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This helpful infographic does a solid job of breaking down the basics of learning theories in a visual and understandable format.

This innovative style of learning grew into "peer instruction" or "interactive learning," a pedagogical method that has spread far beyond physics and taken root on campuses nationally. Last year, Mazur gave nearly 100 lectures on the subject at venues all around the world. (His 1997 book Peer Instruction is a user's manual; a 2007 DVD, Interactive Teaching, produced by Harvard's Derek Bok Center for Teaching and Learning, illustrates the method in detail.)

An argument that teachers should develop a PLN.

Sounds like MOOCs have a bright future and are here to stay!!

Personal learning networks are a great way for educators to get connected with learning opportunities, access professional development resources, and to build camaraderie with other education professionals. Although PLNs have been around for years, in recent years social media has made it possible for these networks to grow exponentially. Now, it's possible to expand and connect your network around the world anytime, anywhere.

We always lived in a connected world, except we were not so much aware of it. We were aware of it down the line, that we're not independent from our environment, that we're not independent of the people around us. We are not independent of the many economic and other forces. But for decades we never perceived connectedness as being quantifiable, as being something that we can describe, that we can measure, that we have ways of quantifying the process. That has changed drastically in the last decade, at many, many different levels.

Traditional use of the Web (i.e. non-mobile and non-video usage) is shrinking.  Per-person consumption of traditional Web content fell by 3 percent between March 2010 and March 2011 in terms of minutes. Within that shrinking slice of online time, Facebook is increasingly the portal for everything.  While the "document Web" (as author Ben Elowitz terms the old-style Web) shrank by 9 percent overall, Facebook consumption increased by 69 percent, essentially stealing time from everything else.  It now accounts for 1 out of every 8 minutes of online time, as opposed to 1 out of 13 at the beginning of the year.  Search engines, once the gatekeepers to the Web, are giving way to Facebook.  Google and everything it represents is facing the first stages of irrelevancy.

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education.

The ability to spot existing or emerging patterns is one of the most (if not the most) critical skills in intelligent decision making, though we're mostly unaware that we do it all the time. Combining past experience, intuition, and common sense, the ability to recognize patterns gives us the ability to predict what will happen next with some degree of accuracy. The better able we are to predict what will happen, the more intelligent we become. So, you might say that the purpose of intelligence is prediction.

An introduction to massive, open, online courses (MOOC) by EDUCAUSE.

Connected Learning is " when you are pursuing knowledge and expertise around something you care deeply about, and you're supported by friends and institutions who share and recognize this common passion or purpose".

Massive Open Online Course -- still intend to do something of this nature for the final year of our QEP program 2012-2013.

E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.

A video that answers the question: Is Social Media a Fad?

A wiki devoted to connecting social networking to education, esp. in K12.

"84 percent of Americans participate in online groups. Particularly for the next generation, it is normative to spend hours per day communicating with your friends via blogs, instant messaging and so on. And those are the folks who are the future leaders of corporate America. It's rapidly becoming mainstream. And when you're communicating online, you have to learn the local culture. Everyone is doing this haphazardly, and we're trying to create a systematic way to learn about these technologies."

George Siemens advances a theory of learning that takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.

What kind of brain is the Web giving us? There is much we know or can surmise-and the news is quite disturbing. Dozens of studies by psychologists, neurobiologists, and educators point to the same conclusion: When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.

What we often don't realize when signing up for all these accounts, though, is how difficult it can be to permanently delete our accounts when we've had enough. Some require complicated, multi-step processes that can stretch over the course of days (or weeks).