Spring of 2015: R678 Topical Seminar, 3 Credits

Emerging Learning Technologies ("The Monster Syllabus")

Indiana University, School of Education, Section 32743 Web/Online, Section 32742 FTF

Instructor: Curt Bonk, Professor, Instructional Systems Technology Dept.


Online R678 Syllabus:  http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2015.htm


See also 2013 Syllabus:  http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2013.htm

Adobe Connect (i.e., Breeze) Meetings: http://connect.iu.edu/worldisopenspring2013

Multimedia Glossary Dec 2012 (from Ozgur Ozdemir): http://r685glossary.shutterfly.com/


Videostream: https://www.indiana.edu/~istream/cas/

TodaysMeet: https://todaysmeet.com/R678_Emerging_Learning_Technologies

Participant Bios and Interests: http://www.trainingshare.com/r678bios.php

Online Role Play: http://www.trainingshare.com/r678roles.php



Curtis J. Bonk, Ph.D., CPA

Office: 2238 W. W. Wright Education Bldg.

IST Dept. School of Education, IU


Phone: (mobile # available upon request)

E-mail: CJBonk@indiana.edu

Office Hours: as arranged; PP Slides.


Instructional Assistants:

Ozgur Ozdemir: oozdemir@umail.iu.edu

YaTing Teng: yteng2@gmail.com


Week 1. Introduction to the Open World
Week 2. Neo Millennial Learners and 21st Century Skills
Week 3. The Sudden Explosion of E-Books and E-Book Readers
Week 4. The Expansion of Blended and Fully Online Learning
Week 5. Extreme, Nontraditional, and Adventure Learning
Week 6. Open Educational Resources (OER) and OpenCourseWare (OCW)
Week 7. Open Education and Massive Open Online Courses (MOOCs)
Week 8. More MOOCs and Open Education Around the World
Week 9. Motivation in Informal and Self-Directed Online Learning Environments
Week 10. Connectivism, Social Media, and Participatory Learning
Week 11. Wikis, Wikipedia, Wikibooks, and Collaborative Writing
Week 12. Shared Online Video and Audio
Week 13. Flipping the Classroom
Week 14. Interactive and Collaborative Learning (including learning spaces)
Week 15. Mobile, Wireless, and Ubiquitous Learning
Week 16+. Networks of Personalized Learning


Course Description and Rationale:

Instead of passive consumption-based learning, we are living in a participatory age where learners have a voice and potentially some degree of ownership over their own learning. Here at the start of the twenty-first century, emerging technologies and activities– such as blogs, wikis, podcasts, ebooks, YouTube videos, massive open online courses (MOOCs), simulations, virtual worlds, and wireless and mobile computing – are generating waves of new opportunities in higher education, K-12 schools, corporate training, and other learning environments.


And today’s millennial learner, immersed in an increasingly digital world is seeking richer and more engaging learning experiences. Amid this rising tide of expectations, instructors across educational sectors are exploring and sharing innovative ways to use technology to foster interaction, collaboration, and increased excitement for learning. It is time to take advantage of the new participatory learning culture where learners build, tinker with, explore, share, and collaborate with others online. It is also time to exploit free and open educational resources, opencourseware, learning portals, and open source software across educational sectors and income levels. Some of you will create and publish a cross-cultural Wikibook. Others will create video blogs, and still others will design YouTube-like videos.


The syllabus for this course is purposefully long. I refer to it as “the monster syllabus.” I will be your online concierge or guide through masses of online resources. In an age when eyeball-to-eyeball learning is no longer necessary, effective online instructors do not simply teach, but moderate, coach, and assist in the learning process. Today a teacher, trainer, professor, or instructional designer often assumes the role of concierge with a wealth of freely available tools and resources to guide her learners. In this more open twenty-first century learning world, anyone can learn anything from anyone else at any time.


Course Goals and Objectives

After the course, students should be able to:

1.      Explain and demonstrate the educational benefits of podcasts, wikis, blogs, virtual worlds, simulations, social networking software, digital books, mobile books, etc.

2.      Critique articles and review books related to emerging learning technologies.

3.      Use, recommend, or create online resources and portals in a variety of educational settings.

4.      Design an innovative research or evaluation project related to online learning;

5.      Successfully submit research, grant, and other proposals related to learning technologies, MOOCs, e-learning, etc. to conferences, foundations, summits, or institutes.

6.      Recognize and potentially contact many of the key players and scholars in the field of online learning, open education, MOOCs, and emerging learning technologies.

7.      Consult with organizations to develop strategic plans or evaluate the effectiveness of e-learning courses, programs, and events as well as MOOCs, open education, Web 2.0 technologies, etc.

8.      Make recommendations regarding online learning initiatives, programs, and strategies.

9.      Obtain a model, guide, or framework for thinking about new technology tools and resources in education. Use this framework for strategic planning reports, retreats, consulting, and other situations where a macro lens on learning technology and educational reform is needed.

10.  Obtain the skills to train fellow teachers as well as learners in emerging learning technologies and pedagogically effective instructional activities and approaches.


Required Texts (none), Videos, and Journal Article List

None!!! The world of learning should be FREE!


Recommended book: Bonk, C. J. (July 2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco, CA: Jossey-Bass, a Wiley imprint. See: http://worldisopen.com/


Free Book: Bonk, C. J., & Khoo, E. (2014). Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online. OpenWorldBooks.com and Amazon CreateSpace. Note: Free eBook available at: http://tec-variety.com/; Paperback http://www.amazon.com/dp/1496162722/ and Kindle http://www.amazon.com/dp/B00KJ1FAC8


Curt Bonk’s List of journals in educational technology and related fields:


Curt Bonk’s 27 free 10 minute videos on how to teach online:

“Video Primers in an Online Repository for e-Teaching and Learning” (V-PORTAL)

1.       Watch & Find Resources (Firefox preferred): IU School of Ed Instructional Consulting Office): http://www.indiana.edu/~icy/media/de_series.html

2.       For faster access, watch in Bonk’s YouTube Channel (use any browser): http://www.youtube.com/user/TravelinEdMan

3.       Read about Possible Uses: http://www.trainingshare.com/keynotes.php#tasel



Tentative Tasks and Grading

 40 pts   A. Tidbit and Video Reflection Paper (Tidbits: March 9)

 40 pts   B. Discussion Moderator (pick a week: http://www.trainingshare.com/r685.php)

 40 pts   C. Participation in Oncourse (due each week)

 50 pts   D. Online Discussion and Lecture Reflection Paper (Due: April 27)

 60 pts   E. Report or Strategic Plan Analysis (Due: March 9)

 70 pts   F. Final: Wikibook, MOOC Project, Video, or Personal Selected Task (Due: April 27)

300      Total Points


Total points will determine your final grade. I will use the following grading scale:

A+ = 300 high score                B- =  240 points

A =   280 points                                   C+ = 230 points

A- =  270 points                       C =   220 points

B+ = 260 points                       C - = 210 points

B =   250 points                       F/FN = no work rec'd or signif. inadequate/impaired


Lateness Policy: I usually accept anything turned in within 48 hours of the original due date. After that, students lose 2 points for each day that it is past due without an approved reason.



Projected Seminar Weekly Topics

Week 1. (January 12) Introduction to the Open World

Week 2. (January 19) Neo Millennial Learners and 21st Century Skills

Week 3. (January 26) The Sudden Explosion of E-Books and E-Book Readers

Week 4. (February 2) The Expansion of Blended and Fully Online Learning

Week 5. (February 9) Extreme, Nontraditional, and Adventure Learning

Week 6. (February 16) Open Educational Resources (OER) and OpenCourseWare (OCW)

Week 7. (February 23) Open Education and Massive Open Online Courses (MOOCs)

Week 8 (March 2) More MOOCs and Open Education Around the World

Week 9. (March 9) Motivation in Informal and Self-Directed Online Learning Environments (including online language learning)

Week 10. (March 23) Connectivism, Social Media, and Participatory Learning

Week 11. (March 30) Wikis, Wikipedia, Wikibooks, and Collaborative Writing

Week 12. (April 6) Shared Online Video and Audio

Week 13. (April 13) Flipping the Classroom

Week 14. (April 20) Interactive and Collaborative Learning (including learning spaces)

Week 15. (April 27) Mobile, Wireless, and Ubiquitous Learning

Week 16+. (Future) Networks of Personalized Learning (e.g., online tutoring and mentoring, on demand learning, etc.)



Class Tasks


A. Tidbit and Video Reflections (40 points: Due March 9)


Tidbits (40 points): Besides reading 3-4 assigned articles each week, during the semester I want you to read at least 40 total tidbits during the semester from the list of tidbit readings or about 2 or 3 per week (preferably more than 40). Typically these are very short online news or magazine articles. I also want you to watch at least 5 videos listed below related to our course (or similar ones that you find). On March 9th, you will turn in a list of your top 20 tidbits read so far (best ones at the top) and top 2-3 videos watched. You might also note a few tidbits that you did not enjoy. After those lists, I want you to reflect for 1-2 single spaced pages on what you learned from those tidbits. I am not asking you to summarize each article or video; instead reflect on your learning in general. What themes, trends, or concepts were clarified for you? What new insights did you gain? What inspirations did you feel? You might include brief comments at the beginning or end of the paper on why you ranked the tidbits and videos the way you did. I will send an email with examples upon request. Post your tidbit reflection to your Oncourse dropbox or send to me via email.


B. Discussion Moderator (40 points)


Summarizer and Starter Activities Related to the Readings (40 points): At the start of each week, I want one person in this class to post a short summary to Oncourse on at least 4 of the main articles assigned for that week. That person is the starter for discussion. Other students will add to their conversation with their reflections and reactions. As a summarizer or starter, you might: (1) state reactions, questions, and suggestions for the upcoming readings; (2) point out the relationship of upcoming week topic or articles to past lectures or readings; (3) discuss the position of a researcher or pioneer in the field (or perhaps even write to him/her); (4) discuss a recent speech or colloquium you attended related to the week or a visit to a technology center or exhibit; or (5) generally relate the articles for the week to prior learning and discussion in the course. At the end of the week, you might react and reflect on the class discussion that transpired as well as the questions and concerns raised. You can sign up for this task at: http://www.trainingshare.com/r685.php


C. Participation in Oncourse (40 points)


Course participation in Oncourse (40 points): This is worth 40 points as follows: 36-40 for high participators; 32-36 for medium participators; 28-32 for low participators; and 0-31 for others. Course participation includes contributing to the online discussion in Oncourse, sharing resources, responding to peers, providing feedback on tasks and resource recommendations, and so on. While these will be mainly assessed as to the number of posts, I will also take into consideration qualitative factors such as those listed below.


