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"We need an educational structure that takes instability and unpredictability as its starting point, its fundamental assumption. If a university is not made up of stable, enduring structures arranged linearly or hierarchically-schools, departments, majors, minors-but rather is made up of components that can be used or deployed according to demand and need, then invention instead of convention becomes the governing institutional dynamic."

"In reality, however, the news is bleak: Median pay per course in 2010 was $2,700. ($2,235 at two-year schools; $3400 at four-year doctoral or research schools). Pay doesn't correspond with credentials-wage premiums for better credentials within the contingent workforce are small; likewise, there's not much of a career ladder. And, of course, contingent faculty pay lags behind similarly-educated professionals in other fields. Part-time faculty have access to limited professional development, and are generally excluded from governance. Most part-time faculty teach in such positions for extended periods of time, and most would prefer a full-time appointment, if one were available."

"Innovations won't be adopted unless they solve a problem: No matter how cool and exciting a particular innovation looks, it doesn't mean that users are going to want to use it. "

"But you lose much more than you gain. If you believe, as I do, that education is a collaborative exploration of ideas, you've immediately restricted the class's ability to explore a subject together. You've determined the course in advance, so students will not be able to make any meaningful contributions to its direction. If you stumble onto an interesting detour in your thinking, you might be able to veer off for a while, but the inexorable pull of the fixed list's itinerary will ineluctably drive you on."

"While things are in motion (dramatic disruptive change) we can't use the old mindset to describe the new mindset. We can't use current processes to accomplish new processes. We can't measure a butterfly as if it were still a caterpillar. The event of change requires us to also change the way we view ourselves, our roles, and our processes."

"we need to teach them how to find information and more importantly what to do with the information that they find. The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn."

"Essentially, digital (and physical) mind mapping allows students to view the entire forest instead of a single tree. As they create a mind map, they capture the wider ecosystem of information by visually connecting short keywords and phrases rather than writing complete sentences. Upon later review-for retention, exam preparation or papers-the mind map is like a CD. You jump right to the information that interests you. In contrast, linear notes are like audio tapes-you waste time wading line by line through the content in hopes of getting to what you want. This more efficient use of space (and time) lets students see how normally unconnected ideas might fit together. Thus, the mind maps doubles as a store of information and an engine of creativity. Using it in the classroom and even giving mind mapping assignments forces students to break the linearity of their earlier education."