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"I'm delighted that there's some very smart and committed people working on the technical side of the Open Badges ecosystem. For example, yesterday's community call (which unfortunately I couldn't make) resurrected the 'tech panel'. One thing that's really important is to ensure that the *user experience* across the Open Badges ecosystem is unambiguous; people who have earned badges need to know where they're putting them and why. At the moment, we've got three services wrapped up together in badge issuing platforms such as Open Badge Academy:"

"My question is about what tools do you think I should use to connect students with genres or communities of practice based on their personal interests"

"What is a course? What is a class? What is a community? What is the relationship between those three questions and an even more basic one that is rarely asked in higher education: How do we learn? It is our conviction that, to address the literacies we need to thrive in the 21st century, we first need to step back and think about the conventions of education that we have inherited and to ask the big "why" and "how" questions of those conventions."

We're pretty keen on optimal timing for social media here at Buffer, and I figured it was high time I collected all the information we have about online communication into one place. I've collected research and stats on Twitter, Facebook, email and blogging to help you find the best time to communicate with others in each format.

The adjustments to the district's policy are coming on the heels of numerous requests from staff, students, and administrators for more access to education based web technologies, according to Donald Williams, executive director of community services and communications for the district.

On July 10, 2014, EDUCAUSE joined other leading higher education and library associations (listed below) in proposing a set of network neutrality principles for the Federal Communications Commission (FCC) to use in developing new regulations to preserve the "open Internet." These groups urged the FCC to adopt these principles in light of a recent court decision vacating two of the key network neutrality rules previously in place, which they believe creates an opportunity for Internet providers to block or degrade (e.g., arbitrarily slow) certain Internet traffic, or prioritize certain services, while relegating the online content and services of colleges, universities, and libraries to the "slow lane." The groups argue that new network neutrality rules based on these principles will ensure that the Internet remains a vital, vibrant platform for teaching, learning, research, and community support and engagement.

With regard to Trend No. 1, 93 percent of the employers surveyed said that "a demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than [a candidate's] undergraduate major." On Trend No. 2, the association's survey found that "more than nine in 10" employers surveyed said it was important that job candidates "demonstrate ethical judgment and integrity; intercultural skills; and the capacity for continued new learning. More than 75 percent of employers say they want more emphasis on five key areas, including critical thinking, complex problem-solving, written and oral communication, and applied knowledge in real-world settings."

"(most) individuals use the Internet as the primary text for reading, writing, socializing, and communicating. Think about the last time you were talking with friends and someone couldn't remember a basic fact. How long did it take for someone to pull out a cell phone and search for it online? The Internet has provided for us a common text that individuals globally can use to learn, socialize, and communicate. What does it really mean when we use the Internet in our literacy-based practices? What knowledge, skills, and dispositions do we need to build in our students? The Internet is a literacy issue, not a tech issue"

"In 2014, the Centre for Innovation and Excellence in Learning embarked on a research project to investigate elements of effective teaching and learning practice valued at Vancouver Island University (VIU). Our investigation resulted in conversations with faculty and students in defining the elements of teaching practice valued at VIU. Faculty from the existing Community of Scholarly Teaching Practice (CoSTP) and students from the VIU community were invited to contribute their ideas about regarding effective teaching and learning design and practice. These consultations have generated a list of themes which capture practices most valued at VIU. "

"Any visual communication can be improved with an understanding of design principles that help ensure viewers correctly perceive and interpret the elements of a graphic. To be effective, an infographic should accurately communicate its message, attract attention with its aesthetic appeal, and be visually efficient so it is easy to scan and perceive. Let's look at some ways to accomplish this in infographic design."

"Accessibility policies frame standards and expectations for how a college or university's programs, services, and facilities serve the needs of people with disabilities. Some policies are aspirational in nature and relatively short on specific mandates, while others are much more prescriptive in stating standards, rules for compliance, and sanctions for behaviors that fall short. Accessibility policies constitute a statement of values that the institutional community subscribes to, and they serve as guidelines for how the institution intends to ensure the equitable treatment of all members of the campus community."

the company says it's gaining momentum: Google announced today that 500 million people have created profiles, 235 million people have used at least one of its features (like +1'ing a Web page), and 135 million visit plus.google.com monthly. (That's up from 100 million in September.)

Institutional leaders want inexpensive projects that do everything they desire and are available yesterday. Experienced project managers know, however, that a Reality Triangle (see Figure 2) operates as an immutable law of nature in the inherent trade-offs between resources (cost), scope (features), and time: only two of the three can be controlled.

"Mozilla is working with the community to define a new, open learning standard for Web Literacy. Join us!"

But it isn't professional development - at least not in the traditional concept of it. Instead, my PLN is a network of people who care about me. It's where I go in those dark moments where I have wanted to quit. It's where I go when I am excited and want to celebrate. It is far less of a "network" and more of a community. The reality is that teaching is hard. That's the real reason I have a PLN.

New data from a long-term study by the Community College Research Center at Columbia University's Teachers College suggest that some of the students most often targeted in online learning's access mission are less likely than their peers to benefit from -- and may in fact be hurt by -- digital as opposed to face-to-face instruction.

The Republican governor proposed setting aside $300 million from the Tennessee Education Lottery to fund an endowment that would cover all tuition and fees to two-year institutions for all graduating high school seniors. The plan also calls for reducing Hope scholarships for incoming students at four-year universities by $1,000 for the first two years.

"I am particularly excited by the plans we have for what we're calling "MOOC-supported learning communities," in which local groups of MOOC participants benefit from and contribute to the overall MOOC experience, as well as our plans to share the materials we develop for the MOOC (videos, assignments, other resources) in an open-source fashion."

"In fall 2006, former DJ, point guard and teacher turned first-time principal, James O'Brien, opened a small public high school in Bedford-Stuyvesant, Brooklyn, where 1/3 of residents live below the poverty line and the graduation rate is 40%. With infectious optimism, O'Brien and his team of eight undertook an unconventional approach and ambitious mission: Create a school with an arts-oriented curriculum that also emphasizes self-development, community collaboration and social change. Initially, the buzz from everyone was that this was a dream come true. "