  1. Diversity (some variety in ideas posted, and some breadth to exploration);
  2. Perspective taking (values other perspectives, ideas, cultures, etc.);
  3. Creativity (original, unique, and novel ideas);
  4. Insightful (makes interesting, astute, and sagacious observations).
  5. Relevancy (topics selected are connected to course content); and
  6. Learning Depth/Growth (shows some depth to thinking and elaboration of ideas);


D. Discussion and Lecture Reflection (50 points: Due April 27)


Discussion and Lecture Reflection Paper (50 points): At the end of the semester, you are to reflect on what you learned from weekly discussions in Oncourse each week as well as from my recorded lectures and discussions that I will deliver each week via videoconferencing. You should include at least 7 of the weeks in your reflection. What were the ideas, issues, concepts, facts, figures, diagrams, etc., that struck a chord with you? What did you learn during the semester? How did your thinking change in a particular week or over time? What inspired you? What did you find disappointing? What is next?


Videostreaming live and recorded each Monday at 7:00-9:45 pm:

Go to here: https://www.indiana.edu/~istream/cas/

Type username and password:

Select spring 2015 and select #32742 (NOT 32743)

Watch it live or watch the recording later.


Using these questions as a guide, please write a 2-3 page single-spaced reflection paper on this activity by April 27th (50 points). Though not required, it would help if you included a fourth page with a recap table, chart, figure, or some type of summary of key themes, concepts, terms, etc., mentioned in the reflection paper. This is to be a meta-reflection of your growth in the course, unique learning insights, personal gains, etc., at least in part, from your weekly discussions and responding to your peers. What were the key concepts you grappled with this semester? How has your thinking evolved? What are the gaps in the research that you might target now? What weeks or particular articles inspired you and why? Post your reflection paper to your Oncourse dropbox or send to me via email.


Reflection Paper Grading Criteria (50 Points; 10 points each):

1. Relevancy to class: meaningful examples, relationships drawn, interlinkages, connecting weekly ideas.

2. Insightful, Interesting, Reflective, Emotional: honest, self-awareness, interesting observations

3. Learning Depth/Growth: takes thoughts along to new heights, exploration, breadth & depth, growth.

4. Completeness: thorough comments, detailed reflection, fulfills assignment, informative.

5. Connections: linking threads in the discussion, lectures, and readings.


Note: During the past few years, the students in this course engaged in blogging, video blogging, and podcast activities. Below are some of the examples.


Prior R685 Class Blogging Examples:

1.      Fall of 2007 blog postings: http://mypage.iu.edu/~cjbonk/Blogs-R685-Fall-2007.htm

2.      Fall of 2008 blog postings: http://mypage.iu.edu/~cjbonk/friends.htm

3.      Fall of 2010 blog postings: http://mypage.iu.edu/~cjbonk/Student-Reflection-Options-and-Critical-Friends.htm

4.      Spring of 2011 blog postings: http://mypage.iu.edu/~cjbonk/Student_Blogs_Critical_Friends_and_Instructional_Assistants.htm

5.      Fall of 2011 blog postings: http://mypage.iu.edu/~cjbonk/R685-Student-blog-url.htm

6.      Spring of 2012 blog postings: http://mypage.iu.edu/~cjbonk/R685-Spring-2012-Blogging-and-Discussion.htm


Prior Podcast Examples:

1.      Carrie Donovan (Oify your life—future of HE libraries): http://2point0ify.blogspot.com/

2.      Christy Wessel-Powell (Read Aloud blog and podcasts): teacherchristy.tumblr.com

3.      Hesham Alsarhan: http://halsarhan.podbean.com/

4.      Jia-Sheng Lin: http://jl941013.blogspot.com/ (this one is a blog that became a podcast)



E. Report or Strategic Plan Analysis or Naturalistic Study (60 pts—Due March 9)

Midterm Option 1. Summary Report or Strategic Plan Evaluation, Critique, and Extension

Find and evaluate a summary report, technical report, or a strategic plan of a company, university, non-profit organization, school, state, province, country, or region related to e-learning, blended learning, mobile learning, or emerging learning technologies of some type and critique it. For instance, you might pick the state or country where you were born or perhaps where you plan to live after graduation. You might find the strategic plan online or request a hardcopy version. I want you to not simply read and critique the report but to also interview someone who created it or is/was affected by that report. You might discuss and critique the online learning technologies highlighted, proposed pedagogical plans, intended training methods, targeted skills or competencies, or evaluation methods detailed. You might visit the institution or organization or write someone an email. What might this organization do differently in planning for e-learning or using some emerging learning technology? What are its competitors doing, for instance? Has there been an update? You are encouraged to work in teams on this report. When done, you will present an overview of the report to the class. Testimonials, graphs and trends of indicated growth, comparisons, and other data or handouts are welcome. You are also encouraged to directly contact the organization that developed the report or plan and receive additional product information (e.g., DVDs, brochures, white papers, technical reports, product comparison sheets, videotapes, company annual report, customer testimonies, data sheets, Web site information, etc.). Your evaluation, critique, and extension paper should be 4-6 single-spaced pages (excluding references and appendices; those working in teams are expected to have 7-10 single spaced page papers, not counting references and appendices). Please post it to your Oncourse dropbox or send to me via email on or before March 9th.


Sample reports:

1.      U.S. Army Learning Concept 2015: http://www.tradoc.army.mil/tpubs/pams/tp525-8-2.pdf

2.      IU Strategic Plan for Online Education (2011, March 9): http://www.indiana.edu/~newacad/docs/IU-online-educ-strategic-plan-2011.pdf

3.      The Bicentennial Strategic Plan for IU, December 5, 2014: http://strategicplan.iu.edu/doc/iu-strategic-plan.pdf


Summary Report/Strategic Plan Grading (10 pts for each of the following dimensions)

1. Review of Plan or Document (clarity, related to class, organized, facts, data, relevant, style)

2. Relevant Resources and Digging (citations/refs, linkages to class concepts, extensive)

3. Soundness of Critique (depth, clear, complete, practical, detailed, important, coherence)

4. Creativity and Richness of Ideas (richness of information, elaboration, originality, unique)

5. Knowledge of Topic (learning breadth & depth, growth, displays understanding of topic)

6. Recommendations, Insights, and Implications (contains relevant recommendations, guides)


Midterm Option 2. Naturalistic Study

You have options to the midterm. For instance, you might perform a case study or pilot observation of workers, students, etc. using tools or instructors interacting with employees, students, other instructors, etc. while they use a web-based learning tool, resources, project, or curriculum application. For instance, you might decide to complete a case study of a child, young person, or adult using a particular learning tool for the first time. Such naturalistic studies should include at least five careful observations and commentary of the person and tutor/teacher. The commentary should reflect your learning and provide insights as to how to make this tool more educationally meaningful. If you are looking at student-teacher-tool interaction patterns, teacher guidance, or simply tool use, you will need to design coding schemes and observation log sheets to help interpret tool functionality in this environment.


When done with your brief study, you might interview an instructor, learner, instructional designer, or some other person in that environment about the phenomenon that you observed. Interviewees might come from corporate, K-12, military, government, or higher education settings. These optional interviews can be live (face-to-face), via videoconferencing, phone- or Skype-based, or conducted through email.


Your naturalistic study report should be 4-7 single-spaced pages (excluding references and appendices; those working in teams are expected to have 7-10 page papers, not counting references and appendices). In your report, I want you to reflect on what you learned about e-learning from this assignment. How has it opened your eyes? What might you have done differently next time in your study? What recommendations do you have and what implications do you see? How might you put your new ideas to use in training programs or in your own future teaching? Please post it to your Oncourse dropbox or send to me via email on or before March 4th.


Sample Format Naturalistic/Research Activities:

    I. Title Page (Name, affiliation, topic title, acknowledgements)

   II. Topic Literature and Method

1. Res topic & materials;

2. Brief stmt of problem and why impt

3. Brief review of the relevant literature

4. Methods:

a. Subjects & design (i.e., who/how selected);

b. Materials/setting (i.e., hard/software, text)

c. Procedure (i.e., how data was obtained)

d. Coding Schemes & Dep. meas/instr (i.e., how segment/code data);

e. Analyses or comparisons

  III. Results and Discussion 1. Preliminary Results; 2. Discussion of results

   IV. References (APA style: see syllabus for example)

    V. Appendices (e.g., pictures, charts, figures, models, tests, scoring criteria, coding procedures)


Sample Grading of Major Project (60 Total Points or 10 pts each dimension)::

1. Review of the Problem/Lit/Purpose (interesting, relevant, current, organized, thorough, grounded)

2. Hypothesis/Research Questions/Intentions (clear, related to class and theory, current, extend field)

3. Method/Procedures (subjects/age groups approp, materials relevant, timeline sufficient, controls)

4. Research Activity/Design/Topic/Tool (clear, doable/practical, detailed, important)

5. Overall Richness of Ideas (richness of information, elaboration, originality, unique)

6. Overall Coherence and Completeness (unity, organization, logical sequence, synthesis, style, accurate)


Midterm Option 3:

Other options to the midterm might be grant proposals, research interventions (as opposed to observations), technology tool design proposals, curriculum integration plans, or conference research papers. If one of these appeals to you, write to the instructor for additional information and guidance.



F. Web 2.0 Final Project (70 points—Due April 27)

Option 1. Wikibook Online Work (WOW)

In this option, you help with a Wikibook related to emerging technologies. About seven years ago, students from five universities designed a wikibook on “The Web 2.0 and Emerging Learning Technologies” (The WELT); see http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies. If you write a unique chapter for the WELT, it should be a minimum of 2,000 words. A 2-3 page reflection paper on what you learned from this wikibook activity needs to be included. Describe what you learned from the task including specific course concepts and ideas mentioned in your chapter as well as ideas related to the social construction of knowledge. Attached to your reflection paper will be documentation of what you contributed to the wikibook, including your chapter (with highlights or special notations of your contribution), highlights to the chapters worked on, and perhaps even print outs of the wikibook chapter editing history. Your paper and chapter will be graded according to the dimensions listed below.


Wikibook Grading (60 Total Points or 10 pts each dimension):

1. Chapter and reflection paper relevance: Contribution is meaningful to class, we learn from it

2. Chapter and reflection paper coherence: flow, well organized, good layout, enjoyable to read

3. Chapter and reflection paper completeness: Sufficient coverage of info, extends topic and class

4. Overall chapter creativity: Original and distinctive ideas, insightful points, something unique in it such as a figure, model, graph, timeline, comparison chart, acronym, quote or set of quotes, etc.

5. Overall reflection paper insightfulness, depth of thought, flow, informational content, etc.

6. Shared and discussed in Oncourse and in Class

7. Overall quality of assignment



Option 2. Cool YouTube Video Creation

So you want to be cool? You want to be creative? In this option, you are to create a shared online video (e.g., YouTube) related to this class. You cannot be the only person in it. What do different topics in this course mean to you? Alternatively, you can design a YouTube video for someone else. You should post this video of at least 5 minutes in length. You will turn in a 2-3 page single-spaced summary reflection of your design. Your video and paper will be graded according to the dimensions listed below.


