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Davidson and Goldberg call on us to examine potential new models of digital learning and rethink our virtually enabled and enhanced learning institutions.

available in a free digital edition

Certainly there is the entertainment element to this service, however I also see a great deal of potential for educational value as well. The Common Craft Show has shown us that hand-drawn explanations – completely devoid of a single on-screen pixel – can be used to effectively explain social media concepts. I think GoAnimate could do much the same.

I’m hoping that there will be a way to download the cartoons you create, and/or upload them to your YouTube account – because I prefer to keep all my digital media stored more or less in the same place.

You can’t make any sweeping generalizations based on the results

older students tend to cheat less frequently than younger students

If you are interested in this topic, look for the interesting edited book called Student Plagiarism in an Online World: http://www.igi-global.com/reference/details.asp?ID=7031&v=tableOfContentsI wrote a chapter called, "Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work." In it I discuss the complexities of plagiarism in the context of a digital culture of sharing and suggest that it is rarely black and white. I propose a continuum with intentional academic dishonesty on one end and original work on the other, with gradations in between. Based on my own research and teaching experience, I believe the instructional design and style of teaching can either make it easy-- or very difficult-- to cheat.

I had a simple answer for Steve: Quit following the annoying bastard. Let's not forget that technology gives us both the power to connect and the power to pull the plug.

Of course, who and how many people you follow depends on your goals. Mine are more about learning and less about promotion, or building a large following. Even with hype at an all-time high, there are ways I get tremendous value from Twitter.

Twitter connects me to some of the best thinking and writing about social media and digital technologies, through links to blogs that I would never see otherwise

This is morning in America in the Internet age. After six to eight hours of network deprivation — also known as sleep — people are increasingly waking up and lunging for cellphones and laptops, sometimes even before swinging their legs to the floor and tending to more biologically urgent activities.

The surge of early risers is reflected in online and wireless traffic patterns. Internet companies that used to watch traffic levels rise only when people booted up at work now see the uptick much earlier.

WASHINGTON – As the Pentagon warns of the security risks posed by social networking sites, newly released government documents show the military also uses these Internet tools to monitor and react to coverage of high-profile events. The Air Force tracked the instant messaging service Twitter, video carrier YouTube and various blogs to assess the huge public backlash to the Air Force One flyover of the Statue of Liberty this spring, according to the documents. And while the attempts at damage control failed — "No positive spin is possible," one PowerPoint chart reads — the episode opens a window into the tactics for operating in a boundless digital news cycle.

a unit called the Combat Information Cell at Tyndall Air Force Base in Florida

A Utah Air National Guard unit, the 101st Information Warfare Flight in Salt Lake City, was also monitoring the social sites

To those who Twitter, the reporter who investigates a story before offering it to the public must also seem tediously ruminant. On Twitter, the notes become the story, devoid of even five minutes of reflection on the writer's way to the computer. I can see that there are times —an airplane landing in the Hudson, a presidential election in Iran—when this type of impromptu journalism becomes a necessity, and an exciting one at that. Luckily, reporters still exist to make sense of information bytes and expand upon them for readers—but for how much longer? I worry that microblogging cheats my students out of their trump card: a mindful attention to the subject in front of them, so that they can capture its sights and sounds, its smells and tactile qualities, to share with readers. How can Twittering stories from laptops and phones possibly replace the attentive journalist who tucks a digital recorder artfully under a notepad, pencil behind one ear, and gives full attention to the subject at hand?

I went home after the lecture and—hypocritically, I admit—updated my Facebook status and my blog to declare how much I despise Twitter.

Twitter serves as a source of links to longer news stories.