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Part of the reason for that is that we might consider someone skilled if they need little or no documentation to accomplish a certain task. A skilled chef can make a meal without requiring a recipe, for instance, and a skilled network admin can make major changes to production switches and routers without calling up a CLI reference guide to check syntax. A talented chef, on the other hand, may think along different lines and construct an entirely unique dish for which there is no recipe. A talented system administrator may do much the same, assembling various tools in a unique way and devising a method around a problem that hadn't been attempted before. This may require some research and reference instead of rote knowledge, but the end result is something that wouldn't have otherwise existed, and is something for which there are no guidelines.

"Welcome to snopes.com, the definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation. Use the search box above to locate your item of interest, or click one of the icons below to browse the site by category."

"Mr. Bridges represents a new but promising category in the American labor market: people working in so-called new-collar or middle-skill jobs. As the United States struggles with how to match good jobs to the two-thirds of adults who do not have a four-year college degree, his experience shows how a worker's skills can be emphasized over traditional hiring filters like college degrees, work history and personal references. And elevating skills over pedigree creates new pathways to employment and tailored training and a gateway to the middle class."

This 12 week course, starting September 10, 2012 will explore openness in education - its roots, its growing influence, and economic and systemic impact. We have adopted an open online format (massive open online courses, sometimes referred to as MOOCs...though we expect this course won't hit that "massive" target achieved by initiatives like Coursera and EDx. For a quick introduction to connectivist courses and how they work, please view the videos below.

First of all, what is the "it" that I am referring to? "It" is a transformed reality where access to new tools, abundant content, and vast networks simultaneously provide countless new affordances and associated challenges.

Use our new Scope & Sequence tool to find the lessons that are just right for your classroom. These cross-curriculular units spiral to address digital literacy and citizenship topics in an age appropriate way. Browse by grade band or click a category to highlight the lessons that address that topic. You can download a PDF of the new Scope & Sequence here. Read more about the recent updates to the curriculum in our blog. Also, take a look at the definitions of our 8 categories in our Curriculum Overview. And for reference, you can access the former Scope & Sequence here.

What do you geek? Here you will find resources to follow your interests with free, open courses at major universities. Browse the resources below or check with the reference librarian for library resources.

While most of the headlines-including this one-reference MOOCs, the real issues are quite broad in scope, covering everything from whether higher education as we know it is on the verge of combusting, to big, bold experiments using technology to deliver education in transformative ways on a global scale. While the exact discussions seem to change on a constant basis, some of the current hot topics include proposed legislation in California, the swirl of possibilities around business models for so-called xMOOCs, and increased demand for production and availability of open textbooks.

I reference first the article in the Chronicle of Higher Education on the bill being proposed in the California legislature to create a "faculty-free" New University of California online (read it and scream). And yet, this should surprise no one. We are living in a plutocracy. MOOCs are becoming popular as potential money savers for universities and money makers for "education" companies. One might think these two phenomena are unrelated. They're not.

"In 2014 the UCISA Digital Capabilities Group (then the User Skills Group) launched the inaugural Digital Capabilities survey of the UK higher education sector. The survey focussed on what has been variously referred to as digital capabilities, digital literacies or digital competencies. The need to improve the country's digital capabilities has been highlighted in a House of Lords committee report published in February 2015. Make or break: the UK's digital future notes that the higher education sector "has not responded to the urgent need for reskilling" and calls for institutions to develop courses to give students the skills they need."

"works that benefit from being searchable and portable, such as the Oxford English Dictionary, to be more quickly embraced than the typical monograph. "Reference works will be the vanguard." He also points to disciplines where research moves fast and works are prone to quick obsolescence as being natural adopters of e-books - information technology, business and engineering, for example."

"Curation is a term that has always referred to the careful selection and pruning of aggregates, such as for a museum or an art exhibition. But the concept in the digital content world means the selection and presentation of these disparate items to help a browser or consumer navigate and select from them. Aggregation without curation is, normally, not very helpful. Curation creates the brand."

Students could use some financial relief. According to an American Enterprise Institute analysis, the cost of textbooks has risen 812% since 1978, compared with a 250% increase in the consumer price index. As a point of reference, medical costs (often described as "spiraling out of control") are up 575% in the same period, according to AEI. The burden is significant enough that 7 in 10 students say they have skipped buying a textbook for a course, trying to make do without it because of the cost. OpenStax adopted a conventional editorial process because that was required to win acceptance in academia, Baraniuk said, but the books are still published in the same modular fashion. That means instructors have the option of creating their own versions, perhaps introducing their own edits or swapping in content from a different source, and assigning that remix. At last count, there were 41 altered versions of OpenStax Physics available in the Connexions repository.

"What confuses me is the lack of reference to or connection with the existing open education movement. This is a frustrating Silicon Valley attribute. Don't learn from others. Learn it yourself. By joining existing networks, you add power to an existing structure. By creating your own, you subvert other networks and create your own integrated power structure."

""we present specific approaches for adapting effective tutoring strategies and applying them to large biology lecture classes." (p. 3) Using a set of effective tutor characteristics identified by Lepper and Wolverton (a reference to their research is in the article), Wood and Tanner explore how these seven characteristics can be adapted and used in large lecture courses (and what they propose isn't applicable just in biology courses). Here are some of the suggestions offered for each tutor characteristic."

"the work of Chris Argyris and his theory of double loop learning. This is a simplified explanation of the theory, so those who wish to read more deeply should read to the volume in the reference section."

"Every time a student interacts with their university - be that going to the library, logging into their virtual learning environment or submitting assessments online - they leave behind a digital footprint. Learning analytics is the process of using this data to improve learning and teaching. Learning analytics refers to the measurement, collection, analysis and reporting of data about the progress of learners and the contexts in which learning takes place. Using the increased availability of big datasets around learner activity and digital footprints left by student activity in learning environments, learning analytics take us further than data currently available can."

"The word open is in constant negotiation. When learners step through our open door, they are invited to enter our place of work, to join the research, to join the discussion, and to contribute in the growth of knowledge within a certain field. The openness of the academy refers to openness as a sense of practice.4 Openness of this sort is best seen as transparency of activity."