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"During her search for videos, Chellani discovered that many of them didn't cover foundational concepts. So she started creating her own using the digital content creation software Adobe Captivate. She also started evaluating the concepts she teaches and decided to move away from teaching "to the textbook." Without this built-in time every week, Chellani said she wouldn't be able to work on these projects. Through end-of-year conferences, Sheninger found out that other teaches had students blog in their English classes and create YouTube videos instead of traditional lab reports. "I don't know if that stuff would have happened if this time wasn't made available," Sheninger said."

"We are creatures of habit, and now we can't seem to slow down.  We're constantly on the run, trying to meet numerous deadlines, multi-tasking our way into oblivion (OK, I exaggerated a little bit here). But when do we actually get to slow down and enjoy our lives?  How can we find our peaceful inner voice, when we're so busy being overwhelmed by the anxious chatter of our running (there's that word again) internal dialogue?"

"The problem is that we get interrupted frequently in the modern workplace. Rituals become habits, and that means we run through the transition cycle every time we stop doing what we're doing. One famous 2007 study found that when people responded to email or instant messaging alerts, it took them 10 to 15 minutes beyond time spent on the interruption to really get back into their original tasks. Those 10 to 15 minutes of headline checking add up."

"Understanding how time "works" in online courses can be a challenge for instructors: How do I determine the total time on task expected of students? How can I calculate the time students will need to complete course work? What should students be doing to accomplish course goals and learning outcomes? What should I be doing with my time as online instructor?  "

"The paper's authors measured two types of goal setting, performance based and task based. After surveying close to 4,000 college students in two field experiments, they found that performance-based goals -- setting a goal to earn a certain grade in the class used for the survey -- didn't have a statistically significant effect on whether a student actually got that grade. But when students set their goals on the tasks required to earn those grades, they performed better over all, even though that wasn't explicitly their goal."