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Once we become aware of our multitasking, the number of tasks we're juggling doesn't change. What changes is our attention level to the juggling itself and, in the taxi example, our anxiety about the consequences of the juggling.

IN LITTLE MORE THAN A YEAR, discussion of the role of online learning in higher education has undergone a qualitative shift. With the launch of for-profit educational start-ups such as Coursera, Udacity, and the MIT and Harvard-founded nonprofit platform edX, Massively Open Online Courses (MOOCs) have moved from obscure experiment to major initiative. MOOCs are online classes, generally composed of short lectures, that allow for open, often free enrollments (thousands can easily enroll in a single course), assessing students through periodic quizzes and discussion forums.

"I'm a finalist for teaching a Coursera MOOC next year on "The History and Future of Higher Education."  Naturally, I am doing this because I want to improve the future of higher education and add as much innovation as possible.  I'm interested in ways that an online  course with a relatively static form could become a platform for innovation.    And I will use this hastac.org site as a testbed for analysis of the teaching and learning as it is happening and as a place of reflection on the process and possibilities."

"What is a course? What is a class? What is a community? What is the relationship between those three questions and an even more basic one that is rarely asked in higher education: How do we learn? It is our conviction that, to address the literacies we need to thrive in the 21st century, we first need to step back and think about the conventions of education that we have inherited and to ask the big "why" and "how" questions of those conventions."

A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning

"Here are a baker's dozen of the main principles of connected learning. As you will see, they form an "ecosystem," where each component influences and changes the others. These apply in any field (although differently in each field). These principles draw from constructivist, engaged "public educators" (Stuart Hall's term)  going back as far as Lev Vygotsky and John Dewey and including Howard Gardner, Franz Fanon, Jacques Rancière, and digital pedagogy theorists including Yochai Benkler, Howard Rhinegold,  Mizuko Ito, and many others.  "