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Innovation in the curricula, including experimentation with technologies and learning spaces, is most likely to be effective when driven by faculty and student needs and served by integrated support structures. Surveys of IU faculty and graduate students have identified spaces for scholarly community as a critical need. Collaboration across university services (technology, undergraduate education, libraries) delivers a more cohesive and comprehensive experience. The IU Bloomington Center for Innovative Teaching and Learning provides a mix of consultation and workshop spaces, instructional technology facilities, and relaxed forums for exchanging ideas.

"one of the reasons he chose a wiki format for the site is because it forces students to collaborate, listen, relate, prioritize, and compromise. Rather than the "stream" web we are so used to (with blogs and various social media platforms), the wiki format provides an opportunity for students not just to learn critical digital literacy and research skills, but also how to work together in an online environment."

"This is why it is so essential that we consider them carefully and critically-that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use."

Social Media today is impacting every aspect of our lives whether it is our social, working, education or family life. However, what about using social media for collaborating on research projects and communicating scientific knowledge? This talk will explore how social media can be and is used to play a critical role in the full academic research cycle. We will look at how we can use a variety of social media tools to collaborate on identifying, creating, quality assuring and disseminating scientific knowledge

"I see social proof as integral to producing the most legitimate content of whatever medium today. We now have the ability to obtain social proof at every stage of the creative and publishing processes; we must therefore integrate social proof into those stages (and be more critical of any content that ignores it)."

" In this post, I share ideas on certain types of videos that I've gathered and how educators might use related methods or styles to engage students in constructing and deconstructing media while becoming critical consumers and producers of digital media."

EverFi, Inc. the leading education technology company for critical skills, today announced that it has built Sash, the first open-source badging platform that enables education companies to use badges to encourage and recognize student achievement. EverFi launched t open-source badging technology across its K-12 learning platform in the 2012-2013 academic year. The technology behind Sash allows organizations to integrate badge creation, management, and display into their own products. The badging platform follows the metadata format established by the Mozilla Open Badge Infrastructure.

"Adobe Youth Voices Essentials provides free curricula and tools for educators to inspire young people to create digital media on issues they care about. Based on the best practices of educators from around the world, our curricula promotes youth expression, creativity, and engagement, helping young people build critical 21st century technology and life skills."

"This article will take a critical look at curator journalism, an umbrella term for the numerous ways in which professional journalists combine their own work with material found from online sources."

"The Martin Institute for Teaching Excellence provides world-class professional development for public and private school teachers.  Participants are teachers and administrators who are eager to develop classrooms centered on critical and creative thinking, collaboration, and brain-based research. The Institute provides on-site seminars, workshops and conferences; a teacher residency program; and funding for off-site professional development, especially at the Harvard Graduate School of Education."

"In my remarks today I'll try to discuss some of the reasons why engagement using digital texts and tools in our classrooms is difficult. One of the main impediments to this work is the fact that the Common Core State Standards make little room for integration of new literacies. My talk will focus on the nature of information on the Internet and its implications for how teachers think about reading comprehension, critical thinking, and learning in a digital information age. In short, we need to embrace all literacies. We will explore how the Internet poses new challenges for global learners that extend beyond traditional reading comprehension skills in order to encompass these new literacies as well as the higher level thinking skills associated with them."

Perhaps even more surprising, "From 2000 to 2011, the amount of overall class coverage declined by [about] 44%, whereas the averages on MAT exams increased by 13% over the same period." (p. 332) "Our data suggest that a more efficient use of time is mastering fewer topics deeply while fostering the development of critical thinking skills that enable the student to apply known information (with greater confidence) to new topics." (p. 333) In this case then, the claim that less teaching resulted in more learning stands. "We define our use of the term 'less teaching' as moving the burden of active effort from the teacher to the student." (p. 333)

Why expose oneself to Internet trolls and conspiracy theorists? It doesn't "pay." It doesn't explicitly count for tenure or promotion. In fact, it puts one at risk of being labeled a popularizer or even being criticized by one's own colleagues as a less-than-serious scholar. But having opened the door to public engagement, I can't walk away now.

"It's time to call these fake open initiatives out for what they really are. It is time for us to stand up for and protect the idea and name that are so critically important to improving the affordability, quality, and equity of education around the world. If you need a handy, slightly derogatory term to use in describing fake open initiatives, I highly recommend the term "fauxpen": Faux in French means "false" or "fake." So fauxpen means "fake open." Examples of how to use this term appropriately would include "Fauxpen Education Alliance.""

MOOCs are too new for there to be compelling evidence of their value, cost, and risks. The potential benefits and threats to academic quality, student outcomes, institutional integrity, and administrative processes are not yet known. However, the emerging features of MOOCs that have made them distinctive from the other types of OER are the services integrated with the content. The MOOC platforms for organizing and delivering the multimedia content, integrated with the social media tools for engaging individuals, and the assessment and analytic tools for providing feedback on learning and teaching are critical services that manage the content delivery within a design for learning. These services available through the open enrollment of MOOCs are the additional benefits that have been recognized as valuable by some learners, teachers, and institutions.

I absolutely love it when teachers and students create, remix, and mash up media; it's a fantastic way to encourage deeper learning and media literacy. But one issue that complicates digital freedom of expression is copyright law. While many would argue that copyright law is outdated and badly in need of an overhaul, it's still critical that adults and kids alike have a basic understanding of what's legal and ethical while playing with other people's intellectual property. Here's a list of videos I collected to help you navigate the murky waters of copyright law in educational settings.

In 1997 Ernest Boyer identified the concept of the Scholarship of Teaching. This was the first time that TEACHING had been identified as legitimate scholarship. Over time this idea has evolved into the movement called "SoTL" or the Scholarship of Teaching and Learning. Many of us are scholarly teachers; we read the literature, plan, assess, reflect, and revise. But what makes our teaching scholarship is very different. Lee Shulman (1999) clearly delineated the difference. To be scholarship, teaching must become public, be an object of critical review and evaluation by members of one's community, and it must be built upon and developed. This can seem time consuming and overwhelming. Below are some ideas to help you get started on the process.

"The Tools - Is it engaging? Authentic? Relevant? Did it facilitate critical reflective behavior?"

"To succeed in today's connected world, you need to build a community around your company, brand, and products. Over the last decade, social media monitoring has become a primary form of business intelligence, used to identify, predict, and respond to consumer behavior. Listening to what your customers, competitors, critics, and supporters are saying about you is key to getting great results from your social media campaigns. There are countless tools out there, offering many ways to analyze, measure, display, and create reports about your engagement efforts."

"For example, there's a lot of overlap in the processes of reading and the processes used for understanding speech - processes that assign syntactic roles to words. Do we see any evidence that people are having a harder time understanding spoken language? Or does the problem lie in the mental processes that build understanding of larger blocks of language, as when we're comprehending a story? If so, habitual Web users should have a hard time understanding complex narratives not just when they read, but in television and movies. No one should have watched The Sopranos, with its complicated, interweaving plotlines."