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"Last week we started a series of webinars featuring our Social Fresh WEST speakers, as we lead up to the conference on September 27-28. One of those webinars was titled Stop the Social Media Shiny Object Syndrome (recorded and on demand). In an industry that moves so quickly, it is important to stay educated, to be informed about the tools available to us. During the webinar, we outlined an 8 step process for reviewing social media shiny objects."

These are just the tip of the rich global discourse that took place during Open Education Week. All webinars during Open Education Week were recorded, with links listed below. You can also view the videos directly on the Open Education Week YouTube channel and on the Open Education Week website, under events and webinars.

"If you've been following my work over the past several months, you know that I've been hosting Open Webinars with Grant Wiggins, Nick Provenzano, Don Buckley, and Mark Barnes, among others. Grant and I quickly realized that more people were interested in these conversations that the capacity of our current WebX subscription, so we decided to try Google Hangout On Air as our platform. "

Giving students personalized learning experiences is crucial to improving education, and the use of digital tools can make it easier and less time-consuming for teachers to accomplish this. In this webinar you'll learn the top 10 tips on how to give students access to information in the way that best suits them. 

This is a facilitated course that will run for 6 weeks, initially from 19 March - 23 April 2013. Webinars are held Tuesday morning (Americas)/ late afternoon (Europe, Africa). There is an optional weekly lab session on Fridays at the same time of day. To sign up, click 'Start Course' at bottom left.

Last week marked the second time the Office of IT Academic Technology Services organized webinars focused on teaching professors about different resources they can use in their classroom as part of a week-long event called Open Education Week. Though eight events were held last week, Educational Technologist Mathieu Plourde said few professors participated.

Please join Ivy League LMS experts, Wendy Drexler and Catherine Zabrieske of Brown University for this informative webinar during which they will discuss five lessons they learned in their search for an open access LMS, how they formed their selection committee, involved faculty and students, and why they ultimately selected Canvas as their LMS. Drexler and Zabrieske will also discuss the latest on MOOCs in general as well as specifically how using Canvas Network as a platform for their MOOC "Exploring Engineering" has allowed them to create a more interactive course that engages students and keeps participation high rather than merely providing lectures and quizzes.

"During the webinar, one of the participants shared a link for a report from Duke University on their first MOOC, Bioelectricity: A Quantitative Approach, delivered through Coursera in fall 2012. And what a find that was - this is the most thorough description I have yet seen from a university about their experience selecting, development, delivering and analyzing a MOOC. Kudos to Yvonne Belanger and Jessica Thornton, the authors."

Free Webinar Raise Student Achievement via Formative Assessment 10/17/12 at 2pm ET

Jonathan is also the director of the BadgeStack Project, the first system designed for badge-empowered learning and community-building, and the first to issue Mozilla Open Badges. We'll talk about the changing nature of professional development (PD) in particular and learning in general with the rise of online meeting technology, and how informal and non-traditional learning environments are impacting how we think about education.

This is a collection of slides, handouts and links that accompany my presentation during the USDLA's National Distance Learning Week events.

"Nelson says the new version of the system lets professors quickly divide a large class into groups of up to 12 students. Those break-out groups of students can then participate in a small-group discussion while each student fills out a "structured worksheet" that can be graded later by a TA following a rubric to make sure each student was following along and participating. During the live class, the professor can peek into any of the breakout sessions, either by appearing as one of the participants, or lurking in the background so that he or she can see and hear the students but they don't know the professor is there. The requirement of filling out the worksheet, or doing some other activity like a poll or quiz, makes sure students in breakout groups stay on task, Nelson says."