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Google Docs makes it much easier for me to spot and track down plagiariam. First my students share their work with me when they begin a new assignment and I can watch their progress daily. The new preview feature makes this very easy and I often find myself flipping through student papers to check on progress and see who I need to work with soon. Students know I do this and they know I expect to see progress.

"Progress in computers and the Internet helps with communications, and it's enabled us to make things far more efficient. On the other hand, most other fields of engineering have been bad things to go into since the 1970s: nuclear engineering, aero- and astronautical engineering, chemical engineering, mechanical engineering, even electrical engineering. We are living in a material world, so that's pretty big to miss out on. I don't think we're living in an incredibly fast technological age."

Now ability grouping has re-emerged in classrooms all over the country - a trend that has surprised education experts who believed the outcry had all but ended its use. A new analysis from the National Assessment of Educational Progress, a Census-like agency for school statistics, shows that of the fourth-grade teachers surveyed, 71 percent said they had grouped students by reading ability in 2009, up from 28 percent in 1998. In math, 61 percent of fourth-grade teachers reported ability grouping in 2011, up from 40 percent in 1996. "These practices were essentially stigmatized,"

""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.""

"Regardless of the goal of MOOCs - be it for profit or idealism - there are genuine educational concerns that need to be closely monitored. A course with 10,000 (or even 1,000) students enrolled cannot foster any significant discussion. Yes, teaching assistants (TAs) can be employed to groups of 100-200 students for online questions etc, but that may not be so simple. About 100 TAs would be needed for a modest-sized MOOC of 10,000 students. Even for the lecturer to organise 100 TAs would be a Herculean task. Another serious concern is evaluation. How can one evaluate 20,000 students taking a course? Yes, electronic quizzes and multiple-choice tests can be given to monitor progress - if the material is suitable for such types of questions. But what about material in the social sciences and humanities that might be harder to evaluate (than science) without essay-style answers? I've already seen that companies are attempting to write computer programs that will grade essays. But as one educator put it, how can a programmer include wit and style for evaluation in such a program?"

"Fought July 1-3, 1863, the Battle of Gettysburg took nearly 50,000 American lives and is considered to be the turning point in the Civil War.  Phillip Pfuhl has created a brief tour that uses text, audio and overlays to show how the battle progressed."

"The superintendent of the 4,200-student Lindsay Unified School District in California, Rooney set in motion this school year a plan to move to a system in which students progress not on the basis of their age or a set school calendar, but by demonstrating proficiency on learning objectives."

" I thought I would outline that range of public and private interactions in my classes, starting with the very most public and then progressing step by step to the most private: email. Although I have made a lot of changes to the content and procedures and technology in my courses over the past ten years, I have really not changed this balance of public and private - somehow or other, I blundered into a configuration of public and private that worked perfectly for me right from the start of my online teaching career."

"As the "credit for prior learning" movement gains traction, it will be progressively easier for students not only to learn in nontraditional ways, but to accumulate credits for what they've learned."

"From the first week of school, the six year olds in my classroom begin to create an online presence in the form of a digital portfolio.  We use a blogging platform to do this, and include artifacts that show their progress in writing, reading, math, social studies and science."

This is what I LOVE about this article: "Students relish the feedback a comment gives, whether it is from a classmate, a parent, or someone they have never met. The audience becomes part of the student's learning." Now, I still have privacy concerns, but from reading her comments to others who were skeptical she says that she has not received inappriopriate comments in the 8 years she has been doing this. OK- Matt, my eyes are opening...a little bit. ;)

"The hype for MOOC and Open educational resources cannot be ignored today. Although there is still much to be explored, the progress of open education at present era attracts a great deal of attention. It often throws a question if Corporate MOOC is for profit-making platform rather than it could reach many more learners, leading to a networked social and economic benefit, and could give great instructors an authoritative position."

". By analyzing the data behind past, current and competitive Instagram hashtags, it's easy to set objectives by showing what works, monitoring progress and keeping track of audience reaction.  Whether you're interested in a high-level view or deep-dive data, the best way to set informed goals is to start with the numbers."

"This kind of learning can't be scaffolded or too-carefully architectured but must be discovered in the act. In A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, Douglas Thomas and John Seely Brown write, "Our understanding comes not through a linear progression, in which each step confirms that you are on the right path. Rather, it arises through approaching the problem from many angles and ultimately seeing its logic only at the end" (98)."

"Humanity stands to be profoundly affected by science and technology in the future. We envision the possibility of broadening human potential by overcoming aging, cognitive shortcomings, involuntary suffering, and our confinement to planet Earth."

"By now, even the most laggard of organizations understands that digital fluency is a pillar of any strategy seeking to engage audiences, cultivate constituent relations, and secure donors.  More than a "next practice," digital engagement is essential to the relevance and solvency of the contemporary nonprofit organization - simply keeping the doors open requires investments of time, talent, and treasure on digital platforms. But social media is playing an important role in how people relate to and understand nonprofit organizations beyond simply their ability to converse on Twitter or post pretty pictures on Facebook.  In our progressively crowd-sourced, collectively intelligent, peer reviewed world that values trusted endorsements foremost among reputation-enhancing communication channels, social media is emerging as one of the most important tools in the fundraising toolbox."

For many years now, educators and instructional designers alike used the "ADDIE" Instructional Design (ID) method as a guide in designing and effectively tracking a project's progress. "ADDIE" stands for Analyze, Design, Develop, Implement, and Evaluate.

"it falsely assumes that today's students intrinsically understand the nuanced ways in which technologies shape the human experience-how they influence an individual's identity, for example, or how they advance and stymie social progress-as well as the means by which information spreads thanks to phenomena such as algorithms and advertising."

"California State University is moving aggressively to offer web-based science labs, a systemwide virtual campus and online advising as remedies for "bottlenecks" that impede student progress and graduation rates, officials said Tuesday. Some of these efforts will be ready to roll out this fall. The detailed strategies were presented in a meeting of the Cal State Board of Trustees in Long Beach as a response to Gov. Jerry Brown's call for the Cal State and University of California systems to improve student performance in exchange for long-term funding increases."

"Contrary to a progressive lens of technology where asynchronous patterns replace older asynchronous patterns, I like to think that the big picture here is that the gathering collection of asynchronous technology over time - with all of its varieties of communication frequency and durability - gives humans more choice and autonomy over how we interact and what we interact about. Radio has not been replaced by television or even podcasts, but only declined in popularity and taken its place among what is now available. An abundance of asynchronous options is not really a shift that we have been experiencing, but liberation from a narrow range of vastly different options."

At Monday's meeting, Harker will discuss his vision in an address titled, "University of Delaware and the Future of Higher Education." Faculty will also be able to ask questions and share concerns. "One of my responsibilities as president is to anticipate the opportunities and threats facing us and higher education, with an eye toward continuing UD's role as an outstanding university," Harker wrote. "The University of Delaware has already made incredible progress. But we still have much work to do."