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"Haters can keep hating, but the train has left the station. You can either get on board and help streamline its direction, or you can stand in its way and incrementally slow it down as it plows right through you," threatens Segal.

"Georgia Tech's Tucker Balch, an associate professor at the School of Interactive Computing, released the following information based on the survey of students who took part in his recent Coursera class, "Computational Investing." Of the 2,535 students who completed the course (or 4.8 percent of those enrolled), 34 percent were from the United States and 27 percent came from non-OECD countries. The average age of participants was 35 (ranging from 17 to 74). Seventy percent were white. Ninety-two percent were male. And more than 50 percent of the students already had a master's degree or a PhD. Clearly, this is hardly the "typical" undergraduate population (although it's worth noting that "Computational Investing" isn't really a "typical" or introductory class). Nonetheless, these figures do raise questions about who exactly is being served by today's MOOCs: Is it "learners" from around the world? Or, for lack of a better word, is it "knowers" from the U.S.?"

"still think education struggles culturally, not just technologically, with some of these very "warning message" issues. In many ways, the Internet portal of the Nineties remains a comforting model to those who don't believe that educational content like syllabi and handouts should be freely and openly available on the Web. The Internet portal of the Nineties remains a comforting model to those who believe that the Web is dangerous and there are predators and trolls just waiting to steal your intellectual property or hijack your forums. The Internet portal of the Nineties remains a comforting model to those who believe that students' work should be private, shared only with the instructor-of-record. The Internet portal of the Nineties remains a comforting model to those who believe that they are in charge of a learner's online experience - that they can dictate where learners go, what they see, what they read, and at the end of the semester, they control when access to all that goes away."

This was such a great link - I have been reading through Audrey Watters blogs and finding information and links that are very important to my efforts with ePortfolios right now. Thank you!

the rush for institutions to join Coursera isn't just a matter of their recognizing potential for these kinds of classes to reshape higher education. In the midst of all the hype and the hoopla, it's FOMO. The fear of missing out. Indeed as Coursera co-founder Andrew Ng tells Inside Higher Ed, the startup will "probably double its university partnerships at least one more time before it stops recruiting new institutions." So hurry, folks. You don't want to miss out…

I met the book's author, Seymour Papert, last week when I was in Maine and had the opportunity to thank him for the most important (or at least, my most favorite) ed-tech book, for Logo, and for all his work. It's been profoundly influential on my own.

"Almost immediately after receiving their new school-issued iPads this fall, students in Indiana and in California (and probably elsewhere) managed to bypass the security on the devices, "hacking" them for "non-schoolwork" purposes: listening to music, checking Facebook, surfing the web."

"We continue to struggle with all this testing madness in the US - and we're doing our best (along with that education behemoth Pearson - thanks Britain!) to export this madness worldwide. Education and empire - some things never change do they."

""It's time to embrace our very human inefficiencies." Audrey Watters struck a post-digital note as she wrapped her opening keynote on the first day of the Digital Pedagogy Lab 2015 Institute. She reminded the audience that teaching is affective labor, that it requires heart, patience, diligence, and creativity - things which technology fails in its attempts to mimic - and she asked, "What happens to love, to our soul, to our labor as we digitize the world?""

"they've shifted to what's becoming a more familiar Silicon Valley narrative about the future of employability: a cheap and precarious labor force. That's the unfortunate reality of "Uber for Education.""

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