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"Some of the essential aspects of academic institutions - in particular the quality of the education they provide - are largely intangible and their results are difficult to measure." Indeed, he adds, the "result is that much of what is important to the work of colleges and universities may be neglected, undervalued, or laid aside in the pursuit of more visible goals."

"My prediction? Hold fast, millennials. This current wave of punditry will peak and then start declining six years from now. In 2020, about half of you will have turned 30. You'll no longer be young-and therefore no longer scary-and today's rhetoric about your entitlement and narcissism will evaporate. You'll be in charge. I can't imagine what you're going to say about the kids being born today."

With the scrambled classroom model, we are challenged to learn new possibilities, but also to design instruction based on principles we have known about for some time. In the scrambled classroom model, the innovation is not so much "online learning," but "human learning" supported by all that the 21st century brings to the table.

"If educators wish to keep students in high school and in college, they must plant a better attitude in the former, while recognizing the intransigence of the curriculum in the latter. Boredom is not always something to be avoided. It is to be accepted and worked through."

"Academics are used to altering their tone to match the audience and context, whereas students tend to lack such skills and so will, for all their tech-savvy, sometimes be uncomfortable with more formal forms of contact. In the long term, students need to develop these skills: in the meantime, we can meet them halfway."

"What those parents likely don't realize is that the same neural mechanisms that make kids sponges for Mandarin likely also make them highly receptive to computer languages. Kindergartners cannot become C++ ninjas, but they can certainly start to develop the skills that will eventually cement lifelong fluency in code."

Red wasn't particularly interested in IPOs or the latest tech fetish, even though she was always exceptionally proud of her students and their accomplishments. She knew that technology was a means to an end - and that the end was people.

"If we can tap into the same network effects that drive the internet economy and bring it into the firm, we have the potential to build businesses that don't just benefit the bottom line but create a culture of participation and learning. And that's when we'll find that machines are far less adept at delivering the imagination, creativity, genuine insight, and emotional and moral intelligence that is uniquely human."

"Who owns a tattoo? The obvious answer is the wearer, who paid for the ink and is now permanently (more or less) attached to it. Yet recent disputes have called into question the easy idea that if you buy a tattoo, you also own it and can display it as you like. Tattoo artists are increasingly claiming that they, like other artists, own the copyright to the images they create. And when those images, attached to living people, appear on the silver screen - or a computer monitor - the artists want to get paid."

"The lack of teacher training in education schools has also been borne out recently by a new report by the National Council on Teacher Quality, entitled "Training Our Future Teachers." The question the group asked was a simple one: Do education schools teach classroom management? The answer was: not very much. The group examined 122 teacher-preparation programs and found that while most programs could say they had classroom management as part of their curriculum, classroom management strategies rarely received "the connected and concentrated focus they deserve." What's more, "instruction is generally divorced from practice (and vice versa) in most programs, with little evidence that what gets taught gets practiced." Education schools, says Kate Walsh, who leads the group, "don't see their job as training teachers. They see their job as creating professional identity.""

"The Internet is a rich source of information -- and a prolific dispenser of misinformation. Help your students learn to tell the difference! Included: Links to site-evaluation tools!"

"Systemwide, roughly 71,000 students, or 21 percent, complete their undergraduate and graduate degrees completely or partially online, a number that grows each year as the paradigm of higher education evolves from four years in a bricks-and-mortar classroom to an education available nearly anywhere on the planet."

"The rock-star meme implies that teaching is all about performance. What happens on stage is still what matters, even if techno-hip educators supplant traditional sages. Talk of rock-star faculty members reinforces the static lecture model that MOOCs were, ironically, developed in part to destroy. The audience at a rock concert is listening, not interacting. Decades of research and a modicum of common sense confirm that students engage and learn more through active participation in the classroom. For all the talk of personalized analytics and adaptive learning, MOOCs built around faculty rock stars will just transfer the lean-back experience of the lecture hall to a screen."

"Social media regularly manipulates how user posts appear; the abuse of socially shared information has become a collective problem that requires a collective response. This is a call to action. We should work together to demand that companies promise not to make us involuntary accomplices in corporate activities that compromise other people's autonomy and trust."

"We "learn," and after this we "do." We go to school and then we go to work. This approach does not map very well to personal and professional success in America today. Learning and doing have become inseparable in the face of conditions that invite us to discover."

" You can throw all kinds of software and data at a problem, but if faculty aren't brought in early to the process in a collaborative way, effective change is unlikely to happen. Unfortunately, demands from outside actors like legislators and federal bureaucrats can often lead to friction between groups on campuses and thwart their ability to collaborate. I found that external mandates and the need to focus on compliance issues related to accreditation have stymied innovation."

"Every dollar a student can save matters. That is why Virginia recently passed legislation (HB 454) to mandate that every public institution of higher education in the state create a framework to adopt and use open educational resources and low-cost resources across the state."

"That democratization of forgery is just around the corner. "I would say within another 18 to 24 months, that technology is going to get to a point where the human brain may not be able to decipher it," Hany Farid, a professor of computer science at Dartmouth College, recently told me. Soon, the forger will consistently fool us."