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"At a recent talk at the University of Colorado Boulder I discussed various definitions of digital scholarship and how we might categorize digital scholarship. My forthcoming essay in the second edition of Blackwell's Companion to Digital Humanities deals with these questions in depth. This chart offers one way to consider a typology for digital scholarship in the humanities. These characteristics are offered as a beginning point. They are not meant to exclude or restrict the definition of digital scholarship. Indeed, I hope these definitions might provoke some further discussion about how to undertake reviews of digital scholarship. "

"Gamification has several definitions but the one I find most compelling is one that involves elements of games beyond just points, badges and leaderboards. A definition that includes using elements like challenge, story, role-play, feedback-what I call "deeper" game elements."

The authors lay out four "pillars" of practice, conveniently chosen to form FLIP as an acronym: Flexible environment (Students are allowed a variety of modes of learning and means of assessment) Learning culture (Student-centered communities of inquiry rather than instructor-centered lecture) Intentional content (Basically this means placing content in the most appropriate context - direct instruction prior to class for individual use, video that's accessible to all students, etc.) Professional educator (Being a reflective, accessible instructor who collaborates with other educators and takes responsibility for perfecting one's craft)

Use our new Scope & Sequence tool to find the lessons that are just right for your classroom. These cross-curriculular units spiral to address digital literacy and citizenship topics in an age appropriate way. Browse by grade band or click a category to highlight the lessons that address that topic. You can download a PDF of the new Scope & Sequence here. Read more about the recent updates to the curriculum in our blog. Also, take a look at the definitions of our 8 categories in our Curriculum Overview. And for reference, you can access the former Scope & Sequence here.

"this apparent lack of a need for a definition is exactly why we need to slow things down and figure out what the heck we're talking about."

"Open Badges enable you to connect different types of learning to each other. The whole point of connected learning by definition -- by the name itself -- is to find a way to connect things. To do that, we need something that will carry that information across sectors. In the connected learning vision, I see badges as the connectors between different spheres. Badges play the role of a currency where learning can be captured, recognized, and then communicated across those lines."

"These dual characteristics of "open" are also core to Open Educational Resources (OER). Hewlett's updated OER definition begins: "OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others." That is, for an educational resource to be "open" it must be both gratis (available at no-cost) and libre (everyone has the legal rights to repurpose the resource). An OER cannot be freely available or openly licensed - it must be both freely available and openly licensed (or in the public domain) to be an OER."

"When I think about my own definition of a "meaningful assessment," I think the test must meet certain requirements. The assessment must have value other than "because it's on the test." It must intend to impact the world beyond the student "self," whether it is on the school site, in the outlying community, the state, country, world, etc. Additionally, the assessment should incorporate skills that students need for their future. That is, the test must assess skills other than merely content. It must also test how eloquently the students communicate their content."

"A framework for entry-level web literacy & 21st Century skills. Explore the map by selecting what you want to learn more about, to see definitions and activities."

""Cheating" is defined in different ways but for the purpose of this blog, I would like to use the following definition as it applies best to the field of education.   Cheating is to break a rule or law usually to gain an advantage at something.  Did I get that right?  It really doesn't sound that horrible except for the breaking a rule or law part, right?"

"The definition of "a state education" may also change. Far more money should be spent on pre-schooling, since the cognitive abilities and social skills that children learn in their first few years define much of their future potential. And adults will need continuous education. State education may well involve a year of study to be taken later in life, perhaps in stages."

"I've called educational technology issues the "academic freedom crisis of the twenty-first century" because I think how faculty present information to students is just as important as what information they present. If administrators force us to use tools that prevent faculty from teaching what we want to teach as well as we can teach it, they don't need to tell us what to teach in order to prevent us from getting our message out. If those tools can be used to replace faculty entirely, then even our content choices will become irrelevant because we won't have anyone around to hear our message. So what bothers me most about this message is its very limited definition of what academic freedom is."

"For the newer researcher like me, notwithstanding the delights of Cardiff, conferences are an opportunity for my thesis to face the scrutiny of the outside world; a vital part of joining the conversation of your academic peers, finding out where your research sits and gaining genuine feedback. Despite this promise, academic conferences are essentially esoteric and definitely not easy for the uninitiated. Nonetheless, I think I've found five simple rules that might be useful:"

"Most of the conversations were about the pitfalls of producing MOOCs. I wanted to talk more about how universities that may use other schools' MOOCs might consume them. Most of the people here are from disciplines outside of the humanities, so I tried to explain that what works in math or CS will not necessarily work for history, especially history survey classes. While everyone seemed interested in improving pedagogy, there was a kind of disturbing assumption underlying all my discussions that any class that doesn't use technology is somehow broken by definition."

"Welcome to snopes.com, the definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation. Use the search box above to locate your item of interest, or click one of the icons below to browse the site by category."

"I have argued the futility of continuing to call the connectivist-style online courses by the term MOOC. In popular culture MOOC means Udacity, Coursera or EdX, and Andrew Ng's keynote on Wednesday showed the tone-deafness of the dominant paradigm. At #OpenEd13 debate continued among the group of experts (and this conference was full of experts) regarding how we properly define a MOOC, akin to the debate at Educause where Mathieu Plourde argued that every term in the acronym is negotiable. My argument at #OpenEd13 is that such thinking is counter-productive to the political and cultural conversation about distance, online and open education: those of us in that world are still arguing about the definition, but in the mainstream the ship has sailed, and we need to accept that the term MOOC no longer means what it did in 2008."

"More than anything else in the pantheon of modern writing or as the kids call it, content creation, Buzzfeed aims to be hyper-relatable, through visuals! It hopes it can define your exact identity, because only then will you share its URL on Facebook and Twitter and Tumblr as some sort of badge of your own uniqueness, immortality. If the first Internet was "Getting information online," the second was "Getting the information organized" and the third was "Getting everyone connected" the fourth is definitely "Get mine." Which is a trap."

"t's quite a change for Microsoft, so long the bete noir of the open source community. But as Russinovich explains, it's a necessary change. And given how popular Linux has become, Microsoft could go even further, not only allowing open source software on its cloud services, but actually turning Windows into open source software. "Every conversation you can imagine about what should we do with our software-open versus not-open versus services-has happened," he says."

"In the "What is Open Pedagogy" section, Robin DeRosa and Rajiv Jhangiani resist defining open pedagogy and encourage contributors to understand that the concept is continually changing shape and under negotiation. For these authors, open pedagogy is "a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures." They encourage consideration of hopes and aspirations for education rather than seeking a solidified definition."

"Digital literacy, by this definition, encompasses a wide range of skills, all of which are necessary to succeed in an increasingly digital world. As print mediums begin to die out, the ability to comprehend information found online becomes more and more important. Students who lack digital literacy skills may soon find themselves at just as much of a disadvantage as those who cannot read or write."