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"Producers of web-video instruction need to negotiate old and new rules of video grammar to remain credible (to the traditional video grammar) as they also strive to be cool (in the new media video grammar). The goal is to avoid violating traditional video grammar while tapping into new video aesthetics to gain ethos with web-savvy audiences (like students). This tutorial explains the best old and new practices in creating talking heads web video for maximum impact and effectiveness."

""Most campuses are seeing that we can't just keep firing this content out on all channels," says Malcolm Brown, a director at Educause, the higher-education-technology consortium. Not only do students feel inundated, but staff members may be overwhelmed by the extra work of reporting events and messages on multiple sites."

"The key to effective socialized course design lies in understanding and configuring the LMS as not (just) a content delivery mechanism for distributing grades and PDFs but also as a potentially valuable niche online networking platform that can support a series of socialized assignments."

Instructors should engage students in the learning process, but remain organized in their lessons. Keep in mind that students who possess Blue personality traits like to help others, so group activities can help meet the needs of multiple student color types. Group projects that are well organized help Gold students and give Blue students a chance to be cooperative rather than competitive; when such projects are designed to be active and entertaining, yet flexible, Orange students thrive,32and Green students can be challenged if appropriately designed, as Greens see knowledge as power.33

This report is the result of a National Science Foundation-Sponsored Computing Research Association Workshop held at MIT on January 9-11, 2013. This workshop developed a framework for understanding current disruptive change in higher education learning delivery models and outlined steps towards a research agenda for realizing possible benefits while avoiding future pitfalls.

"An intelligent tutoring system is computer software designed to simulate a human tutor's behavior and guidance. Because these systems are able to interpret complex student responses and can learn as they operate, they are able to discern where and why a student's understanding has gone astray and to offer hints to help the student understand the material at hand. Intelligent tutors provide many of the benefits of a human tutor to very large numbers of students. Intelligent tutoring systems can also provide real-time data to instructors and developers looking to refine teaching methods."

"I have argued the futility of continuing to call the connectivist-style online courses by the term MOOC. In popular culture MOOC means Udacity, Coursera or EdX, and Andrew Ng's keynote on Wednesday showed the tone-deafness of the dominant paradigm. At #OpenEd13 debate continued among the group of experts (and this conference was full of experts) regarding how we properly define a MOOC, akin to the debate at Educause where Mathieu Plourde argued that every term in the acronym is negotiable. My argument at #OpenEd13 is that such thinking is counter-productive to the political and cultural conversation about distance, online and open education: those of us in that world are still arguing about the definition, but in the mainstream the ship has sailed, and we need to accept that the term MOOC no longer means what it did in 2008."

"Digital badges recognize a particular experience or signify accomplishments, such as completion of a project or mastery of a skill. In a professional context, a learner typically earns a badge by conducting presentations, attending institutes to develop a specific competency, or serving on advisory boards or committees. Digital badges enable professional communities to identify new competency areas and recognize mastery or demonstration of those competencies. Badges signal to colleagues and to current and prospective employers a professional life of active learning, engagement, and ongoing development."

This article presents the outcomes of a typological analysis of Web 2.0 learning technologies. A comprehensive review incorporating over two thousand links led to identification of 212 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis then resulted in 37 types of Web 2.0 technologies that were arranged into 14 clusters. The types of Web 2.0 learning technologies, their descriptions, pedagogical uses and example tools for each category are described, arranged according to the clusters. Results of this study imply that educators typically have a narrow conception of Web 2.0 technologies, and that there is a wide array of Web 2.0 tools as yet to be fully harnessed by learning designers and educational researchers.

"No one believes that knowing the alphabet and sounding out words mean that a person possesses the deep literacy needed for college-level learning. Yet our ideas about digital literacy are steadily becoming more impoverished, to the point that many of my current students, immersed in a "walled garden" world of apps and social media, know almost nothing about the web or the Internet. "

"Social media is all about being in the moment, having real-time interactions, and sharing with others. If your classroom rules are too restrictive, you can't naturally and fully take advantage of what social media has to offer. Still, it is important to be initially cautious and make sure you get to know your students before you begin engaging with them on social media to any great extent."

"The curb-cut principle is the idea that some accommodations intended for specific audiences provide benefits to others as well. For example, sidewalk curb cuts for wheelchair users are also beneficial for bicycles, shopping carts, and strollers. This same principle applies to digital accommodations. It can be very helpful to identify some accessibility fixes that are likely to have a greater impact than others. For example, captions are essential for students who are deaf or hard of hearing but are also beneficial to second-language learners or anyone in a noisy environment."

"Using annotation tools that leverage 21st-century technology to bring social reading back to its traditional roots, instructors can help their students develop critical thinking, digital literacy, and collaboration skills."

"Conflicts arise, however, because accessibility accommodations can sometimes complicate efforts to quickly disseminate flexible learning options to a broad student population. In some cases, institutions are responding to such conflicts in extreme ways. For example, one institution simply took down large volumes of online content that had been provided in the spirit of UDL but that did not meet accessibility standards; in other instances, colleges and universities that feel overwhelmed by a conflict have done nothing at all to address it."

"More recently, this view was reiterated in the 2018 Horizon Report, showing that the issue of digital literacy is an ongoing and significant issue in educator training. Reports from both JISC (2018) and Educause (2017) also highlight a lack of digital literacy as being significant issues for higher education. The JISC report, in particular, highlights the damage to student learning that can be done when faculty lack digital competency noting that, "The report also shines a light on the digital competencies of staff, with many students reporting frustration when lecturers struggle to use digital systems correctly, saying it wastes time and restricts access to digital resources."(2018)."

"Digital student records are evolving in ways that more fully document student achievements. One such form is the Comprehensive Learner Record (CLR), a digital asset that helps students both better understand their learning and share a verifiable record of their knowledge and accomplishments. CLR content can include portfolios, learning artifacts, course descriptions and syllabi, rubrics, performance evaluations, and other materials that help document what a learner knows and can do. The CLR shifts attention away from seat-time metrics to richer measures of an individual's abilities."

"Jakubowski identified some key steps institutions might take to mitigate risk and set themselves on a path for achieving accessibility success"

"The learning experience that you offer your students may still be unknown, unintentional, or misunderstood; nevertheless, you are offering an experience. An e-learning course with 77 content tabs, for example, may evoke a feeling among your students of being overwhelmed, just as presenting the plagiarism policy as the homepage of your course (you know who you are) may elicit a rigid first impression. This is where we can learn from the curators of the theme park experience-by meticulously curating a course to include enough "thrill" for our accelerated student and enough "support" for our remedial student, while still leaving enough room for every student's self-expression."

"In essence, inclusive and open pedagogies are rooted in empathy and require that we take a humanistic approach in creating learning experiences. Empathy creates room to value multiple viewpoints. And when learners are not treated as "others," trust can be established. As empathy, trust, and respect become more prevalent, learners find the confidence to increasingly participate, engage, and take more ownership of their development and their learning. In this way, inclusive pedagogy is open, and open pedagogy is inclusive."