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"The Internet affords children endless opportunities to get into serious trouble, downloading what they shouldn't download, looking at what they shouldn't be looking at, and getting ideas about what they shouldn't be getting ideas about. But the good news is that if your kids are like mine, they may be doing some or all of those things... but there's another use for the Internet that's attracting their time and attention. It's called teaching."

"A complete list of free online courses offered by Stanford, Coursera, MIT and Harvard led edX (MITx + Harvardx + BerkeleyX), and Udacity"

"A complete list of free online courses offered by Stanford, Coursera, MIT and Harvard led edX (MITx + Harvardx + BerkeleyX), and Udacity "

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).

"The MOOC Local option looks like the future to me. Where a school has a "coach" who helps students when they need it, who can be that connection and even connect students within a school. Think how this could change what it means to be a teacher….."

"The large majority of faculty who have taught online courses (79%) say the experience has helped them develop skills and practices that have improved their teaching in the classroom as well as online."

"Responding to calls for additional resources to support postsecondary instructors, many vendors and organizations now offer online educational development resources. The ultimate goal is to improve instruction and student learning, but to get there, higher education institutions must examine and evaluate these tools, as well as consider the specific needs of diverse campus stakeholders. After research and discussion, the Professional and Organizational Development Network developed eight principles to guide institutions as they explore and select online educational development resources for their campus communities."

"But there is value in seeing what happens when that advice is ignored. And that's where an incident at George Washington University comes in. If technology is just thrown at the problem with no consideration of helping educators to adopt sound pedagogical design, then we can see disasters."

New data from a long-term study by the Community College Research Center at Columbia University's Teachers College suggest that some of the students most often targeted in online learning's access mission are less likely than their peers to benefit from -- and may in fact be hurt by -- digital as opposed to face-to-face instruction.

"How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? How much time does it take instructors to develop an online course?"

"The University of Florida made an unusual offer to more than 3,000 high-school students who would otherwise have been rejected for admission: Pass two semesters of online coursework, and then you can enroll on the campus. But less than 10 percent of them took the offer. Joseph Glover, the provost, defended the new option, called the Pathway to Campus Enrollment, or PACE, saying it hadn't been well explained. "This year, now that the program is in place and there is time to advertise and explain what it is all about, we hope to get a better response," he told The Gainesville Sun. Pathway builds on UF Online, the online-only undergraduate program that state legislators pushed for about two years ago."

"We contend that the real issue - and the one that largely goes unaddressed - is that the majority of people who teach online are given virtually no assistance in learning how to teach online. Professional development for these instructors is limited to lunch 'n' learns, basic learning platform support, and other technology-related resources, but generally fails to expose instructors to the best techniques for online instruction."

"Instead of being an unstoppable force disrupting the faculty profession, MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure - the resources, values, and affirmations that support faculty agency in experimenting with digital learning - has helped us create this context at Stanford. Our research suggests that this approach has given faculty the opportunity and autonomy to manifest their desires to share intellectual work more broadly, experiment and take pedagogical risks, express their unique teaching philosophies in new ways, and thoughtfully engage in the MOOC phenomenon on their own terms. As a result, a great number and variety of open and digital learning approaches have flourished at our institution."

"This free online course will explain how you can study online without putting the rest of your life on hold."

The working group has heard and received suggestions across a broad range of topics. Here are a few examples: Make an institutional commitment to fostering high-quality hybrid instruction (online and face-to-face) and provide the IT infrastructure to support course development and redevelopment along those lines. Establish an experimental college with the freedom to innovate in different course formats and individualized interdisciplinary majors. Require an e-portfolio of all undergraduate students, connecting the first-year experience and co-curricular activities to their major field of study and career preparation.

"Online learning has been hailed as a faster, cheaper way to provide education -- but it doesn't do half of what administrators think it will.      With the help of a few experts, we've compiled a list of major myths that administrators believe, how they match up against reality and why administrators believe them. "

"If online learning is to succeed as not only as a legitimate option for learning but as a respected platform within an institution, leadership has to build that respect through calculated risks and building multi-departmental relationships."

"Open educational resources rate as one popular strategy, with 92 percent of faculty members and 97 percent of administrators saying instructors should assign more of them. Still, past research has suggested many faculty members haven't heard of OER or don't know where to discover open content. David Wiley, chief academic officer of Lumen Learning, said the report builds on previous findings about OER."

"An easy No Need to Study path through college for those who can literally pay extra should also fuel lingering questions of class and race bias in higher education. Elite education opportunities already skew to those most able to afford to them. But the ability to get a degree by opening a checkbook instead of a textbook does, at a minimum, complicate efforts to flatten the education-access pyramid. "

"I've noticed a some common perspectives and patterns that can, if one is not careful, turn into pitfalls. With that in mind, here are five common myths about online learning practices."