"Tool designers who want to intervene in the new world of letters should look first to the social history, and to the social future, of reading. The web has made newly visible the diversity of interest groups among the general population of readers; it has also made the members of those groups more visible to each other, enabling them to define themselves and their needs in ways that perhaps change their behavior. The new and changed audiences that have emerged in the digital domain include data miners, professional readers who read scientific papers for industry, scientists on the semantic web, wiki contributors who treat their activity as leisure, and high school and college/university teachers who want to use digital tools to engage students or experiment with flipped-classroom pedagogy. "

"This free online course will explain how you can study online without putting the rest of your life on hold."

"The current movement is largely about emotional well-being. More than the last, it presumes an extraordinary fragility of the collegiate psyche, and therefore elevates the goal of protecting students from psychological harm. The ultimate aim, it seems, is to turn campuses into "safe spaces" where young adults are shielded from words and ideas that make some uncomfortable. And more than the last, this movement seeks to punish anyone who interferes with that aim, even accidentally. You might call this impulse vindictive protectiveness. It is creating a culture in which everyone must think twice before speaking up, lest they face charges of insensitivity, aggression, or worse."

"For all these reasons, I've concluded that it would be sound pedagogy for me to give my students notice about some of the challenging material we'll be covering in class - material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict - as well as some information about their rights and responsibilities in responding to it. Starting with the summer semester, as a result, I'll be discussing these issues during the first class meeting and including a notice about them in the syllabus."

"Instead of being an unstoppable force disrupting the faculty profession, MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure - the resources, values, and affirmations that support faculty agency in experimenting with digital learning - has helped us create this context at Stanford. Our research suggests that this approach has given faculty the opportunity and autonomy to manifest their desires to share intellectual work more broadly, experiment and take pedagogical risks, express their unique teaching philosophies in new ways, and thoughtfully engage in the MOOC phenomenon on their own terms. As a result, a great number and variety of open and digital learning approaches have flourished at our institution."

"The Federal Government currently invests billions of taxpayer dollars each year in programs that include the creation of educational, training, and instructional materials through grants, contracts, and other cooperative agreements. This investment produces educational resources ranging from innovative curricular resources to workforce training materials to English language learning tools. While these materials are created for the public good, they are generally not open to the members of the public who paid for them. At a time when educational opportunity, workforce development and access to knowledge are critical to America's future, these valuable publicly-funded resources should be openly available to students, teachers, businesses, workers and the public to use in new and innovative ways."

"Last Friday I shared Flippity's template for creating a random name picker in Google Sheets. Over the weekend I received quite a few requests for help in using that template. To, hopefully, answer those questions I created the video that you see embedded below. "

"Turn online videos into interactive learning experiences that engage students and deepen understanding."

"The University of Delaware employs a fleet of students to engage prospective applicants through social media. So-called "Social Media Ambassadors" are adorned with their own BlueHen Twitter accounts and are encouraged to share their student experiences online and talk to parents and students interested in the school."

"If you're like me, it's probably 80% affinity and 20% challenge. And you kind of have to do that on the web, because we read the web weirdly, as if everything a person posted is a T-shirt they are wearing. We say "Retweets do not equal endorsements", but the very fact we have to say that proves the point. You can stray a bit, but not so far that people lose sight of who you are or the groups you belong to."

"You can be wrong or ignorant. It will happen. Reality does not care about your feelings. Education does not exist to persecute you. The misinformed are not an ethnic minority being oppressed. What's that? Planned Parenthood is chopping up dead babies and selling them for phat cash? No, that's not what actually happened. No, it's not your opinion. You're just wrong. "

"Some of us learn best in the classroom, and some of us ... well, we don't. But we still love to learn, to find out new things about the world and challenge our minds. We just need to find the right place to do it, and the right community to learn with. In this charming talk, author John Green shares the world of learning he found in online video."

"Yes, ownership is sort of implied in the "reuse" R, and is legally permitted by open licenses. But for all of their willingness to share access to open educational resources, how many OER publishers go out of their way to make it easy for you to grab a copy of their OER that you can own and control forever? "

"Within the overall framework of the organization's strategy on OA, the recent launch of OA curricula for Researchers and Library Schools by UNESCO highlights its efforts for enhancing capacities to deal with Open Access issues. The carefully designed and developed sets of OA curricula for researchers and library and information professionals are based on two needs assessment surveys, and several rounds of face-to-face and online consultations with relevant stakeholders."

"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 contend that the real issue - and the one that largely goes unaddressed - is that the majority of people who teach online are given virtually no assistance in learning how to teach online. Professional development for these instructors is limited to lunch 'n' learns, basic learning platform support, and other technology-related resources, but generally fails to expose instructors to the best techniques for online instruction."

"It was that novel and that conversation with a man who saw the future far more clearly than I that came to mind last week when T-Mobile CEO John Legere announced in a press call that starting on July 15, calls between and within the U.S., Canada and Mexico would be free."

""Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web.""

"As UT-Austin recently replaced its learning management system, it also needed to replace its plagiarism detection software. Schorn therefore conducted the Turnitin test again this March. Out of a total of 37 sources, the software fully identified 15, partially identified six and missed 16. That test featured some word deletions and sentence reshuffling -- common tricks students use to cover up plagiarism."