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"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.""

"I can feel it most strongly when I'm reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I'd spend hours strolling through long stretches of prose. That's rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I'm always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle."

"As is so often the case in Washington, though, the devil is in the details. Our organizations, along with 19 other higher education groups representing nearly every American college and university, have serious concerns about what the TEACH Act would mean for higher education's ability to use technology to advance learning. In short, the legislation would actually prevent us from using new technology to better serve our students, including students with disabilities."

"The time has come to create privacy tools for normal people with a normal level of technical competence. That is to say, all of us"

The intersection of copyright and the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education. To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and other higher education associations. The consensus opinion was that intellectual property questions for MOOC content merit wide discussion because they affect multiple stakeholders and potentially carry significant consequences. Each MOOC provider, for example, establishes a proprietary claim on material included in its courses, licenses to the user the terms of access and use of that material, and establishes its ownership claim of user-generated content. This conflicts with the common institutional policy approach that grants rights to faculty who develop a course. Fair-use exceptions to traditional copyright protection face challenges as well, given a MOOC's potential for global reach. Nonetheless, fair use and MOOCs are not mutually exclusive ideas. MOOCs remain an experiment. Initiating discussions with a wide range of campus stakeholders will ensure clarity of purpose and a common understanding of copyright issues in a MOOC environment.

"We have released over a million images onto Flickr Commons for anyone to use, remix and repurpose. These images were taken from the pages of 17th, 18th and 19th century books digitised by Microsoft who then generously gifted the scanned images to us, allowing us to release them back into the Public Domain."

"we have decided to use a blogging platform (Edublogs)  for student portfolios, as it can be used both as a "learning portfolio" (here is what I am learning right now) and a "showcase portfolio" (here is my best stuff).  Through my own experience both blogging, and using my blog as a portfolio, I have seen some powerful benefits of blogging that would directly benefit our students."

"Some districts have started implementing responsible digital use guidelines or empowered digital use policies. Regardless of the title you choose, it should provide a sense of purpose for using technology beyond the idea that "said devices may get me in trouble.""

"The Really Useful #EdTechBook' is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it's about how we as learning professionals got to where we are and how we go forward with our own development."

"In January, we featured series of short animations from BBC Radio 4 addressing the question "How Did Everything Begin?" In February, we featured its follow-up on an equally eternal question, "What Makes Us Human?" Both came scripted by Philosophy Bites co-creator Nigel Warburton and narrated by X-Files co-star Gillian Anderson (in full British mode). Now that March has come, so has the next installment of these brief, crisp, curiosity-fueled productions: "Has Technology Changed Us?""

""These devices have become such an entrenched part of our lives that who can really accurately gauge their own media use?" said Hoffman, associate professor of communication. "Scholars have surveyed people about how and why they use media, but that use is very fluid. It's so interspersed with other daily activities that most people would find it difficult to say exactly how many minutes they spend on particular kinds of websites.""

"Google Design are open-sourcing 750 glyphs as part of the Material Design system icons pack. The system icons contain icons commonly used across different apps, such as icons used for media playback, communication, content editing, connectivity, and so on. They're equally useful when building for the web, Android or iOS."

" SOLUTIONS FOR EDUCATION AND LEARNING MANAGEMENT SYSTEMS (LMS) The Biomids Biometric solutions address needs in online education and other forms of corporate training and professional development, often facilitated through Learning Management Systems (LMS). They confirm the identity of participants (Authentication) and deter and detect cheating on remotely administered tests and assessments (Proctoring) through the use of advanced biometric technologies. The Biomids Authenticator and Proctor - Is a fully automated Authentication and Proctoring system, available in both web-based and download versions, that provides highly effective, convenient and cost-effective means of ensuring testing validity. Authenticates participants at the beginning and throughout the test/assessment (Persistent Authentication). Validates test results confirming that the participant has completed the assessment without unauthorized assistance through the use of video capture and website monitoring (Proctoring). Try a free 30-day trial download demo: The following video explains how the Biomids Authenticator and Proctor works in the case of test proctoring in online education. The Biomids Authenticator and Proctor is one of the most effective, convenient and economical proctoring systems available in the market today: * Low fixed cost - Allows frequent use for both Authentication and Proctoring. * Assured authentication - Utilizes powerful advanced facial recognition technology. * High integrity - Persistent Authentication throughout the test/assessment period. * Convenience - No need to schedule a human proctor - test taking anytime, anywhere. * Dashboard - Concise results uploaded to instructor or designated staff."

"This video helps students understand the reality of using today's Internet in terms of privacy. It explains how our actions online are tracked and used. It teaches: Why privacy online is different than it is in the real world How nearly everything we do online is documented and analyzed by companies Why our data is important to the success of online companies How our data enables websites to be free What we can do to understand how our data is being used and make choices to protect it."

"Students who use OER find them to be accessible, relevant, and engaging. Over 60 percent of students reported that the overall quality of their learning experience in an OER course was higher in comparison to a typical, non- OER course. Though creating OER courses and degrees is time consuming, instructors in several colleges said they had made changes in instruction as a result of working with OER materials. Though few instructors made changes to their pedagogical practices specific to OER, use of these materials allowed them to align materials better with their learning goals. Instructors already using student-centered and hands-on learning strategies said that the OER materials helped what they were already doing. Several instructors also reported that students were more engaged with OER materials compared to textbooks, because they are better tailored to good pedagogy, reading materials are more relevant and interesting, and students can be more involved in the construction of the learning experience."

"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."

"We use this chord diagram in our LMS subscription, offered with MindWires, to show the movement in the LMS market - from the old system to the new system. We got great feedback, so we decided to use the same format to represent the relationship between the LMS market and the SIS market."

"Fair Use Guidelines Guidelines on the limitations of fair use and when you must seek permission:" (Note: I think Renee Hobbs would say this is bogus - Mathieu)

"At New Milford High School, it is not uncommon to see students finishing homework assignments on their MacBooks in the cafeteria or using cellphones in class to text an answer. "It's giving them the freedom and autonomy to use the devices to support what they are doing in their classes," said Principal Eric Sheninger."

Smartphone usage continues to climb in the U.S. More than three out of five (61%) mobile subscribers in the U.S. owned a smartphone during the most recent three-month period (March-May 2013), up more than 10 percent since smartphones became the mobile majority in early 2012. When it comes operating system preference, Apple remained the top smartphone manufacturer in the U.S., while the majority of smartphone owners used Android OS handsets. Fifty-three percent of smartphone owners used the Android OS, and 40 percent owned iPhones.