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"They are part of Stanford Law School's new Law and Policy Lab, a growing collection of small-group practicums that match experienced faculty and student teams with actual clients-many from federal, state, or local government. The only program of its breadth and depth at a law school, the Policy Lab is tackling real-world challenges ranging from tax code reform to childhood obesity to wildlife trafficking, with students gaining valuable experience in policy analysis where lawyers often contribute but law schools offer little to no preparation. Students in Weisberg's practicum have been immersed in research during the winter and spring quarters, looking at everything from existing state and federal laws, Fourth Amendment cases, the technology itself, and more. "

"The theories behind communities of practice The design of teaching often integrates different theories of learning. Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex. What are communities of practice? Definition:  Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Wenger, 2014"

In this 2014.06.16 guest post and extensive follow-up comments about an evolving educational technology rubric, Thornbury draws upon second language acquisition literature to generate "a list of 'observations'" (¶3), upon which in turn to base general questions about the "fitness for purpose" (¶1) of various products and services available to facilitate and support language learning.

"The Designing Education Lab (DEL), led by Professor Sheri Sheppard, investigates a broad range of engineering education topics, from the persistence of students and alumni in engineering fields to the impact of exposure to entrepreneurship on engineering students' career interests. DEL researchers are engaged in national and international collaborations with colleagues within and outside of engineering. Our activities and projects emphasize the relationship of research TO academic and professional practice by informing the redesign of engineering course pedagogy and curriculum and DISSEMINATION of findings in conference presentations, workshops, webinars, online resources, and publications."

"With a process in place to ensure you meet specific student needs, you can begin to proactively identify accessibility pain points and come up with a plan for addressing them"

"An important area that digital natives have been unable to manage effectively is their own personal learning. There are 3 very specific habits that new learners bring with them into the E-Learning environment that need to be "un-learned" so effective "re-learning" can take place" (¶5, retrieved 2015.06.26).

"Jeremy Bailenson, who leads Stanford University's Virtual Human Interaction lab, says that approach breaks new ground. Communication in virtual worlds has long been limited, he says, by a gap between how realistic an avatar could look and how realistically it could behave. "Second Life had fairly realistic faces, but there was no to way to control them," he says. "High Fidelity has solved that problem." When he recently tried Rosedale's technology, "the experience I got was 'It really feels like there's another person here,'" Bailenson says."

"Why Wearables Are the New Gateways to Human Knowledge"

This Global Digital Citizen Foundation post sports "a comprehensive infographic that reflects interesting research findings, gives details of Creative Commons licenses and illustrates how to properly attribute CC photos" (¶3, 2016.01.25).

Explains and illustrates an arguably effective landing page layout leading viewers to calls to action (CTAs)

"report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive-especially if they require training observers, time to complete extensive observations, and coding videos or field notes."

"To paraphrase artificial intelligence pioneer Marvin Minsky, there is no such thing as a typical student because each brain contains many different kinds and combinations of resources. Neuroscience research suggests that the brain is not one general learning system but consists of many specialized modules developed over eons of evolution. While those modules vary, their network connections differ even more depending on genetics and experience. Thus every student brings to the classroom wiring, experiences, assumptions, and hidden semi-autonomous processes that we call euphemistically "prior knowledge.""

"[C]asual digital reading on the internet has instilled bad habits in many students, making it difficult for them to engage deeply with digital text in the same way they do when reading materials printed on paper" (Schwarz, 2016.10.16, ¶1).

This webpage suggests six factors to consider when assessing website credibility, and adds, "If you are unsure whether the site you're using is credible, verify the information you find there with another source you know to be reliable" (retrieved 2016.12.22).