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As you beginning to explore online delivery of your courses, a natural question is how do you translate what you currently are doing as you transition your course online?

"The centenarian who just celebrated her 114th birthday felt her age when she tried to create a Facebook account recently, only to discover that the social networking site's options for date-of-birth only go back as far as 1905. Stoehr was born in 1900."

""Dude," his friend said, in the message Kyle would listen to the next morning, "I just made you Internet-famous.""

"Google Forms makes peer evaluation possible and simple. I collect the names and email addresses of both students: evaluator and evaluatee. I use the "grid" style question type to allow peers to rank each criteria on a scale of 1-5 against the rubric. I can include a URL to the grading criteria in the help text, so all students have access to the standard assessment guide. "

The working group has heard and received suggestions across a broad range of topics. Here are a few examples: Make an institutional commitment to fostering high-quality hybrid instruction (online and face-to-face) and provide the IT infrastructure to support course development and redevelopment along those lines. Establish an experimental college with the freedom to innovate in different course formats and individualized interdisciplinary majors. Require an e-portfolio of all undergraduate students, connecting the first-year experience and co-curricular activities to their major field of study and career preparation.

"Online learning has been hailed as a faster, cheaper way to provide education -- but it doesn't do half of what administrators think it will.      With the help of a few experts, we've compiled a list of major myths that administrators believe, how they match up against reality and why administrators believe them. "

"University officials say the higher tuition rates for online courses are the result of expensive infrastructure and the costs for designing the courses, which often involve partnerships or contracts with outside online education providers.   Nassirian said the infrastructure costs make it difficult to create online classes cheaply on a small scale."

"Online course design strategies from an instructor at the University of Oklahoma."

"Faculty and students at UC Davis, meanwhile, are developing what they call "hyperlibraries" of faculty writings, homework questions, research and other content available online that are then vetted, and, like a Wikipedia page, constantly expanded and adapted to meet specific needs. The goal is to produce e-textbooks in the chemistry, biology, statistics, math, physics and geology fields - dubbed ChemiWiki, BioWiki, MathWiki, etc. - that eventually will supplant traditional texts, which can cost up to $300 per copy, said UC Davis chemistry professor Delmar Larsen. A pilot study of the ChemWiki last spring found that students in a general chemistry class who used the online materials would have spent about $125,000 had they bought new textbooks, Larsen said."

"As these online course products have improved, more and more schools have plugged them into their curricula. The result is a creeping homogenization of basic classes throughout many U.S. universities. That's raising some uncomfortable questions, starting with: Why should I pick one school over another if they offer the exact same classes? And: Why are universities buying ready-made frozen meals instead of cooking up their own educational fare?"

"To date, edX has offered only college-level courses. And, while a smattering of high school-level massive open online courses exist, company officials said edX is the first provider of so-called MOOCs to offer an organized set of free high school curriculums."

"Even if students are "digital natives" it does not mean they know online information skills such as vetting valid and reliable sources. Students must be taught the new literacies. "

"In January, we featured series of short animations from BBC Radio 4 addressing the question "How Did Everything Begin?" In February, we featured its follow-up on an equally eternal question, "What Makes Us Human?" Both came scripted by Philosophy Bites co-creator Nigel Warburton and narrated by X-Files co-star Gillian Anderson (in full British mode). Now that March has come, so has the next installment of these brief, crisp, curiosity-fueled productions: "Has Technology Changed Us?""

"Yik Yak is the Wild West of anonymous social apps," said Danielle Keats Citron, a law professor at University of Maryland and the author of "Hate Crimes in Cyberspace." "It is being increasingly used by young people in a really intimidating and destructive way." Continue reading the main story Colleges are largely powerless to deal with the havoc Yik Yak is wreaking. The app's privacy policy prevents schools from identifying users without a subpoena, court order or search warrant, or an emergency request from a law-enforcement official with a compelling claim of imminent harm.

"A POLITICO investigation has found that Pearson stands to make tens of millions in taxpayer dollars and cuts in student tuition from deals arranged without competitive bids in states from Florida to Texas. The review also found Pearson's contracts set forth specific performance targets - but don't penalize the company when it fails to meet those standards. And in the higher ed realm, the contracts give Pearson extensive access to personal student data, with few constraints on how it is used."

""These devices have become such an entrenched part of our lives that who can really accurately gauge their own media use?" said Hoffman, associate professor of communication. "Scholars have surveyed people about how and why they use media, but that use is very fluid. It's so interspersed with other daily activities that most people would find it difficult to say exactly how many minutes they spend on particular kinds of websites.""

"In a student-centric LMS, the core abstraction of the LMS is the student. In the diagram, I'm imagining a student with control of connections to other entities within the system. These could be instructors, or other students, or learning materials. To create a course, you invite students to connect with a common set of resources, one or more instructors, and the other students in the course. When the course is complete, the student can drop the connections she doesn't need any more - but keep the rest. As the educational experience proceeds, the student collects, under her control, the connections that remain meaningful and useful and drops the ones that are stale or irrelevant. Furthermore, these resources could be local and within the LMS, or they could be external to the LMS or to the student's current institution."