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Anchored discussion is a form of collaborative literature processing. It "starts from the notion of collaborative discussion that is contextualized or anchored within a specific content" (van der Pol, Admiraal & Simons, 2006). In this course, the discussions we participate in are based on prompts that address ideas included in each of the required resources for each module. However, an anchored discussion is a discussion that is focused on one piece of literature. As students read and digest the material, discussions about the meaning of that material occur within a window where the material is present. It is like having an asynchronous chat window open next to a research article. (van der Pol et al., 2006) As I started learning about anchored discussions, I saw many connections to shared annotation such as what we use Diigo for. Van der Pol et al. (2006) state that "shared annotation might leave more room for individual processes, but is shown to have some limitations in supporting interactivity". Anchored discussions take shared annotation a step further in that it requires conversation (as opposed to individual notes) regarding a resource. The collaborative piece of anchored discussions really got my attention in that it provides greater opportunity for the development of teaching presence by both students and the instructor. The opportunity to facilitate a discussion within the context of a required reading is an exciting idea for me. The use of anchored discussion allows for all three facets of teaching presence: instructional design and organization, facilitating discourse, and direct instruction (Shea, Pickett, & Pelz, 2003). I am wondering if there is a way to use Diigo in creating anchored discussions.

"How do you train an Innovator? We are born curious. We are born with imagination. The first challenge is to ensure that these very human qualities are not schooled out of us, as Sir Ken Robinson says. Beyond that, in my research, I identified five essential education and parenting practices that develop young people's capacities to innovate: 1. Learning to work collaboratively (innovation is a team sport!). 2. Learning to understand problems from a multi-disciplinary perspective. 3. Learning to take risks and learn from mistakes. 4. Focusing on creating versus consuming. 5. Reinforcing the intrinsic motivations of play, passion, and purpose versus the extrinsic carrots and sticks."

Teachers can make live, interactive web pages with LiveMath inside for their students. Students may interact with these web pages using the FREE LiveMath Plug-In. Teachers may also develop exams that are typeset beautiful and LIVE! LiveMath also works with Course Management Systems or use our LiveMath Board to easily create communication forums for your students. If you need a little web space to help you get going, LiveMath Storage is available for you to upload your LiveMath notebooks for web page usage.

From simple calculator operations to large-scale programming and interactive document preparation, Mathematica is the tool of choice at the frontiers of scientific research, in engineering analysis and modeling, in technical education from high school to graduate school, and wherever quantitative methods are used. Whether you need a sophisticated calculator or an integrated technical programming environment, Mathematica provides you with a complete solution. You can perform a single task - like analyzing data or solving a tricky differential equation - or develop an entire solution, prototype, or application.

Google Group that addresses development and user issues re: the Mozilla Open Badges Project.