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"According to the OSU Web Accessibility Policy (PDF), all content interfaces to be used by Ohio State University faculty/staff, program participants, or other university constituencies are required to be compliant with the Americans with Disabilities Act (ADA), as amended. This page provides elaboration and guidelines to help OSU developers and purchasing agents meet the Web Accessibility Policy."

Cornell has published a super summary of how you can use woks in Public Domain - January 2012

After only three months for planning and development, Duke University and Dr. Roger Barr successfully delivered a challenging open online course via Coursera to thousands of students around the world. Lessons learned from this experience have contributed to the strategic goals of Duke's Online Initiatives.

Several institutions have redesigned  traditional learning spaces to better  realize the potential of active,  experiential learning. We compare  student performance in traditional  and active learning classrooms  in a large, introductory biology  course using the same syllabus,  course goals, exams, and instructor

Free sample chapter from Net Smart.

"Although Web 2.0 assists educators with guiding learners to complete tasks and supports the scaffolding of lessons to meet course objectives, there are more advanced pedagogical implications when using Web 2.0 as an instructional tool, such as fostering information literacy and metacognition."

The UCT OpenContent directory is the web portal for accessing open teaching and learning content from the University of Cape Town (UCT). Produced by the Open Educational Resources project in the Centre for Educational Technology at UCT with the support of the Shuttleworth Foundation, the directory aims to showcase the teaching efforts of UCT academics and encourage the publication of open resources.

Every institution should develop and  implement a strategy for the support  and on-going improvement of  the quality of teaching and learning,  devoting the necessary level of human  and financial resources to the task, and  integrating this priority in its overall  mission, giving teaching due parity  with research.

The possible financial implications of transferring depend in part on the extent of credits lost in the transfer. Using Education's transfer data, GAO estimated that students who transferred from 2004 to 2009 lost, on average, an estimated 43 percent of their credits, and credit loss varied depending on the transfer path. For example, students who transferred between public schools-the majority of transfer students-lost an estimated 37 percent of their credits. In comparison, students who took some of the less frequent transfer paths lost a relatively higher percentage of their credits. For example, students who transferred from private for-profit schools to public schools accounted for 4 percent of all transfer students but lost an estimated 94 percent of their credits