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"We already know what the college of the future will look like, because the non-traditional students are creating it now. It's a hybrid of online and in-person classes, centered on the student and not the institution, with credits accruing from multiple schools, and adding up to a degree in alternating periods of attendance and absence."

"Later in his commentary Ragusea touches on transparency: "just trust me I know what I'm talking about doesn't work anymore, even if you are trustworthy and you do know what you're talking about," he says. "It's like math problems in school: it is not enough to get the right answer you have to show your work." Since at least 2011 in journalism developer circles show your work has been a mantra, and it is slowly spreading to other parts of the newsroom. Ragusea argues that Thompson's idea of discovery is important not because "people enjoy watching their hero sleuth chase down a mystery" but because nobody will believe you anymore when you "report a bunch of facts, even if you explain where you got them from. You have to show how you got them." Show, don't tell. It's writing 101 and it is the basic idea of active versus passive transparency. I like putting the emphasis on active transparency, in part, because it reinforces the idea of journalism as a process not a product."

"But to know the world, you have to live in the world."

How Tiny, Struggling Southern New Hampshire University has become the Amazon of Higher Education http://t.co/a8WbHl8n3K via @slate

The following pages give you suggestions for when and how to use music during your teaching or training. With these techniques, you, the teacher, can orchestrate a classroom environment that is rich and resonant-- and provide learners with a symphony of learning opportunities and a sound education!

There is in his syllabus no compromise with expediency, no taking for granted of power structures, nothing but rigorous honesty and tireless interrogation; there is some feeling or hope that if you could put every single thing under the sun into words you can head off sorrow, frustration, resentment, missed communication, thwarted ambition. Wallace refuses the habitual patterns and usual fictions that govern a classroom. His syllabus warns: "If you are used to whipping off papers the night before they're due, running them quickly through the computer's Spellchecker, handing them in full of high-school errors and sentences that make no sense and having the professor accept them 'because the ideas are good' or something, please be informed that I draw no distinction between the quality of one's ideas and the quality of those ideas' verbal expression, and I will not accept sloppy, rough-draftish, or semiliterate college writing. Again, I am absolutely not kidding."

link to ECAR findings

A nice video done by my friend Ben Grey for the US DoE. Are we prepared for these kids?

"The most important thing about BIG is that we know we're wrong. We don't know what a student should know. We can't predict the future. When working with a group, we allow the needs of the group to dictate the instruction and curated content we provide in response to the need. This has two effects: I like my job and am happier, and the students are never hidden from the planning of learning. "

"Both of these courses appear to be information centric. Learning objectives appear to be pre-defined, which implies that there isn't much variation to the students' work and learning experience. Based on their goals, I do not think students will be very engaged. Both courses seem to be educating about the past rather than teaching how to apply things in the future. " h/t David C