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after teaching the class once and seeing the historical grade distribution instantiate itself, it seemed to me that if I wanted to do something about this acculturation problem, I needed to do three things that weren't happening already:

The Open Learning Initiative offers online courses to anyone who wants to learn or teach. Our aim is to combine open, high-quality courses, continuous feedback, and research to improve learning and transform higher education.

I opened my portion by emphasizing that the current IT-driven disruption is not actually about information technology but is, rather, about pedagogy. I'll take this opportunity to state my view again: the focus of this disruption should be on teaching and learning. However, I believe that there is value in having the IT organization take an active role in helping the institution to embrace this change, even going so far as to move onto "point" for change.

""It's crazy that in a system that is meant to teach and help the youth there is no voice from the youth at all." That's the opening line in a video called "If students designed their own schools," about The Independent Project, a high school semester designed and implemented entirely by students."

This is a really remarkable project, all student driven and Deweyan in its roots.

Science class is about to look a lot more boring. One million kids logged on to Maker Camp last summer, so today Google and Maker Faire announced the second year of its online summer camp that teaches teens to build, hack and explore. The six-week program on Google+ includes virtual field trips to NASA, CERN, and Disney Imagineering plus making tensile strength towers, glowing candy, and potato canons.

Videos, Common Core Resources And Lesson Plans For Teachers.

Lesson Plans in History, English, Science for High School, Middle School, Elementary, Home School

"I truly believe that most of my full-time, tenure-track colleagues would rather quit their jobs than teach an online course. And that's a shame, since they are exactly the people who should be helping to set standards for meaningful online education."

""This flies in the face of all these traditional views that all structural development happens in infancy, early in childhood," Schlegel said. "Now that we actually do have tools to watch a brain change, we are discovering that in many cases the brain can be just as malleable as an adult as it is when you are a child or an adolescent.""

After several months, the kids in both villages were still heavily engaged in using and recharging the machines, and had been observed reciting the "alphabet song," and even spelling words. One boy, exposed to literacy games with animal pictures, opened up a paint program and wrote the word "Lion."

"The advent of the Web brings the ability to disseminate high-quality materials at almost no cost, leveling the playing field," says Cathy Casserly, a senior partner at the Carnegie Foundation for the Advancement of Teaching, who in her former role at the Hewlett Foundation provided seed funding for MIT's project. "We're changing the culture of how we think about knowledge and how it should be shared and who are the owners of knowledge.""

"Over 49,000 students registered for the class, over 16,000 attended the first week's lecture, and over 4,900 students earned a certificate at the end of the 10-week course. It would take 32 years of teaching our SI 502 foundations course on networked computing to interact with that many students."

NetSmartz Workshop is an interactive, educational program of the National Center for Missing & Exploited Children® (NCMEC) that provides age-appropriate resources to help teach children how to be safer on- and offline. The program is designed for children ages 5-17, parents and guardians, educators, and law enforcement. With resources such as videos, games, activity cards, and presentations, NetSmartz entertains while it educates.

"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."

"The same is true in the digital world. Gregory Ulmer, a theorist at the University of Florida coined the term electracy to describe this broader notion of digital literacy. At universities we are all more aware now of the growing significance of digital literacy, as we are seeing a widespread transition from print to digital and an accompanying transformation of teaching and learning practices."

"The large majority of faculty who have taught online courses (79%) say the experience has helped them develop skills and practices that have improved their teaching in the classroom as well as online."

"Along the way, we should encourage learners who have been raised on a diet of compliance and social control to take a critical mind-set. But that doesn't mean that we should teach them that all arguments are equally valid and that the truth is whatever you decide it is at that moment. Just as we learn to raise our standards when analyzing the claims of others, we also need to apply high standards to our own thinking. That's why critical thinking can be an important part of self-improvement. It can help you get what you want, but it can also help you decide what you want to want."

"early MOOCs failed to incorporate active learning approaches or any of the other innovations in teaching and learning common in other online courses. The three principal MOOC providers-Coursera, Udacity, and edX-wandered into a territory they thought was uninhabited. Yet it was a place that was already well occupied by accomplished practitioners who had thought deeply and productively over the last couple of decades about how students learn online. Like poor, baffled Columbus, MOOC makers believed they had "discovered" a new world. It's telling that in their latest offerings, these vendors have introduced a number of active-learning innovations."

"This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty."

"The course was the last eight weeks of the first semester, and the last eight weeks of the spring semester.  It was a good experience, and I'll be continuing next year, especially now because I've done it once (though it is tough teaching for three hours in the evening after being at high school all day!)"