Slides used at Faculty Forum on Teaching and Technology 2/8/11.
Faculty Forum on Teaching and Technology is a monthly event for faculty to informally share, discover and exchange insights and ideas for:
- Using instructional technologies in the classrooms
- Enhancing courses with on-line resources
- Teaching on-line
- On-line pedagogy and practice
For more resources from the session:
http://protopage.com/ktreglia#Untitled/Educause_2010
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
How might technology assist in equipping low-income parents with tools and information to help their children meet developmental milestones and read on grade level by the end of third grade?
In 2012, the Joan Ganz Cooney Center and the New America Foundation are partnering to produce a scan of new technologies that are available to educators, parents and young children that may have some bearing on early literacy achievement. One motivating force behind the project is the importance of the context in which technologies are used and the extent to which digital media may or may not prompt parents to engage in language-rich conversations with their children.
The project is proceeding on two tracks. We are scanning and analyzing products (apps, ebooks, games and websites) that companies are marketing as literacy-focused. And we are seeking out examples of models, interventions and programs that employ technology in reaching educators, parents and/or children, particularly those in disadvantaged circumstances. This slideshow presents some early findings from our scans of the marketplace and interviews with leaders in early literacy programs around the country. The second stage of our project, to come this fall, is a published analysis with expanded materials available online for wider national dissemination.
Similar to Takeaways from EDUCAUSE 2010 for Faculty Forum 2.8.11 (8)
Slides used during presentations given to Grad Ed during the weeks of September 4th and September 17th.
Resources and handout available: http://facultyedtechpd.it.fordham.edu/index.php/techshops/working-screen-to-screen/
Slides used during Fordham's Faculty Technology Orientation, August 28, 2018 at Rose Hill. For more information and resources, please visit: http://facultyedtechpd.it.fordham.edu/index.php/events/new-faculty-orientation/
Online Learning: Resources and PossibilitiesKristen T
Slides used during presentation to Gabelli School of Business Faculty at Fordham during Online Learning event on 4/25/18.
Additional resources:
www.fordham.edu/edtech
www.kristentreglia.com
Online Learning: Resources and PossibilitiesKristen T
Slides used during presentation to Gabelli School of Business Faculty at Fordham during Online Learning event on 4/25/18.
Additional resources:
www.fordham.edu/edtech
www.kristentreglia.com
Slides used during presentations and webinars (updated version of previously uploaded slides).
Learn how to find, use and format images for your research, classroom activities and presentations. We will cover simple edits as well as how to find and cite fair use images.
Resources and links from the presentation can be found here: https://treglia.wikispaces.com/Finding+and+Using+Images
Talk given at UN to NGO: Education, Learning, and LiteracyKristen T
slides used during presentation I was asked to give on "What is the Best Way to Educate People?" to the NGO Committee on Education, Learning, and Literacy at the UN.
June 22,2017
Slides used during presentation and facilitated discussion at the 12/7 meeting of the NYC Knowledge Cafe group.
for more info visit
https://kristentreglia.wordpress.com/km-silo/
How can faculty or students join the 70,000 contributors to Wikipedia, the world's largest knowledge base?
Learn how educators can use Wikipedia in the classroom!
For more information and resources:
https://en.wikipedia.org/wiki/Wikipedia:Meetup/NYC/Fordham_October_2016
http://facultyedtechpd.wikispaces.com/Wikipedia+for+Educators
Slides used during workshop given 10/20/16. More information and resources available (including links!): https://treglia.wikispaces.com/Digital+Identity
As part of the IT Wellness Program, I will be giving an interactive talk on "The Power of Play" at Rose Hill on Wednesday, October 19, 2016.
We often think of play as a childhood activity that we outgrow as adults. Learn about the many reasons why adults need play too. And how you can incorporate the power of play in your life!
