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"He compares traditional teaching to "giving people thousands of rubber mallets and asking them to drill a hole through a mountain." He said, "We need nitroglycerine." His "nitroglycerine" is Saylor.org, a nonprofit online university he backs as sole trustee of the Saylor Foundation. Saylor's model is to offer students a free, one-stop shop for self-paced college courses. Saylor.org aggregates free content offered by open-source providers like MIT OpenCourseWare and Open Yale Courses, and groups it so that students can pursue a continuous sequence of courses in a major. The model takes a different approach than that of high-profile providers of massive open online courses, or MOOC's, mainly in its role as an aggregator of online content into comprehensive courses. Instead of following a professor through a series of video lectures and peer-graded exercises on Coursera, for example, students in Saylor courses read, listen to, and watch material from different sources and grade themselves using answer keys."

It is not uncommon for true visionaries to perform poorly in the constraints of a classroom. No matter how progressive the teacher, a classroom has a certain level of restriction. Teachers have preconceived notions about what students need to learn and how they should learn it. The most forward-thinking, creative students often tend to be frustrated by those restrictions. As a result, they are limited by instructors who cannot accept, or do not want to accept, new possibilities. Shortly after Sir John Gurdon won the Nobel Prize for Physiology or Medicine this year, a report circulated that had been written by one of his high-school biology teachers. The report lambasted the young scientist, stating: "Several times he has been in trouble, because he will not listen, but will insist on doing his work in his own way." This perfectly illustrates how teachers can fail to recognize a new way of thinking. In our most obstinate moments, the mere suggestion that a student can do something contrary to the way we teach it and still become successful is inconceivable.

"Digital Devices Invade Campus, and Networks Feel the Strain"

"New York Times to Suspend Online-Education Program"

"The instructor can then pull together material from various sources into one e-book-two chapters from a published textbook, three videos from MIT's OpenCourseWare, and a research study from Harvard University, for example. The instructor can also upload his or her own material, like a syllabus for the course. The system then calculates a price for the Pearson and third-party content."

"The big theme of Mr. Shirky's talk was openness. Taking advantage of technology, he argued, will require "doing more sharing than we're used to and then learning to live with results." He underscored the power of sharing with an anecdote about what happened when the Smithsonian Institution made a cache of photographs available on Flickr, the photo-sharing site. Users catalogued the archive with tags that reflected an unpredictable range of interests, including facial hair, the history of photography, and the fiction genre known as Steampunk. "There's all kinds of hidden value in our systems which you can't even understand until you open them up to see what people do with them," Mr. Shirky said. "The thing that drives me craziest in conversations with large institutions about large data sets is they want to know in advance what will happen. Why should we open up our data? To which the answer is, you open up your data to see where the value is. It's the value you can't even predict until you try it that you get back.""

"Basic Technology Advice for Students"

That's really good stuff. Here's the main doc https://docs.google.com/a/nitle.org/document/d/1X074ZTCmZrs591jWM3iaaNPBFBCNqQ45pknHp3MQ43A/edit