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"As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus. CSU-Global Campus is a newly-created online campus within the Colorado State University System, and launches in Fall 2008 with fully-online undergraduate degree completion programs and Master's degrees."

"The University of Florida made an unusual offer to more than 3,000 high-school students who would otherwise have been rejected for admission: Pass two semesters of online coursework, and then you can enroll on the campus. But less than 10 percent of them took the offer. Joseph Glover, the provost, defended the new option, called the Pathway to Campus Enrollment, or PACE, saying it hadn't been well explained. "This year, now that the program is in place and there is time to advertise and explain what it is all about, we hope to get a better response," he told The Gainesville Sun. Pathway builds on UF Online, the online-only undergraduate program that state legislators pushed for about two years ago."

"Many institutions have invested substantial resources in diverse initiatives to deliver distance learning and/or enhance campus-based learning with online resources. To these institutional efforts, faculty and students are now adding online tools and resources from beyond the campus. Higher education institutions are confronting the need to connect these various efforts to create more powerful and integrated learning experiences for all of their students. In this interview, Brian Hughes, Director of Social Media at the Teacher's College at Columbia University, discusses the issues surrounding social media integration."

This semester (spring, 2013), I integrated my on-campus Duke University class (which I've taught twice before using a "traditional" lecture format) with my online class (which I'd taught once before via Coursera MOOC), both bearing the title "Introduction to Genetics and Evolution." My on-campus class had 453 students, while the online one peaked at 27,000 enrolled (though MOOC enrollment figures are misleading). Needless to say, I was more than slightly nervous about this experiment messing up, given the number of students who would be affected! My initial reaction is that the integration (via "flipped classroom") was a success and thoroughly enjoyable by me (I'll have to wait to see the formal course evaluations before I know how much most of the students liked it), but I learned some lessons for future iterations.

What happening on colleges campus with technology.

I was excited and honoured to be invited by BC Campus to be a graphic facilitator at their Open Educational Resources Forum (#OERforum) last week. When they first asked for me to be a graphic facilitator, of course I immediately said yes but I also felt a bit of trepidation as I have never done graphic facilitation before.

"Responding to calls for additional resources to support postsecondary instructors, many vendors and organizations now offer online educational development resources. The ultimate goal is to improve instruction and student learning, but to get there, higher education institutions must examine and evaluate these tools, as well as consider the specific needs of diverse campus stakeholders. After research and discussion, the Professional and Organizational Development Network developed eight principles to guide institutions as they explore and select online educational development resources for their campus communities."

"The big shift: far fewer in-class lectures. Students will watch the lectures on Coursera beginning Monday. "Class will become a time for activities and also teamwork," said Sinnott-Armstrong. He's devised exercises to help on-campus students engage with the concepts in the class, including a college bowl-like competition, a murder mystery night and a scavenger hunt, all to help students develop a deeper understanding of the material presented in the lectures."

The challenge: identifying the best approaches, which vary from campus to campus. "Boards are either overreacting, saying we should have added MOOCs yesterday, or they're underreacting," says David W. Strauss, a principal with the Art & Science Group, a higher-education consulting firm based in Baltimore. "We know you can't be frozen right now."

"MIT is taking perhaps its biggest step yet to combine free online classes with its traditional on-campus instruction. The university announced Wednesday at its Solve conference that it will allow students to obtain one of its master's degrees by doing half of the coursework online-from anywhere, for free, without any admissions tests-and then doing the other half in a single semester on campus."

"The important point to remember is that the fair use guidelines that are used to determine what materials can be used on the local campus do not automatically transfer to online courses offered to the consumer public. To many faculty, these rules seem bureaucratic, but librarians can help navigate the terrain that faculty are not accustomed to dealing with. And, by becoming comfortable with copyright provisions themselves, faculty can ensure that their online students access the same level of resources that on-campus students enjoy."

""The goal is to build awareness on campus, so students know that OER brings textbook costs down and increases accessibility," said Professor Ching-Jung Chen, Digital Scholarship Librarian, who, working closely with the Provost's office, is spearheading the initiative at CCNY. "We also want faculty to recognize that there are resources on campus and colleagues who have already adopted OER successfully.""

"Florida Virtual Campus is pleased to announce Florida's first Open Educational Resources Summit. Hear from Cable Green, director of Open Education and other national and campus leaders involved in defining and driving OER strategy and initiatives."

"Campus Technology just published an article of mine about my futures work and methods.  I introduce trend analysis, environmental scanning, scenarios, and science fiction, then tie it all together with practical tips for campus technology offices."

DALE EDWIN MURRAY When campus president Wallace Loh walked into Juan Uriagereka's office last August, he got right to the point. "We need courses for this thing - yesterday!" Uriagereka, associate provost for faculty affairs at the University of Maryland in College Park, knew exactly what his boss meant.

"Even before evolutionary psychologist Geoffrey Miller hit "send" on his idiotic Tweet, I'd been thinking about asking people what kind of social media policy might be in place on their campus."

"DeVaney compared campus innovation to Japanese pottery. Specifically, he invoked the ancient practice of Kintsugi, the art of repairing broken bowls with brightly-colored laquers, so that the break becomes part of the object's history that is celebrated rather than disguised. "By preserving the damage, by showing that history of an object or an institution, we're able to enlighten those around us," he says. "We're able to illuminate pathways. We're able to help other institutions take advantage of the wisdom that we gained from the journeys that we were on.""

"That means figuring out ways for deserving students to wind up on this campus," he said, "but it also means a digital strategy that makes more of Yale's treasure - whether it's scholarship or pedagogy or collections - available online. Moving from a collection of opportunities to a deliberate strategy for giving the riches of Yale, the wealth of Yale, away."

"In a chapter titled "What College Could Be Like," Mr. Khan conjures an image of a new campus in Silicon Valley where students would spend their days working on internships and projects with mentors, and would continue their education with self-paced learning similar to that of Khan Academy. The students would attend ungraded seminars at night on art and literature, and the faculty would consist of professionals the students would work with as well as traditional professors."

"Fast-forward to October 2012: OERs have failed to significantly affect the day-to-day teaching of the vast majority of higher education institutions. Traditional textbooks and readings still dominate most teaching venues even though essentially all students are online: Course management systems are used only for the dissemination of syllabi, class notes, general communications, and as a grade book. OERs are out there…somewhere. Why aren't they on campus?"