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"Students are heading back to campus. And when they finish writing that first paper of the year, a growing number will have to do something their parents never did: run their work through anti-plagiarism software. One company behind it is called Turnitin. And the database it uses to screen for potential plagiarism is big. Really, really big."

"Online course design strategies from an instructor at the University of Oklahoma."

"When you buy or transfer a domain name, you'll get free private registration so your personal information isn't publicized, email forwarding and up to 100 email aliases, website forwarding, and use of Google's DNS servers so your domain name will connect quickly to your site. The domain management tools will let you configure the domain's resource records, add name servers, lock the domain, add up to 100 sub-domains and more. If you want to quickly build a website, Google Domains will also connect your domain to site builders such as Shopify and Weebly."

"The Federal Communications Commission approved the policy known as net neutrality by a 3-2 vote at its Thursday meeting, with FCC Chairman Tom Wheeler saying the policy will ensure "that no one - whether government or corporate - should control free open access to the Internet.""

instead of two years, it would last 10 months-long enough to make friends, participate in experiential parts of the program, and become members of the club. They would pay a fee for the immersion, but not the balance of their tuition. After that, students would graduate into the work force, but they would stay enrolled at Wharton on a subscription basis. One day, a Wharton subscriber working in investment banking might get put on a team that oversees mergers and acquisitions. Instead of aching to recall the lessons she learned back in business school (and later forgot), she takes an online "minicourse" from Wharton. "The new pattern becomes learn-certify-deploy, learn-certify-deploy," the professors write in their paper.

"They perceived they had overcome most obstacles, but that others at their institutions had not.   They did not believe that others were teaching courses that were on par with face-to-face classes in terms of quality. This is because of findings 2 and 3. The second finding was that the overwhelming majority did not feel support from their institutions when transitioning to online modalities, rather they indicated that experiential learning in the form of mentorship, learning by doing, and dialog with peers were most critical when overcoming the challenges. The third finding was that the majority of participants indicated the time required for preparation and intrusion of time on an ongoing basis during the course of an online class were significantly greater than time requirements of a face-to-face course."

"Introducing TweetDeck Teams, a simple way to share access to your Twitter accounts without sharing passwords. The feature is starting to roll out today on TweetDeck for web, Chrome and Windows."

"With children spending time online at younger and younger ages, it is vital that we explicitly teach young children how to protect themselves online. Most young children get the "Stranger Danger" talk at school, so they know about how to handle strangers in their neighborhood and in face-to-face situations."

"supporting teaching with technology is becoming less about offering training sessions for professors about how to use clickers and course-management systems, and more about coordinating bigger-impact projects like redesigning large introductory courses or leading the creation of a new online-degree program. "

"the biggest problem as succinctly as possible: Caring Doesn't Scale. This three-word sentence captures so much. First, it clearly communicates that "scale" has become a virtue. More importantly, it implies that old-fashioned virtues - things like caring about people - simply can't compare in importance to modern values like scale."

"Magic. Effortless "networking" for geeks like me. (I put the word in quotes, because I still find it vaguely awkward, despite loving it), I write about what interests me for my own later use, and others find me based on those interests."

"I am ecstatic that one of my articles has been made officially free-to-access. I am excited that a publisher is willing to promote my article that challenges much of mainstream academic publishing. And I respect that a publisher already has systems in place to allow some form of openness (in the form of author manuscripts made open) beside the model that brings them money, and that moreover, they choose some articles to make them open access from their own site, at no cost to the author."

"I cannot train them for something that doesn't exist, but I can help them build a set of skills and experiences that will make them flexible and self-regulating."

"in a knowledge-based and innovation-driven economy, in high tech, R&D-oriented industries, the critical factors of business success are often precisely those benefits of decentralized decision making: freedom, flexibility, motivation, creativity."

"In the "What is Open Pedagogy" section, Robin DeRosa and Rajiv Jhangiani resist defining open pedagogy and encourage contributors to understand that the concept is continually changing shape and under negotiation. For these authors, open pedagogy is "a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures." They encourage consideration of hopes and aspirations for education rather than seeking a solidified definition."

"The new university/company AI partnership model will resemble the current online program management model, in which the AI company de-risks the AI investment with up-front capital and resources, and is paid by a revenue share."

"These tips can help educators ensure that online discussions are engaging and beneficial for postsecondary students."