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"Christine Greenhow, an assistant professor of education at Michigan State University, argues that using informal social-media settings to carry on debates about science can help students refine their argumentative skills, increase their scientific literacy, and supplement learning in the classroom."

Voice typing one of the many new features in Google Docs

Ah, this is so interesting. Over lunch I announced that I love how Twitter is being used in OLE. I can see integrating it in a similar way that OLE is: As a way to announce that assignments (or makes) are complete. Given that 'ah hah' moment with me, and this article, it's pretty clear that there's a lot you can do with it, on many levels. Knowing your audience and making sure it meshes with the parameters and goals of the course are key.

"They were so busy hating Twitter they didn't realize how much they were learning or how much they were thinking critically."

"Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning is intended to assist anyone embarking on open teaching. It offers foundational methods, examples, and explanatory theories for how to set up the practices of a class, how to determine guiding principles, how to theorize what you are doing in the classroom, how to design the class, how to include multimedia elements and approaches such as games, and how to ensure that you have designed a class for inclusion, not exclusion. Finally, the openness of the learning should continue even after the book is published/goes public, and the chapters in the "Invitations" section offer advice on how to extend your open practices to the world beyond the classroom. This is by no means the only way to set up peer-to-peer teaching, but it is an account of the way we have done it, with as much detail as possible to encourage others to try, in whatever way suits their community and purposes."

"Research and its potentially competitive nature also pose a challenge, in that it fosters an individualistic and protective attitude during the gestation of ideas. In contrast, for Borges, originality is a vain illusion: being original is simply impossible. Rather, instead of becoming obsessed about developing a unique voice, the writer should pay homage to his precursors, lose himself by imitating the writers he admires, seek and enjoy the connections between seemingly old and new ideas, reveal or interpret their transformation. In short, the writer should first be a passionate, insightful reader. Along the same lines, American composer George Perle, coined the expression "the listening composer," alluding precisely to the mandatory connection between the timeless continuum and the individual creative spirit, each nurturing the other. "

Creating a sense of community in the classroom and making meaningful student-faculty interactions can help curb retention issues in higher ed.

Worth reading / viewing as we think about our Incubator Classroom as a "Blended Learning" space

Come for the argument, stay for the Monty Python clip...

"In reality, the main value of project-based learning is that it teaches students to ask the right questions. Traditional assignments predefine the information that the students will use. Project-based learning puts students into the position of having to determine what information they need by asking the right questions."

PBL and Online Learning

Reflections on the incubator classroom from Social Work

"Active Learning with Technology (ALT) Classroom"

"In part, grading practices in higher education have been driven by educational goals such as providing feedback to students, motivating students, comparing students, and measuring learning. However, much of the research literature on grading reviewed above suggests that these goals are often not being achieved with our current grading practices. Additionally, the expectations, time, and stress associated with grading may be distracting instructors from integrating other pedagogical practices that could create a more positive and effective classroom environment for learning."

"I had been invited out by a group of students to climb buildings-a risky endeavor in which you have to dodge campus security while doing a series of parkour moves up fire escapes, railings, ladders, and ledges to make your way to the top of campus buildings. I was amazed at how passionate and intensively these students were pursuing this goal. And I realized that if we could somehow nurture that same kind of passion in the classroom, grades would be irrelevant. The students were, in fact, testing themselves. They were testing their courage, their skill, and their determination. And they will continue to test themselves-over and over again. If we could somehow create learning outcomes worth pursuing, we might get the same kind of engagement."

"His overall charter is to create the digitally enabled university. That encompasses many areas, including flipping the classroom, tapping into learning analytics, and embedding digital literacy into the core curriculum."

"I believe that words mean things and the names we attach to the things we care about serve as little icons that can tell a very brief story about the things themselves. I think flipped learning is at the point now where it's past the point of being the Next Big Thing in Education, and the first order of business, it seems to me, in moving the conversation about flipped learning forward is just figuring out what story we want to convey by way of the terminology we use."

"By being up-front with my students about what I'm asking them to do outside of class, and-most essentially-why I have ordered things in that manner, I'm asking them to be co-owners of their learning experience. By making it clear that I'm doing my level best to value their time, they see my investment in their success."