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"I have argued the futility of continuing to call the connectivist-style online courses by the term MOOC. In popular culture MOOC means Udacity, Coursera or EdX, and Andrew Ng's keynote on Wednesday showed the tone-deafness of the dominant paradigm. At #OpenEd13 debate continued among the group of experts (and this conference was full of experts) regarding how we properly define a MOOC, akin to the debate at Educause where Mathieu Plourde argued that every term in the acronym is negotiable. My argument at #OpenEd13 is that such thinking is counter-productive to the political and cultural conversation about distance, online and open education: those of us in that world are still arguing about the definition, but in the mainstream the ship has sailed, and we need to accept that the term MOOC no longer means what it did in 2008."

"It's time to call these fake open initiatives out for what they really are. It is time for us to stand up for and protect the idea and name that are so critically important to improving the affordability, quality, and equity of education around the world. If you need a handy, slightly derogatory term to use in describing fake open initiatives, I highly recommend the term "fauxpen": Faux in French means "false" or "fake." So fauxpen means "fake open." Examples of how to use this term appropriately would include "Fauxpen Education Alliance.""

"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."

First, like every other company on the web that stores user data, Instagram has always had an expansive license to use and copy your photos. It has to - that's how it runs its networks of servers around the world. And Instagram's existing terms specifically give the company the right to "place such advertising and promotions on the Instagram Services or on, about, or in conjunction with your Content." Instagram has always had the right to use your photos in ads, almost any way it wants. We could have had the exact same freakout last week, or a year ago, or the day Instagram launched.

"What rights have users granted to online services such as Facebook, Twitter and Google? Does posting content on these networks mean forfeiting your ownership of your photos, for example? A photo posted on Twitter remains the intellectual property of the user but Twitter's terms give the company "a worldwide, non-exclusive, royalty-free license (with the right to sublicense)". In practice, that gives Twitter almost total control over the image and the ability to do just about anything with it. The company claims the right to use, modify or transmit it your photo any way."

What does this emerging landscape of educational delivery models look like? I have categorized the models not just in terms of modality-ranging from face-to-face to fully online-but also in terms of the method of course design (see Figure 1). These two dimensions allow a richer understanding of the new landscape of educational delivery models. Within this landscape, the following primary models have emerged: ad hoc online courses and programs, fully online programs, School-as-a-Service, educational partnerships, competency-based education, blended/hybrid courses and the flipped classroom, and MOOCs (see Figure 2).

"A study out this month made the point all too clear. Most of the 543 university students involved in the analysis didn't bother to read the terms of service before signing up for a fake social networking site called "NameDrop" that the students believed was real. Those who did glossed over important clauses. The terms of service required them to give up their first born, and if they don't yet have one, they get until 2050 to do so. The privacy policy said that their data would be given to the NSA and employers. Of the few participants who read those clauses, they signed up for the service anyway."

"Finding copyright free (public domain) and free to use cartoons (open licensed) can be difficult and the reuse of cartoons in online resources without the necessary permissions is a tricky legal area depending on the facts and circumstances of the case. Here you will find a collection of free to use cartoons that have been licensed in terms of Creative Commons licenses - to visit each cartoonist's site, click on their cartoons shown below. Please do adhere to the terms of use specified by each author."

"Overall, 117 of 485 (24.1%) of respondents used social media daily or many times daily to scan or explore medical information, whereas 69 of 485 (14.2%) contributed new information via social media on a daily basis. On a weekly basis or more, 296 of 485 (61.0%) scanned and 223 of 485 (46.0%) contributed. In terms of attitudes toward the use of social media, 279 of 485 respondents (57.5%) perceived social media to be beneficial, engaging, and a good way to get current, high-quality information. In terms of usefulness, 281 of 485 (57.9%) of respondents stated that social media enabled them to care for patients more effectively, and 291 of 485 (60.0%) stated it improved the quality of patient care they delivered. The main factors influencing a physician's usage of social media to share medical knowledge with other physicians were perceived ease of use and usefulness. Respondents who had positive attitudes toward the use of social media were more likely to use social media and to share medical information with other physicians through social media. Neither age nor gender had a significant impact on adoption or usage of social media."

With the new funding, he [Andrew Ng, Coursera co-founder] said, the company plans to focus on several key areas, including: New mobile apps (coming in the next few months) Deeper international expansion through translation and distribution partnerships Opening up Coursera to enable third-party apps and integrations (long term, the plan is to open up APIs, but in the short term they'll enable university partners to integrate other apps with Coursera) New features to encourage more collaboration between students When I pointed this out on Twitter, Burck Smith of StraighterLine got it right when he said "Sounds like an LMS".

