As you work with digital material (both in your own preparation and with your students), you will run up against the questions of copyright and fair use more and more. Students are becoming incredibly adept at grabbing and repurposing online material. This can result in powerful and inventive work (after all, there's very little created that is truly original, with no influence from prior works) but can also be a way to avoid original thought.
There's a fine line between copyright infringement and fair use. Not to mention outright plagiarism, of course. And educational use is not necessarily fair use; that's a common misconception.
This is a recording of an ISTE web conference on copyright and fair use. It even includes an original fair use rock song!
Online learning system used by High Tech High. Seems similar to Carnegie Learning.
"Assessment and LEarning in Knowledge Spaces is a Web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking."
Not sure why he named it that, but it's an extension for Google Chrome that sends web pages to Pocket (nee Read it Later). Works great, and it's donationware so you can try it (or use it forever) for free.
Blended learning in educational research refers to a mixing of different learning environments. It combines traditional face-to-face classroom methods with more modern computer-mediated activities.
Whether a course should be proposed as a face-to-face interaction, an online course or a blended course depends on the analysis of the competencies at stake, the nature and location of the audience, and the resources available.
The facilitator’s role can be broken down into the following four categories: 1. developing online course content and structure 2. communication 3. guiding and individualizing learning 4. assessing, grading, and promoting
Teachers need to be educated in both traditional classroom methods, but also enhanced training to develop skills targeted to online education.
The elements of teacher preparation for online learning fall into two categories. First, they need to be trained to use the available tools and technology. Secondly, they need to be trained in online pedagogy; particularly, how to communicate content without the use of contextual cues.
Fischer, Michael. [mf032.k12.sd.us/Porftolio/files/FischerMichaelPositionPaper.pdf "The Use of Online Learning Methods in the Traditional Classroom"]. mf032.k12.sd.us/Porftolio/files/FischerMichaelPositionPaper.pdf. Retrieved 5 July 2011.
Horn, Michael B., and Heather C. Staker. The Rise of K12 Blended Learning. Chapel Hill, NC: Innosight Institute, Jan. 2011. PDF.
skill-driven mixes interaction with a facilitator through email, discussion forums, and face-to-face meetings with self-paced learning, such as Web-based courses and books.
Report from 2006 which summarizes the state of research into educational technology's effectiveness. Positive results for different types of tech use in schools are categorized into a taxonomy of learning goals.
This is a very comprehensive review. As usual technology is shown effective only when supported well and integrated into teaching and learning with fidelity.