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"Want to make your social media marketing more visual? The Visual Marketing Revolution: 26 Rules to Help Social Media Marketers Connect the Dots by Stephanie Diamond (Que Publishing, 2013) gives you an overview of rules, tools, content, and tactics to help you plan and improve your marketing."

Anyone who has ever tried to teach a kid how to multiply knows how hard that job is. (Try teaching a child what an adverb is long enough and you'll develop a facial tic.) But set the student up with an interactive, electronic game that is fun, competitive, and self-diagnostic, and suddenly teaching these basic subjects becomes both efficient and effective. Does that make teachers obsolete? Quite the opposite: it frees them to teach the higher levels of the cognitive domain-analysis, problem solving, synthesis, and creative thinking. The parts teachers normally never get around to because they're too bogged down in the basics.

"Granovetter found, for instance, that people were nearly three times as likely to have found their job through a "personal contact" than through an advertisement, headhunter or other "formal means." In other words, success is largely about who you know, not what you learned in school or how you searched on Monster.com."

Firstly, everything is a trade-off. If you think that your message really requires a certain format, you accept the consequences, and that is the case here. I develop the premise that an individual subject matter expert can create a rich, interactive e-textbook that is competitive with commercial offerings, and at such low cost that it can be offered to students for free or at very little cost.

"Nothing has more potential to lift more people out of poverty - by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world's biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity."

Mr. Shirky said. "The thing that drives me craziest in conversations with large institutions about large data sets is they want to know in advance what will happen. Why should we open up our data? To which the answer is, you open up your data to see where the value is. It's the value you can't even predict until you try it that you get back."

"Digital Media - New Learners Of The 21st Century Digital Media takes viewers to the frontlines of an education revolution"

"The schools most at risk are those without strong name recognition. While that might be unfair, it seems to be a fact of life. While Clayton Christensen has taken some heat from the projection that "in 15 years from now half of US universities may be in bankruptcy", the data from this survey lends some credibility to the concept."

"Now a revolution has begun (see article), thanks to three forces: rising costs, changing demand and disruptive technology. The result will be the reinvention of the university."

"they've shifted to what's becoming a more familiar Silicon Valley narrative about the future of employability: a cheap and precarious labor force. That's the unfortunate reality of "Uber for Education.""

Once the MOOC "revolution" got underway, universities, usually slow-moving and tight-fisted institutions, couldn't run fast enough to put their own MOOCs online. And, right now, we're seeing the results. In January alone, 180 MOOCs from major international universities, will get underway. Below we've highlighted some of the courses that intrigued us most, but you can peruse the complete list here and make your own choices."

Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach. It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department.

"We're very excited to recognize these cool tools, leaders and trendsetters in the education technology space. We intend to continue contributing to the forward motion of this revolution, and we salute those dedicated souls that create the human energy involved in such an undertaking. Well done! Continue! With that, here are the finalists and winners…"

"The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others. The skill sets required in both old and new occupations will change in most industries and transform how and where people work. It may also affect female and male workers differently and transform the dynamics of the industry gender gap. The Future of Jobs Report aims to unpack and provide specific information on the relative magnitude of these trends by industry and geography, and on the expected time horizon for their impact to be felt on job functions, employment levels and skills."

""I thought it was an opportunity for the university to take on a new field and maybe build a franchise in this area," said David Yermack, a finance professor at New York University's Stern School of Business, of his decision to offer a digital-currency class in 2014. Today, he says, "the thing has really taken on a life of its own.""

"More than six million students are currently enrolled in online courses. There are now massive open online courses (MOOCs), in which universities and technology companies partner to design courses for thousands of students. Selingo also discusses how two colleges, the traditional Southern New Hampshire University and the newly developed Western Governors University (see John Gravois, "The College For-profits Should Fear," Washington Monthly, September/October 2011), are experimenting with competency-based online associate's degree programs, in which students are credited as soon as they show mastery of a subject rather than having to spend a set number of hours in class."

"In the 1930s most of the nations in the capitalist world experienced widespread severe unemployment, and it appeared resistant to elimination by traditional policies. A new scourge emerged and proved victorious in several nations: fascism. This was the result of an unprecedented development: a mass movement against democracy."

""The employed craftsman can almost never use in his own home things similar to those he works on every day," she observed, because those things were simply unaffordable. Economics, not aesthetics, explained the movement's failures."