Video Grading (70 Total Points or 10 pts each dimension):

1.      Insightfulness, creativity, and originality;

2.      Design and visual effects;

3.      Coherence and logical sequence;

4.      Completeness;

5.      Relevance and accuracy of the content;

6.      Shared and discussed in Oncourse and in class;

7.      Overall quality of assignment


YouTube Video Final Project Examples (from R685 from 2010, 2011, and 2012):

  1. Cesur Dagli (Animal perspectives on course): http://www.youtube.com/watch?v=cDeTEIdO5lc
  2. Julie Rust (Participatory Learning): hhttp://www.youtube.com/watch?v=cHx_SbRWV0M
  3. Lisa Yoder (eLearning a Walk in the Park): http://www.youtube.com/watch?v=paot_zzG_wU
  4. Lynn Deno: Tech, Enhancing Home School: http://www.youtube.com/watch?v=ts45BkAnqTs
  5. Mag Webber (Virtual Learning - Is it for You?): http://www.youtube.com/watch?v=xiwSIryPzsQ
  6. Miguel Lara (Web 2.0 FREEDOM): http://www.youtube.com/watch?v=8cmCFWi9lW8  
  7. Olgun Sadik (R685 overview): http://www.youtube.com/watch?v=unaBQIqVo8Y
  8. Shuya Xu and Yue Ma (Blog my online lrng): http://www.youtube.com/watch?v=im7GQM9fzhc
  9. Verily Tan, Recollections from R685, Fall 2011; http://vimeo.com/33090590/
  10. Anjali Kanitkar: The World Is Open (Video), Fall 2011: http://vimeo.com/33123125
  11. Husa Alangari & Sara Goodwin: R685 Final Project (Video), Fall 2011: http://www.youtube.com/watch?v=W28rBpYhxX0
  12. Qi Li (Oppa Gagnam Style: What’s Your Learning Style), December 3, 2012,
  13. Valerie Cross (Mobile Thanksgiving), December 5, 2012, Vimeo: http://vimeo.com/55011832
  14. Piercarlo Abate: http://www.youtube.com/watch?v=_-TURzHO0aU



Option 3. R685/R678 Course Syllabi Historical Evaluation:

Perhaps, like me, you like history. A version R685 was first co-taught at West Virginia University by Dr. W. Michael Reed and myself back in the fall of 1990. Since that time, this course has evolved into many formats. Below are links to more than a dozen syllabi from the course including the present one. Unfortunately, I have yet to locate the original version but did find an outline of the topics addressed. If you select this option, I want you to track the history of this course over time. For instance, you might explore the topics, people, concepts, etc., that were popular in the 1990s, 2000s, and today. You will turn in a 4-5 page single spaced paper on what you discovered. Additional pages may be attached such as reference lists, visuals depictions mapping out trends over time, correspondences with researchers about their articles from previous versions of the course, and interviews with scholars about their perceptions of changes in the field over time. You might, in fact, gather oral histories or accounts from experts as well as former students about how the field has changed.


Many questions can be asked. Among them, are there any topics that remain popular over the past two decades? How did the focus of this course change over time? Is this course more or less important today than it was back in the 1990s? Is the total number of pages any indicator of how the field has changed? If so, in what ways? Please compare the tasks from 1995 to those in 2001 or 2002 as well as 2010, 2012, 2013, and 2015. Please look at the books, journals, new sources, online resources, etc. that now comprise this course and note how they have changed over time. Is there anything from the 1990s that remains important today and should be added back to the current syllabus? Are there any tasks, activities, or articles that you found interesting and want to know more about? Is there anything that remains missing despite the fact that the current syllabus is now over 60 pages long? What do see about the field of education or educational technology from browsing through these syllabi and resources?


You should end your paper with 1-2 page single spaced reflection of your own learning in this course. Included in that summary should be an account of what inspired or mattered to you. In addition, you might reflect on the areas wherein you learned or grew the most during the semester.


Sample Prior P600/R685/R678 Syllabi:

  1. Spring 2015:  http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2015.htm
  2. Spring 2013: http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2013.htm
  3. Fall 2012:  http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2012.htm
  4. Spring 2012: http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2012.htm
  5. Fall 2011: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2011.htm
  6. Fall 2010: http://mypage.iu.edu/~cjbonk/Syllabus_R685_Fall_of_2010.htm
  7. Fall 2009: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2009.htm
  8. Fall 2008: http://mypage.iu.edu/~rwadholm/R685/Syllabus_R685_Fall_of_2008.htm
  9. Fall 2007: http://php.indiana.edu/~cjbonk/R685-Fall-2007.htm
  10. Fall 2005: http://mypage.iu.edu/~cjbonk/syllabus_p600_and_r685_fall_of_2005.htm
  11. Fall 2003: http://php.indiana.edu/~cjbonk/p600syl2.htm
  12. Fall 2002: http://mypage.iu.edu/~cjbonk/Syllabus--2002.html
  13. Fall 2001: http://php.indiana.edu/~cjbonk/P600-R685-2001.htm
  14. Fall 1999: http://php.indiana.edu/~cjbonk/P600-R685-1999.htm  
  15. Fall 1997: http://php.indiana.edu/~cjbonk/P600-R685-1997.htm
  16. Spring 1995: http://php.indiana.edu/~cjbonk/P600-R685-1995.htm
  17. Fall 1990: http://travelinedman.blogspot.com/2012/09/the-evolution-of-monster-22-years-of.html


History Evaluation Grading (70 Total Points or 10 pts each dimension):

1.      Insightfulness, creativity, and originality;

2.      Learning growth displayed;

3.      Coherence and logical sequence;

4.      Completeness and fulfills spirit of the assignment;

5.      Relevance and accuracy of the content;

6.      Shared and discussed in Oncourse and in class;

7.      Overall quality of assignment



Option 4. Student Selection Option (e.g., Usable Class Product):

Students choosing Option 4 might design their own final project or combine ideas together into something truly unique (i.e., a mash-up). As part of this effort, they might create or perform a meaningful activity for the class. For example, you might summarize the learning principles embedded in different articles or readings for each week of the course. Or, they might create a unique categorization scheme of the technology tools and resources studied during the semester. The more ambitious of you might create an interactive multimedia glossary or comprehensive Website for the course as an individual or as part of a team. Still others might create an online database of articles from two or more open access journals related to emerging learning technologies including links to the major themes and trends in those journals over a significant period of time (e.g., 3-5 years).


There are still more options. Among them, you might create a mobile application, an educational activity in a virtual world, an interesting global collaboration activity or partnership, or a mobile book. Others might organize a class mini-conference or real conference symposium or demonstrate a set of e-learning tools to your school, company, or organization and then reflect on it. Such tools might have relevance in K-12, military, corporate, or higher education settings or perhaps in more informal settings such as a museum, zoo, or computer club.


You might also engage in a major problem-based learning project related to this class with a school, company, organization, or institution. In this option, you make the contact and find out what needs to be resolved and then get it approved by the instructor. The final product might be a distance learning evaluation project. It might involve the design of e-learning tools and resources. It might entail the creation of a strategic plan, white paper, or vision statement. Whatever the problem or task, it must be authentic. Anyone selecting this option should include a 2-4 page single-spaced reflection paper on what your learned (Note: any final project report to an organization or institution can substitute for that final reflection paper). The grading scheme will be project specific.


Student Selected Option Examples:

1.      Abdullah Altuwaijri (Prezi on class): http://prezi.com/8h7grxlyaymv/the-world-is-open/

2.      Annisa Sari: Article Database for R685 Class: http://r685articledatabase.weebly.com/

3.      Kate Holden: “Mobile Devices & Learning: How Mobile Devices are Re-Shaping the Field of Education” (a downloadable mobile book): http://www.bookrix.com/_mybookpid-en-kdxp88_1303531945.4344129562-kdxp88 or http://bit.ly/faG3Wd

4.      Kevin McGrath: Open Newsroom Learning: http://newslearning.wordpress.com/

5.      Kristen Swangin (Prezi): http://prezi.com/ihmhhl59xd46/is-the-world-open/

6.      Laurie McGowan (presentation for teaching 1st year students at U. of Notre Dame): http://www3.nd.edu/~lthiel/portfolio/documents/Information_Literacy_Tutorial_Presentation.pdf  

7.      Sonja Strahl (summary of R685), Final Project in Articulate, December 2012

8.      Ozgur Ozdemir: Multimedia Glossary in Shutterfly for R685, December 2012

9.      Mo Pelzel. Academic Technology Resource Guide, December 2012
; Screencast video: http://www.youtube.com/watch?v=8N1RIwpQcjg&feature=plcp

10.  Jeff Pankin, MIT, Prezi, Emerging Learning Technologies: http://prezi.com/tzbawrgjrnzf/emerging-learning-technologies/?auth_key=4ec2f45a718fab699b35ea460e91a46d9e1bdac7

11.  Jeffrey Barnette, Today’s World: http://prezi.com/-ijzyothst-r/r685-final-project

12.  Mintian Guo (April 2013): http://myapp.is/r685final; The App Builder: http://www.theappbuilder.com/



Option 5. OpenCourseWare (OCW) or MOOC Review Option

Recently, there is a huge explosion of open educational contents. Among these new learning resources are open educational resources (OER), OpenCourseWare (OCW), and massive open online courses (MOOCs). OCW and OER typically are freely available contents without direct contact with instructors. MOOCs are instructor-driven courses which are usually free and open to the world community, thereby involving large enrollments. An optional assignment idea for this class is to explore or enroll in one or two massive open online courses (MOOCs) related to learning, cognition, and instruction. Some possibilities related to our course are below; most of which will be offered this fall (see bolded titles below). Even if you do not select this task, you might explore a few of these MOOCs and observe how they are conducted. And then reflect, reflect, reflect!


You could replace the midterm or final by enrolling in one or more MOOCs and writing a 2-4 page single spaced reflection paper on what you learned as it relates to various topics from this course (Note: you might include a recap table or chart at the end summarizing key concepts or ideas mentioned in your paper). You would NOT have to complete the course; just sit in and lurk if you want. Your MOOC review paper should include your insights about the learning environment and learning theories relied upon as well as a few specific examples of instructional tasks and ideas from the course. It will be graded for: (1) connections to course content; (2) coherence and organization; and (3) overall insights and conceptual understandings.


If you complete the course or get a certificate (Coursera calls these “Signature” courses), you can replace your final assignment. Even if you do you not complete a MOOC, you could replace your final assignment if you write a longer reflection paper or extend the assignment in some way (e.g., interview the MOOC instructor(s) about their instructional approaches and beliefs about learning; interviewing other participants/students taking this course about their learning experiences; etc.). As part of these efforts, you might also explore some of the open educational portals and contents listed in your syllabus or that you find online.


