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"My answer is always the same and we included it in Content Rules because so many people like it and that is the Miniskirt Philosophy as I like to call it. Long enough to cover the essentials, but short enough to keep it interesting."

"focusing on the next mega-institution or the gold-rush mentality that has garnered so much attention in online education is a distraction from this higher calling. For us, a mega model does not align with our core educational philosophy. We imagine that for the majority of universities, the mega-university concept is not only unrealistic, it is also anathema to their institutional philosophy. We look forward to joining efforts across higher education to embrace a chapter of fundamental transformation."

"But how completely can online courses reproduce the college experience? Lexington writer and entrepreneur Jonathan Haber wanted to find out. This January, he set out to earn a "one-year MOOC BA." He is trying to cram about 32 courses, all free, into 2013-with enough breadth and depth to fulfill the distribution requirements for a bachelor's degree in philosophy. Already finished with his "freshman year," Haber has completed or is currently taking about a dozen classes."

For week four of the Open University course on Open Education, we were asked to compare MOOC models: either ds106 or the Change MOOC with something from Coursera or Udacity, focusing on "technology, pedagogy, and general approach and philosophy."

More than simply a management guide, it's a window into a philosophy that thrives on uncertainty, creativity, and trust - a blinding contrast to the hierarchical culture that dominated much of the 20th century workplace. To the extent that innovation and the Internet play a role in the modern workplace, it is a crystal ball into the future of daily life.

"But I continue to make videos because I'm convinced that the only way I will improve on my craft is by making more videos. See, I believe in a philosophy of beta."

This is a dialogue between Teach, an adjunct philosophy instructor at a public university in New York, and Cheat, who has authored over 100 papers for pay.

"Humanity stands to be profoundly affected by science and technology in the future. We envision the possibility of broadening human potential by overcoming aging, cognitive shortcomings, involuntary suffering, and our confinement to planet Earth."

"Technology leadership is not defined by patents, which history has repeatedly shown to be small protection indeed against a determined competitor, but rather by the ability of a company to attract and motivate the world's most talented engineers," he wrote. "We believe that applying the open source philosophy to our patents will strengthen rather than diminish Tesla's position in this regard."

"Instead of being an unstoppable force disrupting the faculty profession, MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure - the resources, values, and affirmations that support faculty agency in experimenting with digital learning - has helped us create this context at Stanford. Our research suggests that this approach has given faculty the opportunity and autonomy to manifest their desires to share intellectual work more broadly, experiment and take pedagogical risks, express their unique teaching philosophies in new ways, and thoughtfully engage in the MOOC phenomenon on their own terms. As a result, a great number and variety of open and digital learning approaches have flourished at our institution."

Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach. It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department.

"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"

"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?""

"OER provides a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies. Surely many faculty are doing marvelous things with drones in the curricula. But the cutting edge in ed tech shouldn't align as much with the flashy new trick as with technology's ability to help us more richly collaborate with our students and more effectively share the fruit of those collaborations with the wider publics that our universities serve."

"if there's a method for retaining, on average, 100% of material, don't you think we'd all be using it in the classroom?  This also seems to imply there's one, best way to teach in all circumstances.  In my experience, this goes against the philosophies of differentiation and personalization of learning in the classroom."

"One's views about digital technology and "digital people"--even what one identifies as questions, problems, issues, advantages, worries, etc.--will depend upon one's other assumptions and values. Here, I want to talk about two different philosophical systems or stances: humanism and posthumanism."

"Mass higher education, conceptually, is practical, low cost, skills oriented, and mainly concerned with teaching. It caught on because state legislatures and businesses saw it as a means of economic development and a supplier of personnel, and because families saw it as a way of ensuring a place in the middle class for their children. Research universities, on the other hand, grant extraordinary freedom and empowerment to a small, elaborately trained and selected group of people whose mission is to pursue knowledge and understanding without the constraints of immediate practical applicability under which most of the rest of the world has to operate."