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"Cognii VLA is a type of an intelligent tutoring system that engages learners in a real time, one to one coaching conversation, helping them revise their answers. Unlike other tutoring systems, Cognii VLA uses learners' own natural language, not their selections in multiple choice items, as the basis for assessment. Because open response questions are more accurate than multiple choice questions in assessing deep understanding and critical thinking, Cognii VLA can provide better coaching than earlier systems. "

"Even so, modeling values of fairness, empathy, acceptance, kindness, respect, and responsibility to and for other people in an online setting can remain elusive. The same thing can be said for capturing students' excitement for discovery, satisfaction and pride in their accomplishments. Rather than an inherent characteristic, inclusivity in an online classroom should be pursued in an intentional and ongoing way."

"My students had never expressed it in quite this way, but I know they'd experienced something similar. When I asked them about the audiences they'd written for previously, the most common response was "the teacher." In my book, that's not good."

"As the online education market has matured, however, there has been a growing pushback against revenue-sharing as the only model available. Thus there is an emerging unbundled fee-for-service OPM model, in which the companies offer the same services, or some subset, for the market price of those services. The institution pays for the services used, mostly independent of the amount of tuition revenue coming into the online program. This category leads to the program, or institution, to take the up-front financial risk but not have to sign contracts sending ~40 - 60% of the tuition revenue to the vendor. Fewer strings attached but more responsibilities and risks for the school."

"Point Loma began offering some of its 4,500 students money to pay for college in exchange for a percentage of their future earnings. The model, known as an income share agreement, requires colleges and students to take a chance on each other, a shared responsibility that attracted Point Loma."

"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."

"The prototype Tracker is based on a concise set of questions which have been intensively tested with HE and FE students for readability and ease of response. It builds on resources such as the Jisc/NUS Digital Student Experience benchmarking tool, and the Jisc guide to Enhancing the Digital Student Experience: a strategic approach. The questions cover issues that are important to learners and/or to staff with a focus on the learning experience."

"Universities that thrive in this new era will embrace their role as curator and translator. They will integrate best-in-class programs that are responsive to the workforce needs of the time. They will develop digital, clickable credentials that more clearly convey the unique skills and competencies that make up a degree."

"In issuing this statement, the Faculty Senate affirms that shielding students from controversial material will deter them from becoming critical thinkers and responsible citizens. Helping them learn to process and evaluate such material fulfills one of the most important responsibilities of higher education.""

"For all these reasons, I've concluded that it would be sound pedagogy for me to give my students notice about some of the challenging material we'll be covering in class - material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict - as well as some information about their rights and responsibilities in responding to it. Starting with the summer semester, as a result, I'll be discussing these issues during the first class meeting and including a notice about them in the syllabus."

"The University of Florida made an unusual offer to more than 3,000 high-school students who would otherwise have been rejected for admission: Pass two semesters of online coursework, and then you can enroll on the campus. But less than 10 percent of them took the offer. Joseph Glover, the provost, defended the new option, called the Pathway to Campus Enrollment, or PACE, saying it hadn't been well explained. "This year, now that the program is in place and there is time to advertise and explain what it is all about, we hope to get a better response," he told The Gainesville Sun. Pathway builds on UF Online, the online-only undergraduate program that state legislators pushed for about two years ago."

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."

"Some districts have started implementing responsible digital use guidelines or empowered digital use policies. Regardless of the title you choose, it should provide a sense of purpose for using technology beyond the idea that "said devices may get me in trouble.""

There are 3 categories of audio or video recommendations that I found. Each had slightly different requirements for faculties or staffs: Real time meetings or online courses in real time. Here the recommendations are mainly to contact the Disability Resource Office well ahead of the need to set up a real time captioning service if there is an individual who needs it, or if it will be archived online for more than one term. There is also the important guidance to set it up and test it in the same environment before it will be used. Audio or video materials that faculty or staff produce and upload onto the institutional web (this includes courses). The prevailing wisdom is that if the faculty produce it themselves, they should also take responsibility for captioning; whether they do it themselves or not. Considering how easily this can be done in YouTube with a transcript and the synch captions feature, it is probably not too high a bar for someone who has the sophistication of producing the video in the first place. Of course it requires that a transcript is available or produced. Audio or video materials that faculty or staff find for use (e.g., link or upload materials from other sources). On this point there seem to be differences across institutions around what faculty and staff members should do. The section below details these differences.

"Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by lecturers. This paper presents a survey of 795 university lecturers' perceptions of the use of technology in their teaching, showing how their responses were patterned by institutional and subject differences. There were positive attitudes towards technology across institutions and subjects but also large variations between different technologies. Two groups of technology were identified-"core" technologies, such as Powerpoint, that were used frequently, even when lecturers felt that they were not having a positive impact on learning, and "marginal" technologies, such as blogs, that were used much less frequently and only where they fitted the pedagogic approach or context. Rather than there being "leading" universities that were the highest users of all technologies, institutions tended to be heavier users of some technologies than others. Similarly, subjects could be associated with particular technologies rather than being consistent users of technology in general. The study suggests that university technology policy should reflect different disciplines and contexts rather than "one size fits all" directives."

"Creating and Curating a Digital Identity is a serious responsibility. I want to be open as I learn, yet feel shy about opening myself up to the world. I want to contribute to my own learning and to others learning. I want to connect to others in as many ways and on as many venues as possible to add to that learning, all while conducting myself in as professional a manner as possible. Having tools like Twitter and Google+ available can make those connections happen, bringing the right people and information together for the learning to occur, but the very nature of these tools…bringing together the world…is a reason to be cautious. I need to be careful in conduct and choice of words to be sure that only my best foot is forward and that I am seen as a serious learner and professional."

"Social media regularly manipulates how user posts appear; the abuse of socially shared information has become a collective problem that requires a collective response. This is a call to action. We should work together to demand that companies promise not to make us involuntary accomplices in corporate activities that compromise other people's autonomy and trust."

Social presence remains the key to a successful learning experience, and understanding social presence, with its critical connection to learning and community building, allows us to better support faculty and students. Understanding a wide selection of tools, media, and reflective activities helps faculty assist students in taking responsibility for their own learning. Providing iterative feedback and mindful assessments helps faculty meet learning outcomes and guide student learning. Implementing change in small steps is the key to understanding which strategies work and which lead to frustration and discontent.