For additional information and resources visit my wiki:
https://treglia.wikispaces.com/IT+Wellness-+Benefits+of+Play
Slides used during hands-on workshop at Developing Digital Literacies conference hosted by Fordham Digital Literacies Collaborative (July 13, 2016)
hashtag: #FordhamDLC
Resources and more information available at: https://treglia.wikispaces.com/twitter
Slides used during pre-conference breakout session for Faculty Technology Day 2016. For additional information, resources, and links please visit: http://facultyedtechpd.wikispaces.com/Faculty+Technology+Day#16
Slides used during workshop 1. The CARE (Consistent, Accessible, Responsive, Engaging) model for developing online courses at Fordham University. Also see: http://onlinelearningatfordham.wikispaces.com and http://onlinelearningatfordham.wikispaces.com/Course+Production+Tech+Skills#tools
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
5. Distance vs. Distributed Education:
Bringing the Campus to the Students
EDUCAUSE Conference 2010
by educausestaff via Flickr
Neil Gershenfeld
Director of MIT’s Center for Bits and Atoms
6. Principal Voices: Neil Gershenfeld*
What is a Fab Lab?
*Note, I was unable to link directly to this video,
search for “Principal voices: Neil Gershenfeld
9. "education institution is a network
not a place"
EDUCAUSE Conference 2010
by educausestaff via Flickr
Video of session
52:31-55:25
10. IT IS IMPERATIVE TO PREPARE FACULTY
FOR THE NEXT GENERATION OF LEARNERS
Takeaway # 2
11. Engaged, Empowered and Enabled:
The New K–12 Student Vision for Learning
Niece & My Nokia 6230i (by Nikon D70)
Julie Evans by Spitzgogo_CHEN (Nokia 6230i) via Flickr
Chief Executive Officer Project Tomorrow
13. Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
14. Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
15. Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
16. Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
17. Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
18. Access to mobile devices:
MP3 player (50%)
Handheld game player (52%)
Smartphone (12%)
Downloads music 35% and uses Internet
for online assessments (40%)
CHOICES
Participates in immersive
virtual reality environments (41%)
Wishes for their ultimate school:
Online classes (40%)
3rd grade girl
High tech science tools (55%)
E-textbooks (43%)
7th grade boy
HS teacher
1st year college student
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
19. Access to mobile devices:
MP3 player (50%)
Handheld game player (52%)
Smartphone (12%)
Downloads music 35% and uses Internet
for online assessments (40%)
CHOICES 3rd grade girl
7th grade boy
Participates in immersive HS teacher
virtual reality environments (41%) 1st year college student
Wishes for their ultimate school:
Online classes (40%)
High tech science tools (55%)
E-textbooks (43%)
3 rd grade girl
Text 84067 to 37607
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
20. Access to mobile devices:
MP3 player (50%)
Handheld game player (52%)
Smartphone (12%)
Downloads music 35% and uses Internet
for online assessments (40%)
CHOICES 3rd grade girl
7th grade boy
Participates in immersive HS teacher
virtual reality environments (41%) 1st year college student
Wishes for their ultimate school:
Online classes (40%)
High tech science tools (55%)
E-textbooks (43%)
7 th grade boy
Text 84614 to 37607
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
21. Access to mobile devices:
MP3 player (50%)
Handheld game player (52%)
Smartphone (12%)
Downloads music 35% and uses Internet
for online assessments (40%)
CHOICES 3rd grade girl
7th grade boy
Participates in immersive HS teacher
virtual reality environments (41%) 1st year college student
Wishes for their ultimate school:
Online classes (40%)
High tech science tools (55%)
E-textbooks (43%)
HS teacher
Text 84636 to 37607
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
22. Access to mobile devices:
MP3 player (50%)
Handheld game player (52%)
Smartphone (12%)
Downloads music 35% and uses Internet
for online assessments (40%)
CHOICES 3rd grade girl
7th grade boy
Participates in immersive HS teacher
virtual reality environments (41%) 1st year college student
Wishes for their ultimate school:
Online classes (40%)
High tech science tools (55%)
E-textbooks (43%)
1st year college student
Text 84646 to 37607
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
23. Access to mobile devices:
MP3 player (50%)
Handheld game player (52%)
Smartphone (12%)
Downloads music 35% and uses Internet
for online assessments (40%)
CHOICES
Participates in immersive
virtual reality environments (41%) Text code to 37607
Wishes for their ultimate school:
Online classes (40%)
High tech science tools (55%)
E-textbooks (43%)
