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"While we are waiting for a simple WYSIWYG -editor or similar to appear on Google+ (I'm sure it's being worked on) here are some shortcuts that you can use to format the post texts."

""Canvas Network allows institutions to define the structure of their courses and the approach to teaching that makes the most sense to them. Some institutions have chosen to pursue a massive open online course format (MOOC), and some have chosen to pursue a smaller online course format with more interaction. Often the courses are taught on the same platform the institution uses to teach tuition-based courses, which means students have a seamless experience as they progress through their academic journey.""

The recently announced partnership with the University of Edinburgh presented the team with an opportunity to engage and experiment with the much-publicised MOOC format, and foreground issues related to the theory and practice of online education itself. What follows are some of our perspectives on the planning and development of a large scale open course, what challenges the MOOC presents for delivering a worthwhile educational experience, and what questions this type of course format provokes for a team already teaching and researching in the field of e-learning and technology in higher education.

"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."

Format Factory is a multifunctional media converter.

"There's little reason for typesetting to be such an expensive bottleneck in both time and money when we have better solutions in place. Academia will have to adopt new methods of producing text-based content. This was true when scholars moved from typewriters to word processors like Microsoft Word. Word enabled new capabilities like saving documents and editing them over time, rich text formatting, and the like. Unfortunately, Word arrived in a world before the internet and has never been adapted to work with the internet. As a result, it takes months to get an article into a format that can communicate with the web. Keep in mind that once we have the text in a web-communicable form the innovative things we can do with it are endless in terms of presentation, analytics, and more. We can't reverse that scholarship is moving to the web so we might as well learn how to speak with the web, today."

Nevertheless, my prediction is that the MOOC 2.0 will enable one-on-one learning using personalized, video chat-based help, which is why I founded Teeays, a platform for on-demand TAs for MOOCs. Ultimately, the format of the MOOC 2.0 will be whichever format enables individual learning to scale as dramatically as content distribution has scaled in the MOOC 1.0. In a world where more than 2 billion people are connected to broadband internet, face-to-face learning is bound to go digital.

This 12 week course, starting September 10, 2012 will explore openness in education - its roots, its growing influence, and economic and systemic impact. We have adopted an open online format (massive open online courses, sometimes referred to as MOOCs...though we expect this course won't hit that "massive" target achieved by initiatives like Coursera and EDx. For a quick introduction to connectivist courses and how they work, please view the videos below.

Firstly, everything is a trade-off. If you think that your message really requires a certain format, you accept the consequences, and that is the case here. I develop the premise that an individual subject matter expert can create a rich, interactive e-textbook that is competitive with commercial offerings, and at such low cost that it can be offered to students for free or at very little cost.

"The free QR-Code-Generator to create QR Codes with Logo, Color and vector formats (SVG, PDF, EPS)."

"We present the concept of quad-blogging, and its potential for facilitating and enhancing peer-to-peer learning in higher education, specifically in a massive open online course (MOOC) by increasing peer engagement, promoting the practice of blogging and fostering the formation of professional learning networks through social media."

All OMS CS course content will be delivered via the massive open online course (MOOC) format, with enhanced support services for students enrolled in the degree program. Those students also will pay a fraction of the cost of traditional on-campus master's programs; total tuition for the program is initially expected to be below $7,000. A pilot program, partly supported by a generous gift from AT&T, will begin in the next academic year. Initial enrollment will be limited to a few hundred students recruited from AT&T and Georgia Tech corporate affiliates.

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.

" Reward-motivated learning: Mesolimbic activation precedes memory formation provides easy to read findings to support the claim that rewards promote learning. The reward structure seems to have many positive effects not only on learning, but on the learner's personal development. Learners are able to gain confidence and develop openness to others through virtual games and the reward system."

"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."

"Even if you routinely teach large courses, a MOOC requires far more time to prepare and execute. To prepare the three lectures offered in a single week, my team spent about 20 hours planning and developing content. I spent an additional eight hours rehearsing my lectures. It took just under four hours to record the video for three formal lectures. I cannot speak to the editing process, because another unit at Georgia Tech does that work, but it usually takes five to 10 days to receive the edited video and get Coursera approval. Even then there is more work to incorporate any quiz links or other "in-class work" that takes place during lecture pauses. Finally there is the "Courserafication" process of uploading and configuring the content for use on our Coursera site. Formatting assignments and other content takes still more time."

"The university's Arts & Sciences Council, the governing arm of the undergraduate faculty, voted down a proposal to join a consortium of top colleges offering for-credit online courses through 2U, a company that specializes in real-time, small-format online education."

As "MOOC mania" completely overshadows the Open Education Resource (OER) initiative of UNESCO and the Hewlett Foundation, a potentially valuable point is being overlooked. The MOOC format, as it exists today, seems especially inappropriate for degree completion by a traditional age student (18-24). It may even be a challenge for the older, post- traditional student as the issue of how learning is to be validated still has most institutions questioning the credit worthiness of such offerings.

" Instructors will offer a "special 'flipped' version of an electrical engineering course ... where students watch online lectures from Harvard and MIT at home." So the good is the flipped part because it's more interactive and dynamic and there's less lecture-based didacticism in the classroom due to watching videos at home? Really? The 1970s just called: they want their Open University courses back. This model perhaps moves the Cal State system forward as it offers more accessibility to content for working adults in a hybrid format. I wish they would just step away from the MOOC terminology, which is, let's be honest, copying and lending out a videotape in another name."

Each SLC Camp is a combined Codeathon and Tagathon. These are volunteer events to help build usable applications to help teachers, parents and students in K-12 Education. Volunteers will use the open source sample code and APIs available at dev.slcedu.org, as well as tools available on the same site for bulk data ingestion, data format transforms, and meta-tagging of educational content.