Some questions you might ask before writing your paper:


Portals to MOOC courses:

  1. MOOC Provider Companies and Organizations:
  2. Canvas: https://www.canvas.net/
  3. Coursera list of courses: https://www.coursera.org/courses?orderby=upcoming
  4. CourseSites: https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/mooccatalog.html 
  5. edX courses: https://www.edx.org/course-list
  6. FutureLearn: https://www.futurelearn.com/courses/upcoming
  7. iversity: https://iversity.org/
  8. MOOC2Degree.com (from Academic Partnerships): http://www.mooc2degree.com/
  9. NovoEd: https://novoed.com/
  10. Open Learning Initiative Stanford: http://oli.stanford.edu/
  11. Open2Study: https://www.open2study.com/
  12. Udemy: https://www.udemy.com/
  13. Udacity: https://www.udacity.com/courses#!/all


MOOC Lists:

  1. Class Central: https://www.class-central.com/subject/education
  2. The MOOC List: http://www.mooc-list.com/
  3. Open Culture: http://www.openculture.com/free_certificate_courses
  4. TechnoDuet: http://www.technoduet.com/a-comprehensive-list-of-mooc-massive-open-online-courses-providers/


MOOC Review Grading Criteria if a Final Project (70 Points; 10 points each):

  1. Insightful/Originality: innovative ideas, insightful relationships drawn about MOOCs and open education, helps the reader form new understandings about MOOCs.
  2. Interesting: engaging writing, unique perspective on MOOCs and open education.
  3. Completeness: thorough, detailed, dig deep, effort, fulfills spirit of the assignment.
  4. Relevance: concepts and ideas from MOOC experience appropriate and related to class, perhaps includes a recap list or summary table of what learned.
  5. Content: learning displayed, made several key connections to class from MOOC experience, highly informative reflection (helps the reader form new understandings).
  6. Exploratory and Reflective: pushing out, metacognitive, reflecting on oneself as a learner or on how fellow learners benefit from MOOCs, shows that one was reflecting on the experience both as a learner as well as in light of the content of this class.
  7. Coherent, Logical Flow, and Well Organized: easily read, transitions, conclusions, logical flow to the critique or review of MOOCs or MOOC experience, well organized review, sequence of ideas makes sense.


  1. I will also look for: breadth/depth of thought, knowledge growth displays, understands theories, concepts, and principles in relation to the MOOC experience. And I will want to see some critical thinking displayed including sound analysis and evaluation of instructional approach taken in MOOC, logical, backs up claims.



Grading Note: Extra consideration (and the potential for bonus points) given for those who cite references on MOOCs or open education, create a summary or recap table of terms or concepts mentioned in their reflection paper, participate in more than one MOOC, and those who actually complete the course. Summary or recap tables are especially welcome.



Class Sharing of Final Projects: I want you to post your final projects to Oncourse (my instructional assistants can help). In addition, during our final class session on April 27, some people might briefly share their final projects.




Weekly Reading Requirements

We will read 3-4 main articles and 2-3 tidbits per week—it is your choice what to read.


Projected Seminar Weekly Topics:


Week 1. (January 12) Introduction to the Open World (Skim or read portions of World is Open book. http://worldisopen.com/)

  1. Bonk, C. J. (2009). Sharing…the journey: A Prequel to “The World is Open: Now WE-ALL-LEARN with Web Technology.” Updated and available: http://worldisopen.com/misc/prequel.pdf


  1. Bonk, C. J. (2009). To the Learners of This Planet. In T. A. Kamali (Ed.), 22: An anthology celebrating the twenty-second anniversary of the Higher Colleges of Technology (pp. 330-342). Abu Dhabi, United Arab Emirates: HCT Press. Available: http://worldisopen.com/postscript.pdf and http://www.scribd.com/doc/17663633/An-Open-Letter-to-the-Learners-of-This-Planet-


  1. Vannevar Bush (1945, July). As We May Think. The Atlantic Monthly; Volume 176, No. 1; pages 101-108. http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm


  1. Infed on Ivan Illich: Deschooling, conviviality and the possibilities for informal education and lifelong learning. http://www.infed.org/thinkers/et-illic.htm (Ivan Illich. Deschooling Society (New York: Marion Boyars. 1970).


  1. Special Issue of Scientific American on the Web Turning 20 Years Old (Note: Sample articles)
    1. Sir Tim Berners Lee (2010, November 22). Long Live the Web: A Call for Continued Open Standards and Neutrality, Scientific American.  http://www.scientificamerican.com/article.cfm?id=long-live-the-web


  1. Charles A. Wedemeyer, University of Wisconsin
    1. Wikipedia: http://en.wikipedia.org/wiki/Charles_Wedemeyer
    2. About: http://www.uwex.edu/disted/conference/wedemeyer/aboutcw.cfm
    3. Election to the Educators’ Hall of Fame: http://educators-hall-of-fame.org/wedemeyer.htm
    4. History of Distance Education: http://vvieta.com/PDFs/Responses%20to%20Discussion%201.pdf
    5. A Brief History of Distance Education: http://www.seniornet.org/edu/art/history.html
    6. Mildred B. & Charles A Wedemeyer Award: http://www.uwex.edu/disted/conference/wedemeyer/
    7. In Memorandum: http://www.tandfonline.com/doi/abs/10.1080/08923649909527031#preview
    8. Learning at the Back Door: Reflections on Nontraditional Learning in the Lifespan (1981), by Charles A. Wedemeyer, Reissued: September 2010. Available: http://uwpress.wisc.edu/books/1954.htm

                                                              i.      http://www.amazon.com/Charles-A.-Wedemeyer/e/B001KDB9TM (used books)



Week 1 Tidbits:

a.       September 2014, Cathy Davidson, The End of Higher Education, available: http://connectedcourses.net/thecourse/why-we-need-a-why/

b.      Nisen, M. (2013, May 23). Three stories about Steve Jobs, Einstein, and Ben Franklin prove that creative beats smart. San Francisco Chronicle. Retrieved from http://www.sfgate.com/technology/businessinsider/article/Three-Stories-About-Steve-Jobs-Einstein-And-Ben-4543503.php

c.       September 2013, The Untold Story of Google’s Quest to Bring the Internet Everywhere—By Balloon (Google Wi-Fi from the Sky), Steven Levy, pp. 126-131, Wired, Available: http://www.wired.com/gadgetlab/2013/08/googlex-project-loon/

d.      April 15, 2013, Google boss: Entire world will be online by 2020, Doug Gross, CNN, Available: http://www.cnn.com/2013/04/15/tech/web/eric-schmidt-internet/index.html?hpt=hp_t3

e.       Ben Austen (2012, August). The Story of Steve Jobs: An Inspiration or a Cautionary Tale?, Wired, pp. 73-79. Available:

f.       Walter Isaacson (2011, October 29). The Genius of Jobs. NY Times.

g.       Jon Swartz and William M. Welch (October 6, 2011). Apple co-founder Steve Jobs dies, USA Today: Timeline and article. http://www.usatoday.com/tech/news/story/2011-09-22/steve-jobs-dies/50672498/1

h.      David Gelernter (October 6, 2011). Steve Jobs and the coolest show in Earth. Wall Street Journal Online. http://online.wsj.com/article/SB10001424052970203388804576614951355580150.html

i.        Brandon Griggs, (2011, October 5). Apple Founder Steve Jobs Dies.



Week 2. (January 19) Neo Millennial Learners and 21st Century Skills

  1. Learning for the 21st Century (A Report and MILE Guide for 21st Century Skills) (no date). http://www.p21.org/storage/documents/P21_Report.pdf


  1. Janna Anderson and Lee Rainie (2010, July 9). Millennials will make online sharing in networks a lifelong habit. Pew Internet & American Life Project. http://www.pewinternet.org/~/media//Files/Reports/2010/PIP_Future_Of_Millennials.pdf (see report quotes from famous people)


  1. Department of the Army, United States of America (2011, January 15). The U.S. Army Learning Concept for 2015. TRADOC Pam 525-8-2. http://www.tradoc.army.mil/tpubs/pams/tp525-8-2.pdf (72 pages). Video (Army Learning Concept 2015): http://www.youtube.com/watch?v=KD9NGAV3-3k (4:26 minutes)


  1. University of the Future: A thousand year old industry on the cusp of profound change. (2012). Ernst & Young, Australia. Available: http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf


  1. Williamson, B. (2013). Future of the Curriculum: Schooling Knowledge in the Digital Age. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. MIT Press. Cambridge, MA. Available: http://mitpress.mit.edu/books/future-curriculum; http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262518826_The_Future_Of_The_Curriculum.pdf

Note: Similar books from the MacArthur Foundation: http://mitpress.mit.edu/books/series/john-d-and-catherine-t-macarthur-foundation-series-digital-media-and-learning)


  1. Peppler, K. (2013). New Opportunities for Interest-Driven Arts Learning in a Digital Age (Deliverable to the Wallace Foundation). Bloomington, Indiana: Indiana University. Available: http://kpeppler.com/Docs/2013_Peppler_New-Opportunities-for-Interest-Driven-Art.pdf



Week 2 Tidbits:

a.       January 30, 2015, Can Students Have Too Much Tech?, The New York Times, Susan Pinker

b.      danah boyd, Zachary Gold, Alex Rosenblat (2014, December 3). Enabling Connected Learning, http://www.datasociety.net/initiatives/enabling-connected-learning/

c. May 16, 2014, Defining the Gen Y Leader, Chief Learning Officer, Frank Kalman

d.      May 20, 2013, The New Greatest Generation: Why Millennials will Save Us All, Time, Joel Stein, available: http://users.clas.ufl.edu/msscha/goodlife/millenials.pdf

e.       Rob Jenkins (2012, October 15). The New 'Traditional Student‘, The Chronicle of Higher Education. Available: http://chronicle.com/article/The-New-Traditional-on/135012/

f.       NPR (2010, June 2). 'The Shallows': This Is Your Brain Online. http://www.npr.org/templates/story/story.php?storyId=127370598

g.       Author Nicholas Carr (2010, May 24). The Web Shatters Focus, Rewires Brains. Wired. http://www.wired.com/magazine/2010/05/ff_nicholas_carr/



  1. November 3, 2012, Don't Just Follow Your Passion: A Talk for Generation Y: Eunice Hii at TEDxTerryTalks 2012, https://www.youtube.com/watch?v=sgbzbdxTm4E




Week 3. (January 26) The Sudden Explosion of E-Books and E-Book Readers


  1. Michael Mayrath, Priya Nihalani, and Scott Perkins (2011). Digital Texts and the Future of Education: Why Books?, EDUCAUSE Quarterly, 34(1). http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/DigitalTextsandtheFutureofEduc/225855


2.      John L. Hilton III, & David A. Wiley (2010, August 2). A sustainable future for open textbooks? The Flat World Knowledge story. First Monday, 15(8).  http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2800/2578


3.      Jon T. Rickman, Roger Von Holzen, Paul G. Klute, & Teri Tobin (2009). A Campus-Wide E-Textbook Initiative. EDUCAUSE Quarterly, 32(2).  http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ACampusWideETextbookInitiative/174581


4.      Barry W. Cull (2011, June 6). Reading revolutions: Online digital text and implications for reading in academe. First Monday 16(6). http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3340/2985


5.      David McCarthy (2011, March/April). Mobile Perspectives: On e-books E-Reading: The Transition in Higher Education. EDUCAUSE Review, 46(2). http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume46/iMobilePerspectivesOnebooksibr/226161


