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"Imagine the moment when these completion exams permit a person to assemble learning from a variety of academic institutions and life experiences to complete a degree. At that moment, the monopoly of institutions over source and cost loosens, and the student gains control of how knowledge is to be gained and at what price. At that moment, the sources of learning are severed from credentialing. At that moment, American higher education is radically changed."

The way to think about the iPhone in relation to higher ed is less as a single product but a new product category. This category, which includes Android/Google and maybe eventually the Windows 8 phones, equals smart phone plus an app ecosystem. The carriers (Verizon, Sprint, AT&T etc.) remain a critical (as they own the cellular network), but annoying component of this ecosystem. Annoying because their voice/data pricing plans are only getting more expensive, restrictive and confusing as the hardware and software on smartphones improves exponentially each year. Any impact that the iPhone and its cousins achieve in higher ed will be in spite of, rather than because, the big cellular companies that we all must endure. Read more: http://www.insidehighered.com/blogs/technology-and-learning/6-ways-iphone-changed-higher-ed#ixzz1zZpsm081 Inside Higher Ed

A good picture of the changing landscape of "accommodations."

"Lee Rainie discusses Pew Internet's most recent findings about Americans use the internet and their mobile devices to learn, share, and create information. He explores how the changed media environment is affecting learners' expectations about the availability of information and the ways in which learning takes place. In this new environment, the traditional boundaries between home and school, teacher and pupil, public and private are breaking down and that is affecting the way learning occurs. Lee also describes how Pew Internet has looked at these subjects and the ways in which schools and families are responding to them."

After seeing low success and persistence rates in introductory STEM classes, UMBC began using unconventional teaching approaches to help students with the transition to rigorous college courses; in at least one area of study, the approach worked: the number of students failing chemistry has been cut in half and the number of chemistry majors has doubled since the changes.

After student complaints, Utah professor denied job | Inside Higher Ed I have a teaching innovation for you to consider. Extensive research repeatedly shows a positive impact on student learning. Corporate stakeholders clearly prefer to hire employees that have these skills. Democracy is strengthened… What's that? It might make the students uncomfortable? How do we approach this issue?

"The market for "continuing education" is potentially much larger than undergraduate. After those four years of college, there are a lot more years in a rapidly-changing workplace. Maybe that's where the real money lies? Could providing the on-going, lifelong learning be the place where some of the costs for the face-to-face undergraduate education are carried? Maybe the content gets paid for by the lifelong learners, and the undergrads get it at reduced cost? Recall what John Daniel said about the US Open University - it failed because it went after undergraduate first, not graduate."

"Adobe announced yesterday that it would stop developing Flash plugins for mobile browsers, which ultimately signals the end of Flash." As we move into mobile resources, what does this mean for us?