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""Learning science" is becoming a buzzword, but it means experimenting with new approaches and learning from what doesn't work as well as what does, writes Michael Feldstein. And everyone who teaches for a living must do it."

Coursera just raised $43m of funding - what potential do investors see in MOOCs? Based on recent Forbes article - do you see MOOCs as replacing parts of traditional higher ed? Will growing numbers of online students reduce hesitation of employers to hire online students? How does this affect institutions being proxies for quality? What applications are there for MOOCs beyond academic programs? (with interesting answer from Michael based on DS106)

"We want to challenge both the president's and the faculty member's narratives, not because we want to replace them with a "better" or "truer" one, but because the most interesting conversations happen when people on both sides of the argument start realizing that the situation is more complicated than they thought it was."

"To help education improve itself for all teachers and learners we have to try to connect with those teachers who aren't comfortable with radical shifts in pedagogy or technology. We believe that the best way to encourage positive change in educational practices across the broad landscape of content areas, learning objectives, and teaching philosophies is by providing tools that are easy-to-use, flexible, and comfortable to the majority of teachers and learners. The door to change must be open and the doorkeeper must be deposed"

"Anyone who has participated in course redesign efforts likely recognizes the milestones of this progression. That's not an accident. Course redesign, particularly when properly facilitated by experts who are themselves practitioners of Empirical Education, can move the instructors who are going through the redesign process at least partway up the ladder. In fact, it often happens spontaneously."

"expect to see more colleges turn to these providers, said Michael Feldstein, a consultant and co-publisher of the popular e-Literate blog, who has long followed the OPM market. A survey released last week by The Chronicle of Higher Education and P3-EDU, a conference on public-private partnerships to be hosted by George Mason University, found that 42 percent of provosts, chief financial officers and presidents surveyed said that expanding online programs was the area they most considered turning to a private company to help with."

"It may have been the (AI-recommended) Microsoft Kool-aid1, but it appears Google and Microsoft are edging their way into the LMS space. Their presence at a K-12 focused show suggests they are finding traction at the younger grades. But as their education offerings grow in sophistication, and their ecosystem advantages start to accelerate, I believe a more concerted push in the higher ed space is inevitable."

"If we want to see our digital learning environments evolve quickly and in a particular direction, we need to understand what evolution means. What are the generational changes that have happened so far, and what were the drivers for those changes?"

"This squishiness in the OPM market is a sign that more and more schools are serious enough about learning to be systematically better at supporting student success that they are increasingly willing to pay for help. And that change in prioritization is potentially good for everyone."