6.      John Levi Hilton III, Neil Lutz, & David Wiley (2012, April). Examining the reuse of open textbooks. International Review of Research on Open and Distance Learning (IRRODL), 13(2). Article: http://www.irrodl.org/index.php/irrodl/article/view/1137/2130



Week 3 Tidbits:

a.       January 29, 2015, Texas approves Discovery Education Social Studies Techbook for statewide use, eSchool News

b.      January 28, 2015, Are digital textbooks worth it?, eSchool News, Mary Axelson, http://www.eschoolnews.com/2015/01/28/digital-textbooks-673/,

c.       January 26, 2015, The Cobweb: Can the Internet be archived?, The New Yorker, Jill Lepore, Available: http://www.newyorker.com/magazine/2015/01/26/cobweb 

d.      October 1, 2014, Gates Foundation Picks Seven To Vie for $20 million Digital Courseware Investments, Campus Technology, Dian Schaffhauser, Available: http://campustechnology.com/articles/2014/10/01/gates-foundation-picks-seven-to-vie-for-$20-million-digital-courseware-investments.aspx

e.       August 5, 2014, OpenStax Aims To Bring Free Digital Textbooks to High Schools, David Nagel, THE Journal, Available: http://thejournal.com/articles/2014/08/05/openstax-aims-to-bring-free-digital-textbooks-to-high-schools.aspx

f.       October 23, 2014, New Amazon Kindle is a Voyage into eReader luxury, USA Today, Edward C. Baig, Available: http://www.usatoday.com/story/tech/columnist/baig/2014/10/23/amazon-kindle-voyage-is-voyage-into-ereader-luxury/17781255/

g.       October 21, 2014, Sexy iPad Air 2 is fabulous but not a must upgrade, Edward Baig, USA Today, available: http://www.usatoday.com/story/tech/columnist/baig/2014/10/21/ipad-air2-fabulous-tablet-is-not-must-upgrade/17658295/

h.      April 7, 2013, Reading habits rapidly going digital, USA Today, Bob Minzesheimer, Available: http://www.usatoday.com/story/life/books/2013/10/06/e-books-reading/2877471/ 

i.        Jennifer Howard (2012, November 26). With 'Social Reading,' Books Become Places to Meet. Chronicle of Higher Education. Available:  http://chronicle.com/article/Social-Reading-Projects/135908/

j.        Husna Haq, (2011, July 6), In South Korea, all textbooks will be digital by 2015. Christian Science Monitor. http://www.csmonitor.com/Books/chapter-and-verse/2011/0706/In-South-Korea-all-textbooks-will-be-e-books-by-2015



    1. January 28, 2015, Copia EDU Walkthrough, https://www.youtube.com/watch?v=OvUpZ2PgVYw
    2. September 2, 2014, LearningField Case Study: Penleigh and Essendon Grammar School, Melbourne, https://www.youtube.com/watch?v=oBemtFTDF1g#t=146



E-Book Resources and Companies (mobile ones too):

1.      Amazon Create Space (formerly BookSurge): https://www.createspace.com/

2.      Beyond Textbooks: http://beyondtextbooks.org/

3.      BookRix: http://www.bookrix.com/

4.      Bookyards: http://www.bookyards.com/

5.      CK-12 Foundation: http://about.ck12.org/

6.      Copia: http://www.copiaedu.com/

7.      Discovery Education Techbook:

8.      Digital Textbook Playbook (USA):

9.      Flat World Knowledge: http://www.flatworldknowledge.com/

10.  GetYa Learn On: http://www.getyalearnon.com/

11.  The Global Text Project (creating books for underdeveloped countries):  http://globaltext.terry.uga.edu/

12.  GoKnow: http://www.goknow.com/

13.  Google Books: http://books.google.com/books

14.  International Children’s Digital Library. http://en.childrenslibrary.org/ (Note: The ICDL collection includes 4,619 books in 59 languages; users come from 228 different countries.)

15.  The Internet Archive: http://www.archive.org/index.php

16.  LearningField (Australia): http://learningfield.com.au/

17.  LibiVox: http://librivox.org/

18.  Lumen Learning: http://lumenlearning.com/

19.  ManyBooks.net: http://manybooks.net/

20.  NetLibrary: http://www.netlibrary.com/

21.  NY Public Library Portal to Children’s e-books: http://kids.nypl.org/reading/Childrensebooks.cfm

22.  OCLC (Online Computer Library Center): http://www.oclc.org/us/en/global/default.htm

23.  OpenCollegeTextbooks: http://collegeopentextbooks.org/ and http://collegeopentextbooks.ning.com/

24.  Open Utopia: http://theopenutopia.org/ 

25.  OpenStax College: http://openstaxcollege.org/

26.  Project Gutenberg: http://www.gutenberg.org/wiki/Main_Page

27.  Questia: http://www.questia.com/

28.  Rethink Books: http://rethinkbooks.com/

29.  Rosetta Books: http://www.childrensbooksonline.org/ABC_Bicycle_Book/index.htm

30.  Seeds of Empowerment (Paul Kim, creating tools for the underdeveloped world; e.g., iPhone applications for storytelling and social entrepreneurship)

31.  Subtext: http://subtext.com/

32.  Tumblebooks: http://www.tumblebooks.com/

33.  World Public Library: http://worldlibrary.net/



Week 4. (February 2) The Expansion of Blended and Fully Online Learning


  1. Sloan Reports (2009, 2010, 2011, 2013, 2014, 2015). http://sloanconsortium.org/sloanc_publications and  http://sloanconsortium.org/publications/survey/index.asp (free survey reports)
    1. February 5, 2015, I. Elaine Allen and Jeff Seaman, 2014 Survey of Online Learning, Grade Level: Tracking Online Education in the United States, 2014, Online Learning Consortium (formerly the Sloan Consortium). Homepage. Full Report.
    2. Allen, E., & Seaman, J. (2014, October) Opening up the curriculum: Open educational resources in U.S. Higher Education, 2014. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/openingthecurriculum2014.pdf

Infographic: http://www.onlinelearningsurvey.com/reports/Opening_the_Curriculum_infographic.pdf

    1. I. Elaine Allen & Jeff Seaman (2013), Grade Change: Tracking Online Education in the United States, 2013, The Sloan Consortium, 2013 Survey of Online Learning Report
      Direct connect: http://www.onlinelearningsurvey.com/reports/gradechange.pdf
    2. Allen, I. E., & Seaman, J. (2011, November). Going the Distance: Online Education in the United States, 2011, The Sloan Consortium. http://sloanconsortium.org/publications/survey/going_distance_2011 or http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf

                                                              i.      Informgraphic: http://www.onlinelearningsurvey.com/reports/OnlineLearningSurvey-Infographic.png


  1. Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, & Karla Jones (2010, September). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U. S. Department of Education. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf


  1. Cindy Xin (2012). A critique of the community of inquiry framework. The Journal of Distance Education, 26(1). Available: http://www.jofde.ca/index.php/jde/article/view/755/1333


4.      Insung Jung (2012, April). Asian learners’ perception of quality in distance education and gender preferences. International Review of Research on Open and Distance Learning (IRRODL), 13(2). Article: http://www.irrodl.org/index.php/irrodl/article/view/1159/2128 


  1. The Blended and Virtual Learning Frontier Special Report (2012). A Research Report from the Center for Digital Education and Converge. Issue #3. Available: http://www.sonicfoundry.com/sites/default/files/the_blended__virtual_learning_frontier_2.pdf


  1. K-12 Online Learning:
    1. Michael B. Horn and Heather Staker (2011, January). The Rise of K-12 Blended Learning, http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/; or direct from: http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf
    2. Heather Staker and colleagues (2011, May). The Rise of K-12 Blended Learning: Profiles of Emerging Models, Innosight Institute. http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/05/The-Rise-of-K-12-Blended-Learning.pdf
    3. Heather Staker and Michael B. Horn (2012, May). Classifying K-12 Blended Learning, Innosight Institute. http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf

                                                              i.      Note: The above Blended Reports from the Innosight Institute: http://www.innosightinstitute.org/media-room/publications/education-publications/classifying-k-12-blended-learning/

                                                            ii.      Blended Learning Universe, Clayton Christensen Institute; https://www.youtube.com/channel/UCWoz9cN2KT93VujFnGqL8MQ;  http://blendedlearning.org/

                                                          iii.      Video: What is Blended Learning? Clayton Christensen Institute; https://www.youtube.com/watch?v=RSPgvwZMdS8


Week 4 Tidbits:

a.       February 5, 2015, Time, Starbucks For America, Rana Foroohar, http://time.com/3696580/howard-schultz-starbucks-america/ (or: http://unchartedterritory.blog.fc2.com/blog-entry-1121.html)

b.      February 5, 2015, The MOOC Hype Fades, in 3 Charts, Steve Kolowich, The Chronicle of Higher Education

c.       February 5, 2015, 3 Things Academic Leaders Believe About Online Education, Steve Kolowich, The Chronicle of Higher Education

d.      February 5, 2015, Online Enrollment Growth Slows, But Still Outpaces Brick-and-Mortar, Campus Technology, Rhea Kelly

e.       January 30, 2015, Texas What students think of their blended learning teachers, eSchool News

f.       January 29, 2015, Coursera, K12, Inc. make bold moves to drive learning, Michael B. Horn, Clayton Christensen Institute

g.       January 28, 2015, Designing a Blended Learning Program, Michael Horn and Heather Staker, THE Journal, Available:

h.      January 27, 2015, How Blended Learning and Gamification Increase Student Engagement, Dan Gordon, THE Journal, Available:

i.        January 27, 2015, U Central Florida Debuts Blended Learning MOOC for Educators, Joshua Bolkan, THE Journal, Available:

j.        January 23, 2014, Gates Newsletter, http://www.gatesnotes.com/2015-annual-letter?page=0&lang=en&WT.mc_id=01_21_2015_AL2015-BG_PFPL_Img1_Top_20

a.       Video: January 21, 2015, Bill & Melinda Gates: Our Big Bet

k.      January 21, 2015, Students Are Welcome to Shop Online During My Lectures, The Chronicle of Higher Education, David von Schlichten, Available:

l.        June 15, 2014, Starbucks offers workers 2 years of free college, CNN Money, Gregory Wallace, (from Arizona State online programs); http://money.cnn.com/2014/06/15/news/economy/starbucks-schultz-education/index.html?hpt=hp_t2

m.    June 15, 2014, Starbucks to Provide Free College Education to Thousands of Workers, Richard Perez-Pena, The New York Times, http://www.nytimes.com/2014/06/16/us/starbucks-to-provide-free-college-education-to-thousands-of-workers.html

n.      February 13, 2014, Online learning is 'the blackboard of the future', February 13, 2014, The Independent, UK, by Richard Garner

o.      January 10, 2014, The New-School Virtual Leader, Chief Learning Officer, Sharat Sharan, Hotel chain Marriott created a leadership program with a goal to provide training to 733 hotels in 23 countries. Certified 5,000 managers trained; and 10,000 more given big picture training, Available: http://www.clomedia.com/articles/the-new-school-virtual-leader

p.      Bonk, C. J. (2010, January 11). Overcoming the Technology Resistance Movement, Inside the School, Magna Publications (http://www.magnapubs.com/), Madison, WI. Available: http://publicationshare.com/Overcoming-the-Technology-Resistance-Movement-Inside-the-School.htm

q.     Bonk, C. J. (2009, December 11). R2D2: A Model for Using Technology in Education, eCampus News. Available: http://www.ecampusnews.com/top-news/r2d2-a-model-for-using-technology-in-education/ or http://www.ecampusnews.com/top-news/r2d2-a-model-for-using-technology-in-education/print/

r.      Bonk, C. J. (2009, November 23). Benefits and Audiences of Online Learning in K-12 Environments, Inside the School, Magna Publications (http://www.magnapubs.com/), Madison, WI. Available: http://publicationshare.com/Benefits-and-Audiences-of-Online-Learning-in-K-12-Environments-Inside-the-School.htm

s.      Curtis J. Bonk (2009, October 19). The Wide Open Learning World: Sea, Land, and Ice Views. Association for Learning Technology (ALT) Online Newsletter, Issue 17, http://archive.alt.ac.uk/newsletter.alt.ac.uk/newsletter.alt.ac.uk/1h7kpy8fa5s.html



