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This page is for the class: Information Technology Applications in Marketing, BUAD 477, at University of Delaware. Course description: How changes in information technology affect the marketplace and how it should be used to support marketing decision-making. Emerging opportunities that could drastically alter the way organizations market their products and provide service to their customers are presented and discussed. The course will have a particular focus on the internet, and the emergence of social media.

The mission of the Emerging Learning Design Conference is to showcase best practices in design and implementation by bringing together those interested in engaging in a vibrant and dynamic discourse regarding pedagogy and how technology can better enhance it.

What does this emerging landscape of educational delivery models look like? I have categorized the models not just in terms of modality-ranging from face-to-face to fully online-but also in terms of the method of course design (see Figure 1). These two dimensions allow a richer understanding of the new landscape of educational delivery models. Within this landscape, the following primary models have emerged: ad hoc online courses and programs, fully online programs, School-as-a-Service, educational partnerships, competency-based education, blended/hybrid courses and the flipped classroom, and MOOCs (see Figure 2).

"As more and more competitors for traditional media outlets emerge - whether they are corporations like The Huffington Post or teenagers in war-torn countries trying to do journalism on the fly, like the 14-year-old profiled in a recent New York Times story - there seems to be a growing obsession with defining what journalism is, and who deserves (or doesn't deserve) to be called a journalist. Is the man who live-blogged the Osama bin Laden assassination a journalist? Is National Public Radio's Andy Carvin, who has been using Twitter as a one-man newswire during the Arab Spring, a journalist?"

"They found that people were not very concerned with credibility for users they already follow, and more concerned with tweets & users they encountered via search. In addition, the results of the study found that people were most concerned with credibility for topics like news, politics, emergencies, and consumer information (product information & reviews)."

The open educational resources model, including textbooks, has emerged as a response to rising text prices, a need for greater access to high-quality learning materials, the proliferation of e-reader devices, and a trend in publishing toward electronic media. Many contend that educational resources should be open and that instructional models increasingly depend on open content. Open textbooks can be offered by commercial publishers or found in open repositories. Open resources can promote active learning through student interaction with the text, particularly when they contribute to authorship. Although open textbooks face questions about the accuracy and reliability of their content, they allow higher education instructors to design content for their courses on an as-needed basis, choosing from an array of books, articles, videos, audio recordings, and readings.

"MOOC success, in other words, is not individual success. We each have our own motivations for participating in a MOOC, and our own rewards, which may be more or less satisfied. But MOOC success emerges as a consequence of individual experiences. It is not a combination or a sum of those experiences - taking a poll won't tell us about them - but rather a result of how those experiences combined or meshed together."

So, in summary, the absence of specific learning objectives and outcomes has earned the "criticism" for constructivism as "inefficient and ineffective". This may equally be a challenge for Connectivism to be adopted as a mainstream pedagogy. Unless the specific learning objectives and outcomes (based on competency-based learning) are adequately addressed and resolved, it seems both Constructivism and Connectivism would still be operating in a hand-in-hand "networked" informal learning "paradigm" waiting to be absorbed as new and emergent pedagogy.

"While MOOC's have attracted huge attention, and hype, for supporting massive enrollments and for being free its the pedagogical aspects of MOOC's that interest me the most. The challenge is this - How can you effectively teach thousands of students simultaneously? I'm fascinated by the contrast between post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy."

Now ability grouping has re-emerged in classrooms all over the country - a trend that has surprised education experts who believed the outcry had all but ended its use. A new analysis from the National Assessment of Educational Progress, a Census-like agency for school statistics, shows that of the fourth-grade teachers surveyed, 71 percent said they had grouped students by reading ability in 2009, up from 28 percent in 1998. In math, 61 percent of fourth-grade teachers reported ability grouping in 2011, up from 40 percent in 1996. "These practices were essentially stigmatized,"

"The dramatic increase in online education, particularly Massive Open Online Courses (MOOCs), presents researchers, academics, administrators, learners, and policy makers with a range of questions as to the effectiveness of this format of teaching and learning. To date, the impact of MOOCs and emerging forms of digital learning has been largely disseminated through press releases and university reports, with only limited peer-reviewed research publication. The proliferation of MOOCs in higher education requires a concerted and urgent research agenda. The MOOC Research Initiative (MRI) will fill this research gap by evaluating MOOCs and how they impact teaching, learning, and education in general."

"'CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC (Massive Open Online Course) in 2008. It was a course and a network about the emergent practices and the theory of Connectivism, proposed by George Siemens as a new learning theory for a digital age. It was convened and led by Stephen Downes and George Siemens through the University of Manitoba, Canada. Although the event was not formally advertised, more than 2000 participants from all over the world registered for the course, with 24 of these enrolled for credit."

"The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales. The custodian of the world's biggest online encyclopaedia says that unless universities respond to the rising tide of online courses new major players will emerge to displace them, in the way that Microsoft arrived from nowhere alongside the personal computer. "I think that the impact is going to be massive and transformative," says Mr Wales, describing the importance of the MOOCs (massive open online courses) that have signed up millions of students."

"As Hurricane Sandy bears down on the east coast of the U.S., here's a roundup of accounts suggested by local and state government officials you can follow to get real-time emergency information, plus tips for using Twitter during a crisis."

"MOOCs are characterized by their openness, enabling anyone across the world with an Internet connection to participate.  As a result, most MOOCs have thousands, sometimes tens of thousands of participants. An online course with potentially tens of thousands of students is a very different teaching environment than face-to-face courses or even "traditional" online courses.  Teaching strategies practiced in other teaching contexts won't necessarily translate well to this context. Indeed, the sets of choices regarding learning objectives, content presentation, assessment, and instructor-to-student and student-to-student interaction are still being developed in this emergent teaching environment."

"#Edchat began on Twitter three years ago. Like dog years, three years in social media time is much longer. Back then, there were far fewer educators exchanging ideas on Twitter. Twitter was only beginning to emerge as a serious method of collaboration for educators. Celebrities dominated the network and got great media coverage about their tweets. Serious use of Twitter by educators for collaboration was never covered by the media. It was not media worthy."

" The real complexity should come out of the emergent work, not the software. A collaboration platform that is over-engineered would be counterproductive. The key aspect of a collaboration platform is that should make work more transparent and rewards sharing. Does your LMS do this? Does it simplify work and make it more transparent for everyone in the network? Does it enhance serendipitous learning?"

"In the 1930s most of the nations in the capitalist world experienced widespread severe unemployment, and it appeared resistant to elimination by traditional policies. A new scourge emerged and proved victorious in several nations: fascism. This was the result of an unprecedented development: a mass movement against democracy."

"Wirearchy is an emergent organizing principle that informs the ways that purposeful human activities and the structures in which they are contained is evolving from top-down direction and supervision (hierarchy's command-and-control) to champion-and-channel … championing ideas and innovation, and channeling time, energy, authority and resources to testing those ideas and the possibilities for innovation carried in those ideas."

"I am convinced of two things: The education will be the most important growth business of the 21st century. That whatever comes next in education will emerge from India."