The big takeaway here is pretty clear, in terms of the top two players: Android is on fire because of choice, availability and price point in emerging markets focused on shifting to smartphones from feature phones on limited budgets. That means it's even more crucial to watch what Apple debuts this fall in terms of a low-cost iPhone device, which is rumored to be based around the iPhone 5 and sport a plastic back that's cheaper to produce.

"Writing learning outcomes is very difficult for faculty who were never trained to think about their teaching in such terms.  We are great at describing what content our course will cover; we are pretty good at knowing that we expect our students to master a certain amount of content or skill set by the end of the semester.  We are terrible at framing our expectations for student learning in terms of learning outcomes, with all of our learning activities in the course aligned to those learning outcomes.  We are even worse at measuring learning outcomes.  We conflate grades with learning outcomes on the regular."

"It's International Working Out Loud Week, also known as #WOLWeek. Working Out Loud is a relatively new term for me, picking it up from John Stepper in 2012. I have used the term, narrating your work, which to me is the same thing, though some may differ. My observation is that combining transparency (in the workplace) with narration (of work) results in increased serendipity, or more chances of fortuitous outcomes."

"…because of term extensions, we've had to wait almost a century before copyrighted works enter the public domain (in 2019, works from 1923 are finally freely available). Under current copyright terms - life plus 70 years for natural authors, and 95 years from publication for works of corporate authorship - you're unlikely to see any works created in your lifetime enter the public domain. This imposes great (and in many cases unnecessary) costs on creativity, on libraries and archives, on education and on scholarship. More broadly, it imposes costs on our collective culture. Even for the works that are still commercially available, the shrinking public domain increases costs to citizens and limits creative reuse. But at least those works are available. Unfortunately, much of our cultural heritage, perhaps the majority of the culture of the last 80 years, consists of the orphan works described above-works that have no identifiable or locatable copyright holder. Though no one is benefiting from the copyright, they are nevertheless presumptively off limits."

"There's a whole galaxy of terminology that you should know about when it comes to education technology. From PLNs to Blended Learning to Synchronous Online Learning… it can get overwhelming. Dubbed the EdTech Cheat Sheet, I think it's one of the most useful infographics out there today. You should consider printing this out and keeping it handy should you ever come across some crazy term that doesn't make sense to you."

The real opportunity, I think, is in trying to build longer arcs. Now that the cycle of new is eating itself in a race to ever-faster, there's a bigger chance to make long term change by consistently focusing on what works (and what's important), not what's new and merely shiny.

"This article examines a relatively recent and increasingly problematic trend in fair use jurisprudence: courts' tendency to decide whether a copyright defendant has made a fair use of the plaintiff's work based in part on whether the defendant has acted in "bad faith." Courts use the term "bad faith" to encompass a wide range of conduct weighing against a finding of fair use."

The rationale for seeking open terms of both access and use is as follows. Free access provides the literature to at least five overlapping audiences: researchers who happen upon open-access research articles while browsing the Web rather than a password-protected database; researchers at institutions that cannot afford the subscription prices for the growing literature; researchers in disciplines other than that of a journal's intended audience, who would not otherwise subscribe; patients, their families, students, and other members of the public with an interest in the information but without the means to subscribe; and researchers' computers running text-mining software to analyze the literature. In addition, granting readers full reuse rights unleashes the full range of human creativity for translating, combining, analyzing, adapting, and preserving the scientific record, whereas traditional copyright arrangements in scientific publishing increasingly inhibit scholarly communication.

The e-mail drill was one of numerous mind-training exercises in a unique class designed to raise students' awareness about how they use their digital tools. Colleges have experimented with short-term social-media blackouts in the past. But Ms. Hill's course, "Information and Contemplation," goes way further. Participants scrutinize their use of technology: how much time they spend with it, how it affects their emotions, how it fragments their attention. They watch videos of themselves multitasking and write guidelines for improving their habits. They also practice meditation-during class-to sharpen their attention.

"We feel the pernicious practical effects of lengthy copyright terms every day. For example, a study last year of books on Amazon showed that books published after the critical public domain cut-off date of 1923 are available at a dramatically lower rate than books from even an entire century before. The result is a "missing 20th century" in the history of books."