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"David-John Palmer, an instructor at FIU and associate director of educational technology at FIU Online, has spearheaded the recent AI initiative in his own Introduction to Information Systems course in partnership with Cognii Inc., a leading provider of AI-based educational technologies. His course, offered through the College of Business, is the first online FIU course to feature AI in instructional design."

"Modules introduce you to specific topics in bite-sized units. Learn what a feature is, when it's helpful, and how to use it. Then test yourself with interactive challenges."

more on MOOCs

Abandon LMS at Universities?

I think there is still a need for LMSs, but not all the features of the LMS. We need a gradebook, a quiz engine, and a private massaging/forum system for convenience and compliance. Everything else can be done elsewhere, as long as instructors are willing to open up their course materials. My $0.02.

Most of us recognize that schools should be helping students learn how to do deep, rich, technology-infused knowledge work that prepares them for future citizenship, college, work, and other life needs. Many principals and superintendents, however, are struggling to balance the need to technologically empower students with countervailing organizational concerns regarding safety, respectful behavior, and the law. In my conversations with school administrators about Internet safety and student technology usage, I use many of the talking points below. Use some of them to spark a conversation with your local educators and community.

If wanted to take a mooc - do you have any recommendations on what to avoid? I am interested in digital storytelling and all things video game (and gamification).

"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.?"

"You could browse events and find interesting events that connections in your network were organizing or attending. You could also post upcoming events and promote them through your network and the LinkedIn Events page. It worked great and lots of people used it. Unfortunately, LinkedIn didn't talk much about it and hid it in their navigation bar so there were a lot of people who didn't even know it existed."

"Some, including Groom, have gone on record as very unhappy with my appropriation of the term "edupunk" for the ebook, which surprised me because they didn't object to the Fast Company article or to the book. Maybe that's the difference between a title and a subtitle, or maybe it's because Gates is too closely aligned in people's minds with Microsoft and all that is creepy and corporate on the Internet. They're entitled to their opinion."

"In addition to all the lies, the story was laced with creepy sexual imagery: I'd had my "panties ripped off" and was like "a dog wagging her tail trying to attract a mating partner." I felt overwhelmed; it was as if something heavy were pressing into my forehead. I wanted to fight back, and I also wanted to hide. I haven't been able to do either."

This is a dialogue between Teach, an adjunct philosophy instructor at a public university in New York, and Cheat, who has authored over 100 papers for pay.

What happens to the printed book in the 1-to-1 classroom? Klein: I think the printed textbook should be given a respectful and decent burial. I think it should be gone... There is no reason you can't give kids a digitized version of the textbook. I actually think the textbook itself is going to become anachronistic. The teaching experience that has curriculum and textbook elements integrated is the way of the future.

"By the end of June, Murdoch's News Corp. will have invested more than $1 billion in Amplify, its division that makes the tablets, sells an online curriculum and offers testing services. Amplify, which never set a timetable for turning a profit, has yet to do so. It reported a $193 million loss last year, and its annual revenue represented only about 1 percent of News Corp.'s sales of $8.6 billion."

""My entire critique of higher education started with curricular reform at Penn," he says. "General education is nonexistent. It's effectively a buffet, and when you have a noncurated academic experience, you effectively don't get educated. You get a random collection of information. Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.""

"Given our current, collective limitations, what are we to do? Instead of searching out alternative platforms, we might partner with LMSs to reconceptualize the LMS as a platform. In many ways, the LMS is already beginning to evolve in this direction. Canvas has their App Store, which is a more individual faculty-driven model. John Baker of D2L recently utilized the oft-referenced Lego analogy. LMSs in general are moving away from individual building blocks or custom integrations towards open standards like LTI, but the robustness of that interoperability is still inconsistent across what version of LTI their product meets."