3rd grade girl 84067
7th grade boy 84614
HS teacher 84636
1st year college student 84646
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
24. Who am I?
A 3rd
grade girl with
average tech skills
from a rural community
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
25. Data collection
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
26. Key Findings
Increasingly,
students’ aspirations
around the use of emerging technologies within education
is a reflection of their desired vision for learning in general.
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
27. 3 Essential Elements
in the Student vision
Learning that is
Social-based
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
28. 3 Essential Elements
in the Student vision
Learning that is
Social-based
Un-tethered
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
29. 3 Essential Elements
in the Student vision
Learning that is
Social-based
Un-tethered
Digitally-rich
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
30. Students’ use of technology for
communication and collaboration
Data
Social-based learning
outside school
for school work
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
31. Personal devices that
students would like to use for schoolwork Data
Un-tethered learning
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
32. Top student responses
Data
Un-tethered learning
How can schools make it easier
to use technology? student POV
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
33. Besides communications and research, Data
how do students say that using Un-tethered learning
“mobile devices” in school will help
them with schoolwork?
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
34. Online Learning
Data
Un-tethered learning
Do you know someone who
has taken an online class?
1/3 of parents have taken an online class for work or personal reasons
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
35. Online Learning
Productivity Data
Un-tethered learning
Learning
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
36. Students want
3 Themes
Digitial-rich learning
interactivity and relevancy
tools to facilitate collaboration
ways to personalize learning
Online textbooks | Games | Simulations and animations | Creating using digital media
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
37. Students want their digital textbooks
Data
Digitial-rich learning
to facilitate
collaboration
to personalize
learning to be interactive
and relevant
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
38. Key Trends
Everyone is a content developer
Self directed learning for student & teacher
Continuing “digital disconnects”
Multiple “computers” in the backpack
Spectrum of digital native-ness
Make it relevant to me!
Anytime, anyplace, anywhere, any pace learning
Beyond engagement: it’s really about productivity!
Blurring of informal & formal learning lines
Developing personal expert networks
“Long tail” of training & education
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
39. Free Agent Learner
wi-fi
by ·júbilo·haku· via Flickr
Video of Session
36:52-40:00
40. New Questions
What does this mean for our institution?
Are you ready to address the needs of the Free Agent Learner?
How well does our current business model support this student vision for learning?
Do we adjust our culture,
or expect the students to do the adapting?
How will you support this new student vision for learning?
What is vision
for the future of teaching and learning?
YOUR
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
41. A VISION FOR EDUCATION IN 2019
“ School will become a 24 hour around the clock opportunity with
students logging into school from “home.” The role of the teacher will be to
and assist students in “discovering” the uses for the technology and
information. Every student from Pre-K through twelfth grade will
have access to learning through the most advanced IT devices available.
lead
Learning will occur online at least 80% of the time.
School buildings will be open on evenings and Saturdays for
remediation, recreation and community activities for the purpose of socialization.”
-Principal from Michigan
Copyright Project Tomorrow 2010
This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
54. What we want is not
survival for institutions, what
we want is better, deeper
student learning with greater
access for all. And the memo
that I read on that said the
Internet had the most promise
of achieving that goal that any
platform of humanity has ever
invented.
55. The irony behind it all is
that the internet was
modeled on the free, open,
collegial discussion that
higher ed had modeled.
And now we look at the
internet as the enemy, the
thing we need to have a
wall to separate our
students from.