At Monday's meeting, Harker will discuss his vision in an address titled, "University of Delaware and the Future of Higher Education." Faculty will also be able to ask questions and share concerns. "One of my responsibilities as president is to anticipate the opportunities and threats facing us and higher education, with an eye toward continuing UD's role as an outstanding university," Harker wrote. "The University of Delaware has already made incredible progress. But we still have much work to do."

nstitutions employing a team-based approach to the creation and delivery of education content and experiences will differentiate themselves and succeed, even as the pace of change - both in technology and in the disciplines - accelerates, says Daniel Christian, a senior instructional designer at Calvin College. Teams, comprised of a range of technology and subject content specialists, will be structured and function differently at each institution, but they all share a prime advantage: the ability to guide their institutions to thrive in higher education's increasingly competitive environment.

"They perceived they had overcome most obstacles, but that others at their institutions had not.   They did not believe that others were teaching courses that were on par with face-to-face classes in terms of quality. This is because of findings 2 and 3. The second finding was that the overwhelming majority did not feel support from their institutions when transitioning to online modalities, rather they indicated that experiential learning in the form of mentorship, learning by doing, and dialog with peers were most critical when overcoming the challenges. The third finding was that the majority of participants indicated the time required for preparation and intrusion of time on an ongoing basis during the course of an online class were significantly greater than time requirements of a face-to-face course."

"Next time you're surfing around looking at eLearning courses, ask yourself what the designer's attitude toward his or her audience might be. In what ways does it show? Does it help or harm? What programs do you like and find most engaging? I bet they don't make you feel like a stupid untrustworthy cheater. What would you do differently if it were up to you?"

Chrystal chose to come down on the side of internal development. "We want to do in-house instructional design with our curriculum people, our professors and our production people. We really feel then that we can make quick changes the way we want them. If something doesn't work, we can make the change right now. We don't have to be in line with the four other clients that the company has."

Rep. Hans Zeiger wants to cap it at $100 per book. He introduced House Bill 1958, which would restrict professors from requiring books above that amount unless no comparable lower-cost material is available. The bill would apply to community and technical colleges as well as four-year state universities.

"A quick aside: If you've done screencasts of educational technology before, let me ask you this: have you caught an intense, unscripted moment of learning on them? Probably not, right? The weird thing is with federated wiki this happens ALL THE TIME. "

""You have to make the argument that this is going to cost us money up front, but it will create distinctiveness at the university that ultimately will aid us in the longer term," Jones said. "It guarantees our ability to be a player in this era of change.""

"There are two moments when instructors become most powerful in the learning process: 1) when they place themselves as obstacles in the learning network and block the natural flow of learner connections; 2) when they get out of the way and facilitate an optimized learning flow and maximize each learner's ability to create new connections in her/his network."

"Humanity's first steps into the digital world could be lost to future historians, Vint Cerf told the American Association for the Advancement of Science's annual meeting in San Jose, California, warning that we faced a "forgotten generation, or even a forgotten century" through what he called "bit rot", where old computer files become useless junk."

This article presents the outcomes of a typological analysis of Web 2.0 learning technologies. A comprehensive review incorporating over two thousand links led to identification of 212 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis then resulted in 37 types of Web 2.0 technologies that were arranged into 14 clusters. The types of Web 2.0 learning technologies, their descriptions, pedagogical uses and example tools for each category are described, arranged according to the clusters. Results of this study imply that educators typically have a narrow conception of Web 2.0 technologies, and that there is a wide array of Web 2.0 tools as yet to be fully harnessed by learning designers and educational researchers.

The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

The Web is continually erasing its past. The Wayback Machine aims to preserve its tracks. Jill Lepore reports.