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It then follows that as faculty we would seek to create such communities for our students, to foster their own rigor and creativity of thought and communication--to develop their own expertise.

Students use technology in natural ways that allow them to do what they want: communicate with anyone they want, in the time and space that suits them best. Easily accessible and user-friendly, collaboration tools allow students to explore, share, engage, and connect with people and content in meaningful ways that help them learn. By relying on the familiar ways students use these tools, faculty can enable new forms of communication and engagement in the classroom, permitting extensions and variations of the informal interactions already occurring in classrooms and hallways, and creating new frontiers for collaboration across geographic boundaries.

Twitter is the class' main mode of communication, and he writes that Twitter has replaced three classroom technologies: listserv, email, cardboard box to collect papers.

But just as Moore's Law hits physical constraints, network effects have a limit in many types of online communities. Indeed, in some cases, a reverse network effect may exist: as new people join, others are motivated to leave.

When asked the question: "Do you trust the cloud?," the majority of responses either came back as a flat-out "no" or as a longer explanation as to why their response was a "maybe" or a "sometimes." Some said the cloud was trustworthy enough for non-critical data, but not for secure and private communications, such as those used in the enterprise.

Engage your entire campus community through the first interoperable Facebook application designed for institutions of higher learning.

Today I was talking some collaborators on LLL3D about how to visualise concepts in Second Life. I remembered I had seen some twitterers mentioning that the University of Iowa had a visualisation of Bloom's taxonomy, I did a search and found that they had interactive models of both Bloom's taxononmy and Wenger's Communities of Practice.

Since SDSU's clicker standardization, clicker course enrollment has grown from under 3,000 in fall 2006 to over 12,500 in fall 2008. Learn about SDSU's collaborative approach to standardization and its innovative faculty support program, which combines a faculty community of practice developed through online and in-person peer interactions with hands-on workshops and one-on-one support. With its focus on improving student engagement and learning through effective practices with clickers, the impacts of this effort will be demonstrated through analysis of feedback data gathered each semester from thousands of students.

The NYC Plane Crash story on Twitter, and how the media made someone famous in just minutes.

The International Journal of Virtual and Personal Learning Environments provides readers with a comprehensive coverage of developments in learning technologies for an international readership of educators and trainers. The journal is a primary source for academics, professionals, corporate trainers and policy makers in information and communications technologies. The journal publishes work of a high standard on a range of fields associated with Course Management Systems (CMS), Learning Management Systems (LMS), Virtual Learning Environments (VLE), Personalized Learning Environments (PLE), Social Networking Software (SNS), and 3D virtual worlds, including for example Second Life (SL).

As you may have heard, a number of contributors in the Sakai community have begun talking about, and even working on, something being called Sakai 3. Sakai 3 would be a new version of Sakai representing significant change to the end-user experience and, likely, the underlying technology.

Because of the rapidly growing popularity of social networking sites and in an attempt to reach out to those participating, many libraries have created their own Twitter accounts. Although the original intent was to network with patrons and others within their community, many libraries are finding that Twitter has many other uses beyond the simple "what are you doing?" tweet.

Educators have been searching for ways to modularize and share educational content since the inception of online learning. However, for reasons both cultural and technological, the academic community has been slow to accept past attempts to support learning through the use of reusable, stand-alone, digital assets. With the advent of Web 2.0 technologies, widgets, along with a new generation of web-based and mobile content aggregators, provide the key to successfully packaging and delivering web-based educational content. In this Webinar, Marino will share how the production of portable course content in widgets has opened his writing course, and Metros will discuss ways to work with information technology leaders and university administration to deploy and promote widgets as an innovative and supportable learning technology.

This blog post is somewhat a summary of my understanding of what Sakai 3 is all about, from a user point of view. I hope it can become a starting point for current community members who might still see Sakai 3 as a blurry long term vision, and maybe even draw more people's attention to Sakai as a valid alternative to commercial learning management systems like Blackboard.

The internet is an invaluable resource to self-educated learners. Below is a list of some of the most helpful sites out there including opencourseware materials, free libraries, learning communities, educational tools, and more.

Google's investment is part of a broad movement toward "cloud computing," a literally hazy term for a concept that takes outsourcing, software as a service, and similar rent-don't-own trends to their logical conclusion. Think of it as a ubiquitous Wi-Fi hotspot that can satisfy all of a company's computing needs, from software applications to data to communications and collaboration. No more data centers; everything you need is "out there" in the cloud, accessible for a fee. Or fees.

As students continue to use Facebook to connect and communicate in increasing numbers, it has also become common for faculty members to consider the use of this social networking site to facilitate interaction in educational contexts. One of the perennial questions that arises is whether faculty should accept Facebook "friend requests" from students.

I realize there are many amazing posts on the merits of using Twitter to develop a PLN. I also realize that there already exists dozens of collections of tools for making the most of Twitter.

If you're ready to go beyond dabbling with Twitter, join us for our new "Advanced Twitter for Business" webcast on February 6. Learn everything you need to launch a successful Twitter strategy for your business.