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according to Dr. Gary Small, a neuroscientist & professor at UCLA, who spoke at the Learning & the Brain Conference, "The technology train has left. You have to deal with it, understand it, and get some perspective."

This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for World Wide Web-based courses to be as effective as traditional classroom courses.

The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education.

This project seeks to explore how "Reacting" might be employed as an alternative approach to fulfill the broader objectives of a liberal arts education.  The success of the "Reacting" pedagogy in engaging undergraduate students has been confirmed by faculty reports, student evaluations and formal double-blind assessment studies (Stroessner, 2009).  The latter studies show that "Reacting" students, when compared with those enrolled in other general education courses, improved in certain salient categories associated with learning, including the development of an appreciation of multiple points of view on controversial topics and a belief in the malleability of human characteristics over time and across contexts.  Speaking skills also improved substantially.

We are already at the moment in which the ability to use social media, and particularly social media as amplified through the power of the mobile web, has become a key literacy.

I'm more convinced than ever that blogging and doing it with other students from around the world is essential to helping students connect with themselves and a larger world.

Students learned more than twice as much in the new "interactive" classes than they did in the lectures by the tenured prof with more than 30 years of experience, according to a report on the experiment to be published in the journal Science on Friday.

Wikipedia is forcing us to confront the paradox inherent in the idea of learners as "doers, not recipients." If learners are indeed doers and not recipients, from whom are they learning? From one another, it appears; same as it ever was.

This wiki is a collaborative learning space. If you want to contribute to this e-portfolio or digital portfolio page, please join the wiki and then add your thoughts, your notes or describe how you created digital portfolios for your students.

Established in 2009, the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL, pronounced "able") is a membership organization for the world e-portfolio community that now has established affiliations and collaborations with nearly all world-wide portfolio initiatives, projects and organizations.

A course hosted in Moodle exploring how to create ePortfolios in Google Sites.

I used Google Docs Forms to structure an in-class peer review workshop.

A simple thumbs-up/down technique for peer assessment.

The researchers were surprised by how ubiquitous the Internet has become for young people, said Mr. Smith. Nearly 100 percent of college students and 92 percent of nonstudents in the 18-24 age range were Internet users. By comparison, only 75 percent of adults nationally report using the Internet.

One of the organizers of Edcamp Philly, a free education "unconference" that took place in Philadelphia last May. The event attracted the attention of educators from around the world--not only for the excellent content and collaborative spirit, but also for the unconference model itself -- one that costs next to nothing to produce by facilitating ad-hoc community participation.

A virtual round table for meetings & events, with free, unlimited web conferences.

Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.

So, I say we need, and can build, a new CV, or whatever you want to call it. But what does this new CV look like? Here are at least some of the criteria a new vision for the professional identity document should meet