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it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.

This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.

The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.

That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.

If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.

the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.

the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.

When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?

Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?

In this near future world, students are the administrators.

Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.

The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,

The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.

At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.

Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?

This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.

Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.

While education definitely has value – teachers are paid for the work – that does not mean that resources, once captured, should be tightly restricted to authorized users only. In fact, the opposite is the case: the resources you capture should be shared as broadly as can possibly be managed. More than just posting them onto a website (or YouTube or iTunes), you should trumpet their existence from the highest tower. These resources are your calling card, these resources are your recruiting tool.

the more something is shared, the more valuable it becomes. You extend your brand with every resource you share. You extend the knowledge of your institution throughout the Internet. Whatever you have – if it’s good enough – will bring people to your front door, first virtually, then physically.

Stanford and MIT

show a different way to value education – as experience. You can’t download experience. You can’t bottle it. Experience has to be lived, and that requires a teacher.

Rather than going for a commercial solution, I would advise you to look at the open-source solutions. Rather than buying a solution, use Moodle, the open-source, Australian answer to digital courseware. Going open means that as your needs change, the software can change to meet those needs. Given the extraordinary pressures education will be under over the next few years, openness is a necessary component of flexibility.

Openness is also about achieving a certain level of device-independence.

here are many screens today, and while the laptop screen may be the most familiar to educators, the mobile handset has a screen which is, in many ways, more vital. Many students will never be very computer literate, but every single one of them has a mobile handset, and every single one of them sends text messages. It’s the big of computer technology we nearly always overlook – because it is so commonplace. Consider every screen when you capture, and when you share; dealing with them all as equals will help you work find audiences you never suspected you’d have.

Yet net filtering throws the baby out with the bathwater. Services like Twitter get filtered out because they could potentially be disruptive, cutting students off from the amazing learning potential of social messaging. Facebook and MySpace are seen as time-wasters, rather than tools for organizing busy schedules. The list goes on: media sites are blocked because the schools don’t have enough bandwidth to support them; Wikipedia is blocked because teachers don’t want students cheating. All of this has got to stop. The classroom does not exist in isolation, nor can it continue to exist in opposition to the Internet. Filtering, while providing a stopgap, only leaves students painfully aware of how disconnected the classroom is from the real world. Filtering makes the classroom less flexible and less responsive. Filtering is lazy.

Mind the maxim of the 21st century: connection is king. Students must be free to connect with instructors, almost at whim. This becomes difficult for instructors to manage, but it is vital. Mentorship has exploded out of the classroom and, through connectivity, entered everyday life.

Finally, students must be free to (and encouraged to) connect with their peers. Part of the reason we worry about lecturers being overburdened by all this connectivity is because we have yet to realize that this is a multi-lateral, multi-way affair. It’s not as though all questions and issues immediately rise to the instructor’s attention. This should happen if and only if another student can’t be found to address the issue. Students can instruct one another, can mentor one another, can teach one another. All of this happens already in every classroom; it’s long past time to provide the tools to accelerate this natural and effective form of education.

Connection is expensive, not in dollars, but in time. But for all its drawbacks, connection enriches us enormously. It allows us to multiply our reach, and learn from the best.

learning by listening is proved to be much harder than learning by reading.

RateMyProfessors is a good start, and anecdotes about how people use it is interesting, but it has a long long way to go before it comes close to being reliable let alone authoritative.

Google wants people to use their Google Voice phone number exclusively (and in fact it’s the only way to use it properly)

A problem with the original service – it didn’t allow text messaging, so you had to tell people your mobile number as well if you wanted to send and receive text messages with them. Now, Google Voice will accept text messages and forward them on to your mobile phone.

All voicemails are transcribed easily saved into the system and searchable. Users can add notes or tags to voicemails and each transcription details how confident Google is about the success of voice transcription; Google Voice highlights word in lighter color that they are not confident were subscribed properly. And transcription takes about 30 seconds to be seen in the system from the end of a voicemail.

Google has added new settings that allow users to route calls from specific people straight to voicemail, or your mobile phone, etc, instead of having to state their name and then be forwarded accordingly.

Conference and International Calls: Google Voice also added a conference calling feature allowing conference calls of up to six participants and recording abilities. International calls can also be made through the system at very reasonable rates. For example, voice calls to France are $0.02 per minute, to France mobile phones $0.15 per minute, and to China $0.02 per minute. These rates are about the same as Skype’s international phone rates.

But advocating for cell phone use in education is about more than cost, sustainability or parity; it’s about accessing points of entry. When it comes to technology integration, you need to meet students (and teachers) where they are. When you begin with a tool they already know and love, you’re less likely to be met with the kind of resistance you might otherwise get to institutional hardware or software. For teachers, eliminate the fear factor and you’ve empowered a previously disenfranchised group of self-professed Luddites. For students, who treat the cell phone like an appendage, you’re capitalizing on an existing passion for the technology.

In the model of the Asia Society International Studies School Network, we prepare college-ready, globally competent students by requiring them to participate in learning engagements both within and beyond the classroom. Internships, service learning, foreign and domestic travel and learning expeditions of all kinds develop students’ methods of inquiry. What’s especially exciting about integrating cell phone use into the curriculum is the opportunity to extend and better support the rich learning that’s already happening outside of our classrooms (while also allowing us to work around the ban).

We design inquiry-based curricula that send students out into the world to investigate, collect, report, reflect and engage. In doing so, students gain a sense of themselves as producers of knowledge. They become part of a continuous learning loop of inputs and outputs mediated by teacher and student alike. With basic mobile functions like voice, text and camera coupled with web 2.0 technologies, students’ knowledge can be shared locally and globally, all the while developing critical communication and collaboration skills. Audiocasting, photoblogging, polling, surveying and language acquisition are just a few of the activities that utilize mobile devices for learning. These are context-specific opportunities for students to share with authentic and limitless audiences. And for teenagers, to share is to be — which lies at the heart of their love for the cell phone to begin with.

we need to leverage this love to help students transform their communication networks into learning networks.

I ask teachers all the time, "how do you use technology (read: the Web, your phone, etc") to learn?" and it's difficult for many to answer. Like many students, they've never had models for effective learning with technology (as opposed to information retrieval, which admittedly, hasn't been great either.)

I am suggesting that if we want to take advantage of the undeniable potential for learning with technology, we have to help educators be learners in those contexts first.

Cell phones are not useful in school when pedagogy does not use them to support the kind of learning wanted. While the kids in a class are 'distracted' by their phones, they are learning an enormous amount, just not what the teacher intends. The easy answer is to ban the technology, the more difficult but far richer answer is to develop pedagogy that exploits it.

Kids fluency and engagement with mobile devices should be viewed as a wonderful resource and indication of their engagement in things they want to learn, not as a distraction that has to be silenced to make lessons easier.

Your post and these comments make it evident that educators, families, politicians et. al. must first become participants in using these tools prior to understanding or advocating for their use.