Week 5. (February 9) Extreme, Nontraditional, and Adventure Learning

    1. Doering, A., & Veletsianos, G. (2008). Hybrid online education: Identifying integration models using adventure learning. Journal of Research on Technology in Education, 41(1), 23-41. Available: http://lt.umn.edu/earthducation/expedition1/wp-content/files/2011/01/hybridOnlineEd.pdf


    1. Miller, C., Veletsianos, G., & Doering, A. (2008). Curriculum at forty below: a phenomenological inquiry of an educator/explorer’s experience with adventure learning in the Arctic. Distance Education, 29(3) 253-267. (Note: must have access from library for this article: http://www.tandfonline.com/doi/pdf/10.1080/01587910802395789 another link to it: http://www.tandfonline.com/doi/abs/10.1080/01587910802395789 (see download PDF link)


    1. Veletsianos, G. & Klanthous, I. (2009). A review of adventure learning. International Review of Research in Open and Distance Learning, 10 (6), 84-105. Available: http://www.irrodl.org/index.php/irrodl/article/view/755/1435 or http://www.irrodl.org/index.php/irrodl/article/view/755 (various formats)


    1. Rick Bennett (2011, March). Global classrooms, rural benefits: Creative outreach through computing in education. Paper presented at Global Learn: Global Conference on Learning and Technology, Melbourne, Australia. Available: http://www.trainingshare.com/pdfs/Rick-Bennett-Global-Learn-Paper.pdf


    1. Bonk, C. J. (2012, February). Plenary talk: Technology-Enhanced Teaching: From Tinkering to Tottering to Totally Extreme Learning. Proceedings of the 1st International Conference on Open and Distance Learning, Manila, the Philippines. Available: http://trainingshare.com/pdfs/Curt_Bonk_Extreme_Learning_Philippines_Conference--Citation.pdf


    1. Kim, M., Jung, E., Altuwaijri, A., Wang, Y., & Bonk, C. J. (in press). Analyzing the human learning and development potential of websites available for informal learning. International Journal of Self-Directed Learning. 11(2). Available: http://publicationshare.com/Intl_J_Self-Directed-Learning_Informal-Websites-Kim_Bonk_et al_in_press.pdf



Week 5 Tidbits:

a.       September 16, 2014, Panipat Teen Develops Device to Convert Breath Into Words, NDTV, available: http://www.ndtv.com/article/offbeat/panipat-teen-develops-device-to-convert-breath-into-words-591199?site=classic

b.      September 18, 2014, E-learning more about education, less about tech
Yoon Min-sik (featuring Tom Reeves, University of Georgia), The Korea Herald, Available: http://www.koreaherald.com/view.php?ud=20140918000767

c.       September 16, 2014, Google Expands Map Resources for Educators and Students, Campus Technology, David Nagel

d.      August 1, 2014, Can You Really Teach a MOOC in a Refugee Camp?, Chronicle of Higher Education, Steve Kolowich, Available: http://chronicle.com/blogs/wiredcampus/can-you-really-teach-a-mooc-in-a-refugee-camp/54191?cid=at&utm_source=at&utm_medium=en

e.       July 8, 2014, What Makes an ‘Extreme Learning’, MindShift

f.       July 8, 2014, What Makes an ‘Extreme Learning’, MindShift, Linda Flanagan

g.       April 17, 2014, Cornell U. Researchers Put Robots in Conversation, and the Result Is Surprisingly Human, Chronicle of Higher Education, April 17, 2014, Steve Kolowich, Available: http://chronicle.com/blogs/wiredcampus/cornell-u-researchers-put-robots-in-conversation-and-the-result-is-surprisingly-human/51775?cid=pm&utm_source=pm&utm_medium=en

h.      August 14, 2013, Even though he is now very elderly Vinh Bao (age 96) still teaches music, using his computer to coach pupils across the globe. BBC News Asia, http://www.bbc.com/news/world-asia-23497559

i.        February 20, 2013, Star Trek-like holodeck may be closer to reality than you think
Matt Hartley, Financial Post, Canada, available: http://business.financialpost.com/2013/02/20/star-trek-like-holodeck-may-be-closer-to-reality-than-you-think/?__lsa=054d-d58d

j.        January 7, 2013, Globes Offer a Dynamic Vision, NY Times, Mark Vanhoenacker

k.      Reeve Hamilton (2012, November 29).The Texas Tribune: An 80-Year-Old Graduate With an Online Marketing Degree Kept His Promise. New York Times. Available:

l.        Ivana Kottasova (2012, October 5). First woman to cross Antarctic solo: I've never felt so alone, CNN. Available: http://www.cnn.com/2012/10/05/travel/felicity-aston-antarctic-explorer/index.html?hpt=hp_c1

m.    Doug Gross (2012, May 22). Apple's new 'spaceship' campus: What will the neighbors say?, CNN. Available: http://www.cnn.com/2012/05/22/tech/innovation/new-apple-campus/index.html?hpt=hp_bn11

n.      John Leland (2012, March 9). Adventures of a Teenage Polyglot, New York Times. Available:http://www.nytimes.com/2012/03/11/nyregion/a-teenage-master-of-languages-finds-online-fellowship.html?_r=1&pagewanted=all


  1. Sugata Mitra (2013). Build a School in the Cloud; Self-Organized Learning Environments (SOLEs), TED Talk from Sugata Mitra,  http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html
  2. Sugata Mitra (2010, September 26). Can computers take the place of teachers? Special to CNN (a TED talk). http://www.cnn.com/2010/OPINION/09/26/mitra.technology.learning/index.html?hpt=C2 or http://www.youtube.com/watch?v=dk60sYrU2RU&feature=channel
  3. Sugata Mitra (2010). The child-driven education (TED, Filmed July 2010, Posted September 2010, 17:14): http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
  4. Sugata Mitra (2007). Sugata Mitra shows how kids teach themselves (TED, Filmed February 2007, Posted August 2008, 20:55): Available: http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves.html
  5. School in the Cloud: https://www.theschoolinthecloud.org/library/resources



Outdoor/Environmental/Adventure Learning People and Web Sites:

  1. Abby Sunderland: http://www.abbysunderland.com/
  2. Albert Yu-Min Lin: http://albertyuminlin.com/
  3. Aaron Doering (University of Minnesota): http://www.cehd.umn.edu/ci/People/profiles/doering.html and
  4. Around the World 4x4 Expedition: http://www.theworldbyroad.com/interactive-route-map
  5. Brian J. Ford: http://www.youtube.com/user/tellymonitor and http://www.brianjford.com/
  6. Cassandra Brooks: http://www.cassandrabrooks.com/
  7. Charlie Miller (Univ. of Minnesota): http://www.cehd.umn.edu/ci/People/profiles/miller.html
  8. Chasing Seals (from Aaron Doering): http://chasingseals.com/
  9. Coach Surfing.org: http://www.couchsurfing.org/index.html
  10. Dead Sea Scrolls: http://www.deadseascrolls.org.il/explore-the-archive
  11. Earthducation: http://lt.umn.edu/earthducation0/
  12. Eve Beglarian's River Project: http://evbvd.com/riverblog/about/
  13. Explo.tv: http://www.exploratorium.edu/tv/index.php
  14. Explore.org: http://explore.org/
  15. Exploratorium Ice Stories: http://icestories.exploratorium.edu/dispatches/index.php
  16. Explore Arctic: http://www.explore.org/search/?q=arctic
  17. ExplorersWeb: http://www.explorersweb.com/ (ExplorersWeb.com (community): http://www.explorersweb.com/community/; ExplorersWeb (Mount Everest): http://www.mounteverest.net
  18. The Freshwater Switchyard of the Arctic Ocean: http://psc.apl.washington.edu/switchyard/overview.html
  19. Geothentic Learning: http://lt.umn.edu/geothentic/
  20. GoNorth!: http://www.polarhusky.com/
  21. Google Map Gallery (New September 16, 2014): http://maps.google.com/gallery/
  22. History for Music Lovers: http://www.youtube.com/user/historyteachers
  23. TEDxHonolulu - History Teachers.m4v: http://www.youtube.com/watch?v=oWZl_ATuo0o
  24. Ice Stories: http://icestories.exploratorium.edu/dispatches/
  25. Impossible to Possible: http://impossible2possible.com/home (Atacama Extreme 2011: http://impossible2possible.com/atacama/home)
  26. Jason Project: http://www.jason.org/public/whatis/start.aspx
  27. Jessica Watson (youngest solo global sailor): http://www.jessicawatson.com.au/
  28. Jon Bowermaster (Notes from Sea Level): http://www.jonbowermaster.com/
  29. Journey North: http://www.learner.org/jnorth/
  30. The Last Ocean Project: http://lastocean-project.org/ and http://www.lastocean.com
  31. Laura Dekker: http://www.lauradekker.nl/English/Home.html
  32. Mark Beaumont: http://www.markbeaumontonline.com/  
  33. Michael Perham: http://www.challengemike.com/welcome.htm
  34. Minoru Saito: http://www.saito8.com/
  35. Mountainworld Productions: http://www.mountainworldproductions.com/
  36. Nautilus Live: http://www.nautiluslive.org/
  37. Ocean.com: http://www.ocean.com/
  38. Omnium Outreach Projects: http://www.omnium.net.au/oop/ and http://www.omnium.net.au/
  39. One World Expeditions: http://www.oneworldjourneys.com/
  40. OpenEd: http://www.opened.io/
  41. Patrick Hollingworth: http://patrickhollingworth.com/
  42. Penguin Science: http://www.penguinscience.com/index.php
  43. Polar Bears International: http://www.polarbearsinternational.org/
  44. Polar Husky: http://www.polarhusky.com/
  45. The Poles.com: http://www.explorersweb.com/polar/
  46. PolyglotPal’s Channel: http://www.youtube.com/user/PolyglotPal
  47. Rich Wilson (Sailor in the Spotlight Interview): http://yachtpals.com/rich-wilson-american-4013  
  48. Wayne Hodgins: http://waynehodgins.typepad.com/about.html
  49. The World by Road: http://www.theworldbyroad.com; The World by Road Bios: http://www.theworldbyroad.com/bios ; The World by Road (MySpace): http://www.myspace.com/theworldbyroad
  50. Travel Blog: http://www.travelblog.org/
  51. Zac Sunderland: http://www.zacsunderland.com/


