationship is contractual in nature and that the relevant contractual terms are set forth in the catalogs. (202 references) (MLH) This is extremely timely given that all MET students must realign to the new AECT standards (and were told 5 days into the start of the semester!)

A coordinated, intentional program of blended learning is changing teaching and learning in the Nation's capital. For the past two years, the Washington, D.C. Public School District (DCPS) has earned a sort of celebrity status with lawmakers, superintendents, and think tank heads filing in to see what, and especially how, students are learning.

American Institutes for Research The study found mixed effects of increased learning time programs on student academic and nonacademic outcomes. Findings suggest that the impacts of these programs depend on the settings, implementation features, and types of students targeted.

Here is a great webpage that discusses modern trends including gamification, flipped classrooms, and new tools. He is a great educator and a nice website to browse.