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MentorCloud is trusted by entrepreneurs, career professionals and students around the world as a secure platform for connecting with suitable mentors and mentees, and sharing practical insights to drive mutual professional growth.

"Webmaker Mentors help learners make amazing things on the web -- leveling up their digital skills as they go. We're a global community of techies, instructors, educators and everyday superheroes like you. Our non-profit mission: build a more web literate world. One webmaker at a time."

This article is about the struggle to get girls into science careers and the importance of mentors and networking. Image how powerful it would be to have a professional be your mentor, starting in middle school.

"In a chapter titled "What College Could Be Like," Mr. Khan conjures an image of a new campus in Silicon Valley where students would spend their days working on internships and projects with mentors, and would continue their education with self-paced learning similar to that of Khan Academy. The students would attend ungraded seminars at night on art and literature, and the faculty would consist of professionals the students would work with as well as traditional professors."

"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."

"The Teacher Challenge is made up of free professional learning challenges where educators are stepped through weekly tasks that increase their skills while being supported by mentors. The Challenge is open to any educator who wants to increase their skills."

Imagine how transformative it would be if we could combine self-paced, self-directed postsecondary learning (which has been around in one form or another for millennia) with online delivery of content that has embedded in it both the sophisticated assessment of learning and the ability to diagnose learning problems, sometimes even before the learner is aware of them, and provide just-in-time interventions that keep the learner on track. Add to that the opportunity for the learner to connect to and participate in groups of other learners, and, to link directly to the faculty member and receive individualized attention and mentoring. What you would have is the 21st-century version of do-it-yourself college, grounded in but well beyond the experienced reality of the thousands of previous DIYers such as Abraham Lincoln, Frederick Douglass, and Thomas Edison.

"Pathway tuition, which varies by area, is set by local LDS authorities to make it an "affordable stretch," Griffith said. In Mexico, students pay $35 per credit hour, while students in Ghana pay $20. The cost can be kept so low because Pathway is a branch of online education at BYU-I, which is self-sustaining, says Griffith. It's also because buildings used for Pathway are already owned by The Church of Jesus Christ of Latter-day Saints, professors are already employed by BYU-I, senior mentor couples serve unpaid and no marketing is needed thanks to word-of-mouth and ecclesiastical leader referrals. "Part of the blessing of this program is it's not about the church or BYU-Idaho making money … it's about providing an education," Griffith said."

"From 1. Documenting (video, audio, text, images, embedded content,manage online work, curated content) to 2. Reflecting (meta-cognitive, connected, goal oriented, as an assessment) to 3. Sharing (published, transparent, making learning/ thinking visible,  to teach others and contribute to a network) on to 4. Connecting (for authentic feedback, collaboration purposes, finding mentors and to gain perspective)"

"hat we're witnessing is the changing role of faculty in Competency Based Education - I (and many ed. reformers) believe instructors SHOULD function more like tutors, coaches, and mentors than their roles have traditionally called for! The faculty role has been historically constructed as a "fount of knowledge", sage on a stage, the smartest person in the room - this was a historic necessity during the long era of information scarcity that we are transitioning away from. Now that information is abundant, infinitely reproducible, instantly accessible, subject matter experts need to share space with faculty who specialize in the interpersonal nuances of teaching students. In fact "regular and substantive interaction" is scarce in higher education, unless you count lecturing and note-taking as "interaction". Do you? Is this the standard that OIG is measuring WGU against?"

"One strategy for these colleges to avoid extinction is to diversify-to avoid a precarious reliance on residential students. And one way to do that is by adding online programs to the mix. The challenge for many small colleges is that they see online courses as at odds with their very identity. After all, these institutions embrace intimacy as central to their mission, with close, mentoring relationships between faculty and students, and deep, comradely connections among students-essential ingredients of highly engaged learning. For many, online fails to meet these crucial education ambitions. Instead, they reject virtual instruction as alienated learning, with isolated faculty and students coldly facing inert computer screens-not one another."

"I graduated from the University of Toronto in Industrial Engineering back in 1988 and I remember how confused I was about where my career would take me when I was in the latter stages of getting my degree.  I thought providing my perspective and experience to someone who is looking for some guidance would be a nice way to give back my time. The experience has been so memorable."