Live and Immediate Science

  1. The Brain Observatory: http://thebrainobservatory.ucsd.edu/hm_live.php
  2. The Link: http://www.revealingthelink.com/
  3. Nautilus Live: http://www.nautiluslive.com/
  4. Ocean Explorer: http://oceanexplorer.noaa.gov/welcome.html
  5. Ocean Explorer Media: http://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/info/info.html




Week 6. (February 16) Open Educational Resources (OER) and OpenCourseWare (OCW)


  1. Downes, Stephen (2007). Models for sustainable open educational resources. Interdisciplinary Journal of Knowledge and Learning Objects. 3, Retrieved on June 25, 2010,, from http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf


  1. Lee, M., Lin, M.-F., & Bonk, C. J. (2007, November). OOPS, turning MIT OpenCourseWare into Chinese: An analysis of a community of practice of global translators. International Review of Research in Open and Distance Learning, 8(3). Retrieved on June 25, 2010, from http://www.irrodl.org/index.php/irrodl/article/view/463/980 (HTML) http://www.irrodl.org/index.php/irrodl/article/view/463/982 (PDF)

http://www.irrodl.org/index.php/irrodl/article/view/463/966 (audio file)


  1. Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open educational resources: Enabling universal education. International Review of Research in Open and Distance Learning, 9(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewFile/469/1009


  1. Nancy L. Maron, K. Kirby Smith, and Matthew Loy (2009, July). Sustaining Digital Resources: An On-the-Ground View of Projects Today. JISC, UK. Available: http://sca.jiscinvolve.org/wp/files/2009/07/sca_ithaka_sustainingdigitalresources_report.pdf


  1. Clayton R Wright, Sunday Reju (2012, April). Developing and deploying OERs in sub-Saharan Africa: Building on the present, International Review of Research on Open and Distance Learning (IRRODL), 13(2). Article:  http://www.irrodl.org/index.php/irrodl/article/view/1185/2161


  1. de los Arcos, B., Farrow, R., Perryman, L.-A., Pitt, R., & Weller, M. (2014, November). OER evidence Report 2013-2014: Building understanding of open education. OER Research Hub. The Open University (OU) Institute of Educational Technology. Retrieved from http://oerresearchhub.files.wordpress.com/2014/11/oerrh-evidence-report-2014.pdf



Note Free Books:

  1. Stephen Downes (2011, August). Free Learning: Essays on open educational resources and copyright: Available: http://www.downes.ca/files/books/FreeLearning.pdf
  2. Iiyoshi, T., & Kumar, M. S. V. (Eds.) (2008). Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press. Retrieved from http://mitpress.mit.edu/books/opening-education
  3. Martin Weller (2014), The Battle for Open: How openness won and why it doesn't feel like victory, Ubiquity Press, London. Available:



Week 6 Tidbits:

    1. January 8, 2015, Obama Plan Would Help Many Go to Community College Free, Julie Hirschfeld Davis and Tamar Lewin, The New York Times, Available: http://www.nytimes.com/2015/01/09/us/politics/obama-proposes-free-community-college-education-for-some-students.html?_r=0
    2. Paul Basken (2014, December 2). In a Move Toward Open Access, ‘Nature’ Allows Widespread Article Sharing, Chronicle of Higher Education,
    3. November 25, 2014, Better than Christmas – OER Research hub report, Available:
    4. Dian Schaffhauser (2014, November 20). EdX Joins ConnectED To Deliver MOOCs for Free Teacher Training and AP Prep, THE Journal,
    5. Steve Kolowich, (2014, November 20), Open Education’s Publicity Problem, The Chronicle of Higher Education
    6. November 6, 2014, What Georgia Tech’s Online Degree in Computer Science Means for Low-Cost Programs, Steve Kolowich, The Chronicle of Higher Education
    7. October 25, 2014, Faculty aren’t using OER—here’s why
      eCampus News, Meris Stansbury, available: http://www.ecampusnews.com/top-news/faculty-oer-report-494/
    8. Issie Lapowsky (2014, September 23). Why Free Online Classes Are Still the Future of Education, Wired.
    9. Brant, S. (2013, December 13). Former MIT president Charles M. Vest dies at 72: As the Institute’s leader from 1990 to 2004, he sparked a period of dynamism. MIT News. Retrieved from http://web.mit.edu/newsoffice/2013/former-mit-president-charles-m-vest-dies-at-72-1213.html
    10. February 24, 2013, Big (MOOC) Data, Inside Higher Education, Dayna Catropa, available: http://www.insidehighered.com/blogs/stratedgy/big-mooc-data
    11. Kenning, C. (2012). For Knox soldiers earn deployed degrees. Courier-Journal. Retrieved from http://www.courier-journal.com/article/20120605/NEWS01/306050003/Fort-Knox-soldiers-earn-deployed-degrees
    12. Carson, S. (2009). The unwalled garden: Growth of the OpenCourseWare Consortium, 2001-2008. Open Learning, 24(1). Retrieved from http://tofp.org/resume/Unwalled_Garden.pdf
    13. MIT (2007, November 28). MIT Marks OpenCourseWare Milestone. November 2007 Newsletter. Retrieved from http://ocw.mit.edu/about/media-coverage/press-releases/milestone/
    14. Geser, Guntram (ed.). (2007, January). Open Educational Practices and Resources: OLCOS Roadmap 2012 (149 pages). http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf (more info here: http://www.olcos.org/english/roadmap/)
    15. MIT. (2006, June 5). 2005 program evaluation findings report. Retrieved from http://web.mit.edu/ocwcom/MITOCW/About/05_Eval_Full_060806_MITOCW.pdf
    16. Stenger, R. (2001, May 25). Man on the moon: Kennedy speech ignited the dream. CNN.com. Available: http://edition.cnn.com/2001/TECH/space/05/25/kennedy.moon/
    17. MIT (2001, April 4). MIT to make nearly all course materials available free on the World Wide Web. Retrieved on June 25, 2010, from http://web.mit.edu/newsoffice/2001/ocw.html



Ivory Tower: Is College Worth the Cost?, CNN; Coding Bootcamp: A college alternative (2:21)



Week 7 (February 23). Open Education & Massive Open Online Course (MOOCs)

  1. Special issues on Massive Open Online Courses (MOOCs), Journal of Online Learning and Teaching,
    1. June 2013, 9(2), http://jolt.merlot.org/Vol9_No2.htm
    2. March 2014, 10(1), http://jolt.merlot.org/Vol10_No1.htm
    3. January 1, 2015, Comunicar: Media Education Research Journal, 22(44)
      Dr. Manuel Cebrián-de-la-Serna - University of Malaga – Spain, and Dr. Philip Desenne - Harvard University - USA
      Comunicar: Media Education Research Journal:


  1. Bonk, C. J., Lee. M. M., Reeves, T. C., & Reynolds, T. H. (in press). Preface: Actions Leading to “MOOCs and Open Education Around the World.” In C. J. Bonk, M. M. Lee., T. C. Reeves, & T. H. Reynolds, T. H. (Eds.), MOOCs and Open Education Around the World. NY: Routledge. Available from: http://publicationshare.com/moocsbook/ (Book homepage: http://routledge-ny.com/books/details/9781138807419/)


  1. Daniel, J. (2012). Making Sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education. Retrieved November 14, 2014, from http://jime.open.ac.uk/article/view/259


  1. Li Yuan and Stephen Powell (2013, March). MOOCs and Open Education: Implications for Higher Education (a white paper), JISC and CETIS. Available: http://publications.cetis.ac.uk/2013/667 or


  1. Kimberly F. Colvin, John Champaign, Alwina Liu, Qian Zhou, Colin Fredericks, and David E. Pritchard (2014, September). Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class, IRRODL, Available:


  1. Justin Reich (2014, December). MOOC Completion and Retention in the Context of Student Intent, EDUCAUSE Review. Available: http://www.educause.edu/ero/article/mooc-completion-and-retention-context-student-intent


Optional Article Added:

  1. Diana Laurillard (December 30, 2014). Anatomy of a MOOC for Teacher CPD, University College London, Institute of Education. Available:



Short Videos on MOOCs and Open Education:

  1. Peter Struck, Professor, UPenn, Mythology class to 54,000 students, AOL News, Sept. 5, 2013, 1:33 minutes: Video: http://on.aol.com/video/recession-fuels-explosion-of-online-learning-517885097 ; Article: http://www.theepochtimes.com/n3/229640-5-best-moocs-for-free-online-higher-education/


2.      Sophia Pink, High School Student, An escape from High School. Washington Post, August 22, 2013, 2:33 minutes: Video: http://www.washingtonpost.com/posttv/opinions/an-escape-key-from-high-school/2013/08/21/294e8fe4-09cb-11e3-8974-f97ab3b3c677_video.html; Article: http://www.washingtonpost.com/opinions/why-i-spent-10th-grade-online/2013/08/22/f2001640-ed8a-11e2-bed3-b9b6fe264871_story.html


3.      UK enters expanding online learning market with MOOCs, BBC, Sept. 18. 2013, 2:20; Video and Article: http://www.bbc.co.uk/news/uk-24153128


4.      Will Massively Open Online Courses Transform the Way, Aspen Institute, June 30, 2013; Full Session (59:25): http://www.youtube.com/watch?v=VAlu1HUiUg8;


5.      Anant Agarwal Explains MOOCs High Drop-Out Rates (3:19): http://www.youtube.com/watch?v=HXpEJqluIho 


6.      Andrew Ng and Anant Agarwal on the Creation of the MOOC Movement (4:07; use last 2 minutes on active learning and peer-to-peer learning in MOOCs): http://www.youtube.com/watch?v=OXn1DstAEuE


7.      What is a MOOC, July 1, 2013, BBC, 8:23 minutes: http://www.bbc.co.uk/news/education-23127327


8.      The Benefits of Online Learning, Anant Agarwal, the founder and president of edX, an online education company, shares what he considers the top six advantages of online learning., October 8, 2013, 2:20 minutes: Article:  http://online.wsj.com/article/SB10001424052702303759604579093400834738972.html; Videos: http://online.wsj.com/article/SB10001424052702303759604579093400834738972.html#project%3DMOOCchrtPRINT%26articleTabs%3Dvideo


  1. MOOC Fiction, from Alan Levine, October, 2013, 1:18:  http://youtu.be/ZNS9nRQElPQ


  1. Dr. Clayton Christensen discusses disruption in higher education, Academic Partnerships (with Jeb Bush introduction): November 19, 2012, https://www.youtube.com/watch?v=yUGn5ZdrDoU


