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"This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty."

"hat we're witnessing is the changing role of faculty in Competency Based Education - I (and many ed. reformers) believe instructors SHOULD function more like tutors, coaches, and mentors than their roles have traditionally called for! The faculty role has been historically constructed as a "fount of knowledge", sage on a stage, the smartest person in the room - this was a historic necessity during the long era of information scarcity that we are transitioning away from. Now that information is abundant, infinitely reproducible, instantly accessible, subject matter experts need to share space with faculty who specialize in the interpersonal nuances of teaching students. In fact "regular and substantive interaction" is scarce in higher education, unless you count lecturing and note-taking as "interaction". Do you? Is this the standard that OIG is measuring WGU against?"

"Here's a thought, if you are spending all of your time worrying about a term no one can define, its time to get a different hobby.Thus, step three in Changing Gears 2012 is to stop using the term rigor, and to start to actually define what you want from education for your students."

"The costs of filming a new SMOC are between $9,000 and $66,000, according to data provided by Williams, with about two-thirds of classes between spring 2015 and fall 2018 costing more than $20,000. These figures don't include instructional costs."