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What I have observed, though, first from initial research and now from seeing it in action in #FutureEd, is that for all the concerns I or others might have about potentially larger consequences of consenting to the level of verification and tracking-for example, making typing-pattern recognition a standard identifier-MOOCs offer something many people would not be able to get if they did not have access to those platforms.

"I'm a finalist for teaching a Coursera MOOC next year on "The History and Future of Higher Education."  Naturally, I am doing this because I want to improve the future of higher education and add as much innovation as possible.  I'm interested in ways that an online  course with a relatively static form could become a platform for innovation.    And I will use this hastac.org site as a testbed for analysis of the teaching and learning as it is happening and as a place of reflection on the process and possibilities."

"What is a course? What is a class? What is a community? What is the relationship between those three questions and an even more basic one that is rarely asked in higher education: How do we learn? It is our conviction that, to address the literacies we need to thrive in the 21st century, we first need to step back and think about the conventions of education that we have inherited and to ask the big "why" and "how" questions of those conventions."

"You can use CC-licensed materials as long as you follow the license conditions. One condition of all CC licenses is attribution. Here are some good (and not so good) examples of attribution. Note: If you want to learn how to mark your own material with a CC license go "