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Every day, students accomplish great things thanks to the opportunities provided by their college or university. They are surpassing expectations, shaping their futures and the world around them. Those accomplishments deserve attention for students and their schools. Attention that proves the value of those experiences and the institutions that make them possible. Attention from decision-makers and media. Attention that drives interest from the people who matter.

"they've shifted to what's becoming a more familiar Silicon Valley narrative about the future of employability: a cheap and precarious labor force. That's the unfortunate reality of "Uber for Education.""

" wellspring of fresh faith has surged up around so-called SPOCs. Small and Private, not Massive and Open, SPOCs are boasting better completion rates and better vibes than their highly scalable predecessors."

"The Federal Government currently invests billions of taxpayer dollars each year in programs that include the creation of educational, training, and instructional materials through grants, contracts, and other cooperative agreements. This investment produces educational resources ranging from innovative curricular resources to workforce training materials to English language learning tools. While these materials are created for the public good, they are generally not open to the members of the public who paid for them. At a time when educational opportunity, workforce development and access to knowledge are critical to America's future, these valuable publicly-funded resources should be openly available to students, teachers, businesses, workers and the public to use in new and innovative ways."

"Tool designers who want to intervene in the new world of letters should look first to the social history, and to the social future, of reading. The web has made newly visible the diversity of interest groups among the general population of readers; it has also made the members of those groups more visible to each other, enabling them to define themselves and their needs in ways that perhaps change their behavior. The new and changed audiences that have emerged in the digital domain include data miners, professional readers who read scientific papers for industry, scientists on the semantic web, wiki contributors who treat their activity as leisure, and high school and college/university teachers who want to use digital tools to engage students or experiment with flipped-classroom pedagogy. "

"As Victor begins to lose he gets sarcastic and angry but otherwise he just makes conversation - commenting on words he puts down and generally chattering away while you play. Like the fitness robot, Autom, the designers made Victor so that he would be easily to engage with. By simulating human interaction, you get a unique experience that can make people feel a little better. Plus it's a trash-talking Scrabble-bot. Are we living in the future or what?"

"As it seems that social media will only play a bigger role in future research of all disciplines, I took to doing my own research on how Facebook posts, tweets, YouTube videos, etc. should be cited in academic publications."

"Dealing with all the complaints takes time and, as a PhD student, I had my own research to do. Evaluations, ironically, were not really my concern. Student evaluations are not that important in economics (unless you aspire to teach at a liberal arts college), or not nearly as important as publishing papers in a top journal. And despite pleas from the thwarted Goldman candidate, the future job prospects of students and the money they might some day donate to the university was furthest from my mind. I'd sooner worry about winning a research grant."

"You need to visit Laura's UnTextbook site to gain a full appreciation for the open content she has compiled for the course (and keeps compiling), and also to understand how it is representative of the future of openness, open content, and open pedagogy. While the UnTextbook certainly saves money for students, its real value is the way it opens the course structure and expands student learning networks."

""My entire critique of higher education started with curricular reform at Penn," he says. "General education is nonexistent. It's effectively a buffet, and when you have a noncurated academic experience, you effectively don't get educated. You get a random collection of information. Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.""

"In a student-centric LMS, the core abstraction of the LMS is the student. In the diagram, I'm imagining a student with control of connections to other entities within the system. These could be instructors, or other students, or learning materials. To create a course, you invite students to connect with a common set of resources, one or more instructors, and the other students in the course. When the course is complete, the student can drop the connections she doesn't need any more - but keep the rest. As the educational experience proceeds, the student collects, under her control, the connections that remain meaningful and useful and drops the ones that are stale or irrelevant. Furthermore, these resources could be local and within the LMS, or they could be external to the LMS or to the student's current institution."

"The Learning Innovation and Networked Knowledge (LINK) Lab at UT Arlington has been chosen to lead a $1.6 million initiative to connect and support researchers across the country as they examine digital learning's effect on higher education today and in the future."

"In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all those with an interest in education."

"Humanity's first steps into the digital world could be lost to future historians, Vint Cerf told the American Association for the Advancement of Science's annual meeting in San Jose, California, warning that we faced a "forgotten generation, or even a forgotten century" through what he called "bit rot", where old computer files become useless junk."

"Paul Otlet described a future networked environment - the Mundaneum - that in many ways resembles the present-day Internet. But his vision extended well beyond the scope of a simple information repository."

"There's been much debate in recent years about the role of public colleges in an era when students pay for more than half their education in most states. Sure, state funds might make up less than 10 percent of the budget at the University of Virginia, the University of Michigan, and Berkeley, but the fact of the matter is that most public colleges couldn't survive if not for their states."

"The digital platform, which will be available beginning in April of this year, allows all high schoolers, even freshmen and sophomores, to begin storing their projects, papers and even video footage for possible inclusion in future college applications through a "digital locker," or storage, available in the app."

"in higher education, we do not have a common language to discuss the value of a college credit. At an event hosted by Jobs for the Future and Higher Education Advocates,called Paving New Pathways: Today's Students, New Credentials, and the Next HEA, I noticed a recurring theme: There is a serious issue with college credit transfer policies across postsecondary education. Courses that count for credit at one institution do not "translate" to another. This issue has real consequences on student success and degree completions."

"The internet should be either a post-capitalist good, or a public good. A public utility. Like a town square. Things like Facebook and YouTube and Twitter never should have been capitalist at all. Like all town squares, the rules of civilized speech should apply. I can't call someone a nasty name, harass them, intimidate them, bully them there - nor should I be able to here. The capitalist internet is one of history's great failures, my friends. Whether we know it now or not, our grandkids will certainly regard it that way. They'll be incredulous that we were seduced and then addicted by its garbage culture, its trash spectacles, its junk food for the human mind and spirit, all so we could get a desperate hit of feeling power and control…while our planet, democracies, future, and lives were all melting down. It's up to us to build a better internet, and do it now. And whether we do that through post-capitalism, or through public goods - or both - that challenge is very real, very urgent, and very noble."

"Career services are a natural evolution of focus for the student success movement. If we abandon low-income or first-generation students at graduation with a poorly designed handoff between college-to-career, we risk failing to deliver on the full promise of higher education," said Dr. Bridget Burns, Executive Director of the University Innovation Alliance. "Strada Education Network understands that innovation starts with listening to, and understanding, the perspective of students. This project is about providing career services professionals with the capacity and time to redesign career readiness in order to better prepare students for an increasingly dynamic future of work.""