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"This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty."

"We should be justifiably proud of the remarkable and enviable triumphs of American higher education. Instead, we find most recent conversations about higher education echoing around this one tiny (and so far trivial) aspect of the complex and diverse ecosystem of higher education. This focus on technological platforms at the expense of actual threats, challenges, and successes robs us of the ability to have sober, informed debates about the proper level and style of investment in higher education. So I suggest we let MOOCs grow and do their best work, learn from successes and mistakes, and stop assuming that they are the simple answer to anything meaningful and profound in the production and distribution of knowledge. The world is just not that simple."

This lack of transparency from accrediting commissions is a relic of a bygone era when higher education was relatively stable and accrediting decisions mostly affected the specific institution under review. But given the changes that the higher education industry is facing and going through, these policies are damaging to those institutions who are trying out new models and need to know where the boundaries are drawn. Accrediting commissions play an important role in the governance of our higher education industry, in particular by providing a method for quality assurance. By operating in such an opaque manner, however, the agencies are effectively acting as a barrier to change and stifling innovation.

"I'm a finalist for teaching a Coursera MOOC next year on "The History and Future of Higher Education."  Naturally, I am doing this because I want to improve the future of higher education and add as much innovation as possible.  I'm interested in ways that an online  course with a relatively static form could become a platform for innovation.    And I will use this hastac.org site as a testbed for analysis of the teaching and learning as it is happening and as a place of reflection on the process and possibilities."

"Privatization of online higher education is on the rise. For-profit online education corporations like Academic Partnerships, Kaplan, Wiley, Pearson, and Blackboard contract with public and private nonprofit institutions to provide digital platforms for educational content, recruit students, manage enrollment, facilitate the development of course materials, and more. While the use of digital platforms and online teaching tools can enrich higher education, elements of contracting with for-profit online education corporations can present problems in areas of interest to faculty, particularly academic freedom and shared governance. Check out our resources, surveys, and social media shareables below and learn how you can get involved in making sure that higher education serves the common good, not private profit."

"An open online course, Current/Future State of Higher Education, offering in fall 2012 will evaluate the change pressures that face universities and help universities prepare for the future state of higher education."

ECAR has surveyed undergraduate students annually since 2004 about technology in higher education. In 2013, ECAR collaborated with more than 250 higher education institutions to collect responses from more than 112,000 undergraduate students about their technology experiences and expectations. The findings are distilled into four broad themes to help educators and higher education institutions better understand how students experience technology on their respective campuses and the ways in which new, better, or more technology can impact students' relationship with information technology.

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."

"As higher education institutions in the United States strive to maximize their use of resources to better support students, it is now more critical for professionals to make data-informed decisions. Most institutions are currently gathering an abundance of data from multiple sources, which provides a good opportunity for functional units, divisions, and departments to share timely and relevant data and collaboratively deliver programs and services. Three of many integral units that are involved in data-informed strategies are institutional research (IR), student affairs, and information technology (IT). Thus, three higher education membership associations, the Association for Institutional Research (AIR), NASPA-Student Affairs Administrators in Higher Education, and EDUCAUSE partnered to conduct a survey that examined the current landscape of institutions' use of data and analytics for student success. This report describes a variety of challenges and opportunities regarding institutions' readiness to expand their use of data across functions."

Why is it that introducing profit as a motivator into higher education makes that endeavor suspect, while we don't seem to believe this to be true for journalism, publishing, media, technology or any other information or service industry?

"Fast-forward to October 2012: OERs have failed to significantly affect the day-to-day teaching of the vast majority of higher education institutions. Traditional textbooks and readings still dominate most teaching venues even though essentially all students are online: Course management systems are used only for the dissemination of syllabi, class notes, general communications, and as a grade book. OERs are out there…somewhere. Why aren't they on campus?"

"Prior Learning Assessment, or PLA, is a little-discussed strategy to facilitate time-to-degree, particularly for non-traditional students. The concept is to set up the structure and processes to evaluate corporate training from employment, military training, civic responsibilities, travel, and independent study and award academic credit from these out-of-the-classroom learning situations. As the higher education population diversifies with much higher percentages of working adults, PLA can be an important factor in reducing total cost and time-to-degree."

"I often find it difficult to convince those in "real" colleges that they are in dialogue with for-profit higher education. After all, they're not "our kind of students". This juxtaposition of MOOCs and for-profits is the first time I think this has worked particularly well. As I said at the lecture, we get to MOOCs by way of the lessons venture capitalists have learned from for-profits' uneven success in penetrating the real currency of higher education: prestige. As the founder of 2tor has been rumored to have said, they can't build prestige so they'll just borrow it from existing institutions."

This is an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges.

"I'm not a radical, or anti-establishment - I've loved and respected working at every university I've joined. I just happen to have moved into a different learning delivery model because I knew it would give me greater flexibility to continue with my academic interests and spend more time with my family. It's a model that fits around my life. That's something I share in common with my students. They aren't unusual either. They just choose to study online because the flexibility suits them. Online higher education means students can combine education with employment - often fast-tracking their careers as a result - or fit study around family commitments."

"This is a followup (of sorts) on some of those ideas and food for thought for those thinking of using Twitter in the HigherEd online, hybrid or face to face classroom, specifically at the graduate level."

"This publication, Scaling Solutions to Higher Education's Biggest Challenges, aims to identify the challenges obstructing student success and provide exemplars that, if adequately cultivated, can support the widespread adoption of real solutions."

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…

"The transformation of the higher education LMS market continues, and I expect more changes over the next 2 - 3 years. However, it seems time to capture the state of the market based on changes over the past year or two."

"Gonick's speech spotlighted the key trends he believes will drastically alter the higher education landscape. Here are the 10 trends that will transform the space:"