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"As more and more competitors for traditional media outlets emerge - whether they are corporations like The Huffington Post or teenagers in war-torn countries trying to do journalism on the fly, like the 14-year-old profiled in a recent New York Times story - there seems to be a growing obsession with defining what journalism is, and who deserves (or doesn't deserve) to be called a journalist. Is the man who live-blogged the Osama bin Laden assassination a journalist? Is National Public Radio's Andy Carvin, who has been using Twitter as a one-man newswire during the Arab Spring, a journalist?"

"This approach doesn't entirely invalidate existing computational idea patents, because they would continue to apply to implementations using special-purpose hardware. This is an advantage because it eliminates an argument against the legal validity of the plan. The U.S. passed a law some years ago shielding surgeons from patent lawsuits, so that even if surgical procedures are patented, surgeons are safe. That provides a precedent for this solution."

"The question is not just whether MOOCs are going to disrupt traditional education, but how. Is it just about lower costs and access? Is it really going to be a Napster-like moment with entrenched "Teamsters in tweed" worried about the erosion of their research, publishing, and teaching?"

"An education is more. People moving through their education learn from the all of people they encounter. The relationship of the student and the teacher is intertwined. Teachers become a team of mentors, tutoring not just in a subject but in the world around them."

First is the idea of raising expectations and raising standards. Another piece: data-driven instruction. Every teacher in our state now spends 90 minutes a week sitting down with five peers to just drill into what the data is telling them about student performance. There's research that says the most effective economic development that a state could make is in early childhood education. We're increasing over a five-year period from 20 to 80 the percentage of high-need kids who are enrolled in preschool. That's a game changer.

The crisis that is about to break out involves student debt and how we finance higher education. Like the housing crisis that preceded it, this crisis is intimately connected to America's soaring inequality, and how, as Americans on the bottom rungs of the ladder strive to climb up, they are inevitably pulled down - some to a point even lower than where they began.

"It is best summed up by the mantra from the Harvard education expert Tony Wagner that the world doesn't care anymore what you know; all it cares "is what you can do with what you know." And since jobs are evolving so quickly, with so many new tools, a bachelor's degree is no longer considered an adequate proxy by employers for your ability to do a particular job - and, therefore, be hired."

"Nothing has more potential to lift more people out of poverty - by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world's biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity."

Many companies now search candidates' social-media accounts to get a better feel for their personalities, to see if they have creative flair, and to find out how well they communicate. Done right, your profile can work in your favor. Of 2,184 hiring managers recently surveyed by CareerBuilder, one-fifth said a candidate's online profile helped them land a position. More often, though, it backfires: 43 percent said they found information that led them not to hire a candidate, up 9 percentage points from last year. That trend means either that more job applicants are behaving badly online or that human resources is getting stricter in sniffing out problems.

I think this article raises a point that we should absolutely acknowledge. Although I don't believe I am "behaving badly" online, what if some of my viewpoints do not entirely mesh with a future employer. Are they less likely to hire me because I have critical opinions about certain policies, etc.? I think it is this issue in particular that makes people reticent to fully participate. However, this is our new reality. How to balance it?

"I truly believe that most of my full-time, tenure-track colleagues would rather quit their jobs than teach an online course. And that's a shame, since they are exactly the people who should be helping to set standards for meaningful online education."

"I don't believe that the LMS is dead, yes my livelihood depends on it, but the facts are that institutions like "software systems" that help meet strategic objects. The cool part (and often challenging for buyers) is that there are hundreds of systems that use the LMS moniker."

"Yet sadly, despite all your efforts, you probably have fewer friends than most of your friends have. But don't despair - the same is true for almost all of us. Our friends are typically more popular than we are."

"Connect Your Class to the World with PenPal News!"

"The large majority of faculty who have taught online courses (79%) say the experience has helped them develop skills and practices that have improved their teaching in the classroom as well as online."

" I'm sure many teachers would happily outsource homework grading and assessment to the droids. Blended learning will likely continue to make advances across classrooms as a substitution of teachers' time, though I see it unlikely to dominate instruction, particularly in elementary grades."

"In the last six months the economic model of a scarcity of teaching resources justifying a rationing of education has been changed to a free commodity model of unlimited availability and world-class quality education. This changes everything."

"The truth is, if you want a decent job that will lead to a decent life today you have to work harder, regularly reinvent yourself, obtain at least some form of postsecondary education, make sure that you're engaged in lifelong learning and play by the rules. That's not a bumper sticker, but we terribly mislead people by saying otherwise."

It doesn't feel right to me, but we do have a MATH course at UD, that satisfies the University minimum math requirement, and includes no algebra. The course was designed specifically for those students who would likely not be able to graduate if they had to take algebra.

"The process of Big Bang Disruption begins as a series of low-level, often unrelated experiments with different combinations of component technologies. This relative calm may give incumbents the false sense that nothing is happening, or in any event that whatever might be happening is not doing so quickly enough to warrant a competitive response. Yet when the right combination of technologies is assembled and paired with the right business model, takeoff is immediate. Customers from a wide range of segments, including mass market consumers, adopt the disruptor as quickly as its producers can supply it. Market penetration is often nearly instantaneous."

"While we tend to glorify industrial-park incubators and think-tanks, the fact is that many of the innovative services we use today were created by entrepreneurs who had a fair chance to compete for web traffic. By enabling internet service providers to limit that access, we are essentially saying that only the privileged can continue to innovate. Meanwhile, small content creators, such as bloggers and grassroots educators, would face challenges from ISPs placing restrictions on information traveling over their networks."