  1. October 8, 2013, An Early Report Card on Massive Open Online Courses, Geoffrey A. Fowler, WSJ Online
    Video: http://online.wsj.com/article/SB10001424052702303759604579093400834738972.html#project%3DMOOCchrtPRINT%26articleTabs%3Dvideo


  1. Timeline: Chronicle of Higher Education (2012, August 20).  What You Need to Know About MOOC's. Available:  Interactive Timeline: http://chronicle.com/article/What-You-Need-to-Know-About/133475/



Week 7 Tidbits:

    1. Ellen Brandenberger (2015, January 7). Course Development and MOOCs (Part 1): The Emergence of a Role, Inside Higher Education, Available:
    2. January 16, 2014, Brazil’s Home-Grown MOOC, Holly Else for the Times Higher Education, Inside HE, available: http://www.timeshighereducation.co.uk/news/brazils-home-grown-mooc-veduca-has-high-hopes/2010440.article
    3. Tamar Lewin, August 17, 2013, Master’s Degree Is New Frontier of Study Online, August 17, 2013, The New York Times, available: http://chronicle.com/article/MOOCs-May-Not-Be-So-Disruptive/140965/
    4. December 23, 2013, G2g (Googler to Googler) Training
      Seven Ways to Corporate MOOC, Udemy blog, December 23, 2013, Shannon Hughes, available: https://www.udemy.com/organizations/blog/2013/12/23/seven-ways-to-corporate-mooc/
    5. Steve Kolowich (2008, December 8). Rethinking Low Completion Rates in MOOCs, The Chronicle of Higher Education
    6. Kolowich, S. (2013, February 21). How EdX plans to earn, and share, revenue from its free online courses. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How-EdX-Plans-to-Earn-and/137433/
    7. Friedman, T. (2013, January 26). Revolution hits the universities. The New York Times. Retrieved from http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html?_r=0
    8. Nathan Harden (January/February 2013). The End of the University as We Know It. An American Interest. Available: http://www.the-american-interest.com/2012/12/11/the-end-of-the-university-as-we-know-it/
    9. April 30, 2014, New Learning Hubs Locations Hosted by The New York Public Library and Seven Other Int’l Partners, Coursera Learning Hubs, https://www.coursera.org/about/programs/learningHubs and
    10. Bonk, C. J. (2013). Want some MOOC with your TV dinner? The EvoLLLution. Part 1 February 22, 2013. Available: http://www.evolllution.com/featured/want-some-mooc-with-your-tv-dinner-part-1/ (html) and http://publicationshare.com/pdfs/Want-Some-MOOC-With-Your-TV-Dinner-(Part-1)-Curtis-Bonk.pdf  (PDF)
    11. Bonk, C. J. (2013). Want some MOOC with your TV dinner? The EvoLLLution. Part 2 Available March 1, 2013: http://www.evolllution.com/media_resources/want-some-mooc-with-your-tv-dinner-part-2/ (HTML) and http://publicationshare.com/pdfs/Want-Some-MOOC-With-Your-TV-Dinner-(Part-2).pdf (PDF)
    12. Pappano, L. (2012, November 2). The year of the MOOC. The New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0
    13. Gais, H. (2014). Is the developing world ‘MOOC’d out’?: The limits of open access learning. Al Jazeera America. Retrieved from http://america.aljazeera.com/opinions/2014/7/mooc-education-developingworldivyleave.html
    14. Watters, A. (2013, November 29). Top ed-tech trends of 2013: MOOCs and anti-MOOCs. Hack Education. Retrieved from http://hackeducation.com/2013/11/29/top-ed-tech-trends-2013-moocs/
    15. Wildavsky, B. (2014). Evolving toward significance or MOOC ado about nothing? NAFSA: Association of International Educators. Retrieved from http://www.nafsa.org/_/File/_/ie_mayjun14_forum.pdf
    16. BBC. (2014, August 24). Scottish independence: Edinburgh University runs online referendum course. BBC News. Retrieved from http://www.bbc.com/news/uk-scotland-scotland-politics-28917876
    17. Coughlin, S. (2014, October 7). Online Mooc courses deliver Ebola health advice. BBC News. Retrieved from http://www.bbc.com/news/education-29521360
    18. Feerick, M. (2014, October 7). Why wait for others to fight Ebola? ALISON Blog. Retrieved from http://www.advancelearning.com/why-wait-for-others-to-fight-ebola
    19. Jie Jenny Zou (2011, August 2). Stanford U. Offers Free Online Course in Artificial Intelligence, Chronicle of Higher Education. Available: http://chronicle.com/blogs/wiredcampus/stanford-u-offers-free-online-course-in-artificial-intelligence/32622?sid=pm&utm_source=pm&utm_medium=en; Class is at: http://www.ai-class.com/


MOOC-Related Videos and Audios:

1.      What is a MOOC? by Dave Cormier, December 8, 2010: http://www.youtube.com/watch?v=eW3gMGqcZQc

2.      Siemens, G. (2011). George Siemens on massive open online courses (MOOCs) [Online Video]. May 5, 2011: http://www.youtube.com/watch?v=VMfipxhT_Co

3.      Chuck Severance (2012, November 26). Internet History, Technology, and Security Coursera Office Hours - Manila, Philippines. Available: http://www.youtube.com/watch?v=R6zlQZcM72o and Barcelona: http://www.youtube.com/watch?v=JzNHvmSv8TI  



Inexpensive Online Learning and MOOC Related Organizations and Institutions:

1.      Coursera: https://www.coursera.org/

2.      edX: https://www.edx.org/

3.      edX high school initiative: https://www.edx.org/high-school-initiative

4.      edX partners: https://www.edx.org/schools-partners  

5.      MITX: https://www.edx.org/university_profile/MITx

6.      Peer 2 Peer University (P2PU): https://p2pu.org/en/

7.      Straighter Line: http://www.straighterline.com/courses-run-by-professors.html

8.      Udacity: http://www.udacity.com/

9.      Udemy: http://www.udemy.com/

10.  University of the People: http://www.uopeople.org/




Week 8 (March 2). More MOOCs and Open Education Around the World


  1. Rita Kop and Hélène Fournier, National Research Council of Canada, John Sui Fai Mak, Australia (2011, November). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research on Open and Distance Learning (IRRODL), 12(7). http://www.irrodl.org/index.php/irrodl/article/view/1041/2025 (see also entire special issue on Emergent Learning, Connections, Designs for Learning: http://www.irrodl.org/index.php/irrodl/issue/view/49)


  1. Inge de Waard, Sean Abajian, Michael Sean Gallagher, Rebecca Hogue, Nilgün Keskin, Apostolos Koutropoulos, Osvaldo C. Rodriguez (2011, November). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education, International Review of Research on Open and Distance Learning (IRRODL), 12(7). Article: http://www.irrodl.org/index.php/irrodl/article/view/1046/2026


  1. McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Available: http://www.elearnspace.org/Articles/MOOC_Final.pdf


  1. Mazoue, J. G. (2014). Beyond the MOOC model: Changing educational paradigms, EDUCAUSE Review Online. Retrieved from http://www.educause.edu/ero/article/beyond-mooc-model-changing-educational-paradigms


  1. Hollands, F. M., & Tirthali, D. (2014). Why do institutions offer MOOCs? Online Learning, 18(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/download/464/116


  1. Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and reality. New York: Center for Benefit-Cost Studies of Education, Teachers College, Columbia University. Retrieved from: http://www.academicpartnerships.com/sites/default/files/MOOCs_Expectations_and_Reality.pdf

Week 8 Tidbits:

a.                      January 22, 2015, Bringing MOOCs Back to Life, Lara Walsh, Chief Learning Officer, http://www.clomedia.com/articles/6046-bringing-moocs-back-to-life

b.                     Ellen Brandenberger (2015, January 7). Course Development and MOOCs (Part 1): The Emergence of a Role, Inside Higher Education, Available:

c.                      October 29, 2014, King of Free Online Courses May Soon Add Videochats With Professors, Cade Metz, Wired

d.                     September 16, 2014, The MOOC Where Everybody Learned, The Chronicle of Higher Education, Steve Kolowich, Available:

e.                      September 12, 2014, MOOC on MOOCs? A novel yet pragmatic approach, University World News, Kirk Perris, Available: http://www.universityworldnews.com/article.php?story=20140903154113518

f.                      August 2014, MOOCs: Symptom, Not Cause of Disruption MOOCs and technology to advance learning and learning research (Ubiquity symposium), Lewis J. Perelman, Ubiquity, ACM, Available: http://ubiquity.acm.org/article.cfm?id=2591680#FN8

g.                      January 21, 2014, Coursera Will Offer Certificates for Sequences of MOOCs, Steve Kolowich, Chronicle of Higher Education http://chronicle.com/blogs/wiredcampus/coursera-will-offer-certificates-for-sequences-of-moocs/49581

h.                     January 16, 2014, Brazil’s Home-Grown MOOC, Holly Else for the Times Higher Education, Inside HE, available: http://www.timeshighereducation.co.uk/news/brazils-home-grown-mooc-veduca-has-high-hopes/2010440.article


Week 9. (March 9) Motivation in Informal and Self-Directed Online Learning Environments (including online language learning)

  1. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Retrieved from http://www.psych.rochester.edu/SDT/documents/2006_RyanDeci_Self-RegulationProblemofHumanAutonomy.pdf


  1. Song, L., & Hill, J. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. Retrieved from http://www.ncolr.org/jiol/issues/pdf/6.1.3.pdf


  1. Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143. Retrieved from http://www.distanceandaccesstoeducation.org/contents/JALN_v12n1_Lin.pdf


  1. Kop, R., & Fournier, H. (2010). New dimensions to self-directed learning in an open networked learning environment. International Journal of Self-Directed Learning7(2), 2-20. Retrieved from http://selfdirectedlearning.com/documents/Kop&Fournier2010.pdf


  1. Hyland, N., & Kranzow, J. (2012). Faculty and student views of using digital tools to enhance self-directed learning and critical thinking. International Journal of Self-Directed Learning, 8(2), 11-27. Retrieved from http://sdlglobal.com/IJSDL/IJSDL8.2.pdf


  1. Geoffrey Sockett & Denyze Toffoli (2012). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. Procedia - Social and Behavioral Sciences (special issue on Languages, Cultures and Virtual Communities), 34, 212-215. Available: http://www.sciencedirect.com/science/article/pii/S1877042812003473 and http://tinyurl.com/la2v8bj


  1. Bonk, C. J., Lee, M. M., Kou, X., Xu, S. & Sheu, F. R. (in press). Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers. Journal of Educational Technology and Society. Available: http://publicationshare.com/J_Ed-Tech_Society_Bonk_Lee_et_al_MIT_OCW_MOOCs_Self_directed_Lrng_in_press.pdf 



Week 9 Tidbits:

a.          January 14, 2015, New York City Education Department to Add or Expand 40 Dual-Language Programs, The New York Times, Elizabeth A. Harris

b.         May 5, 2014, Technology Provides Foreign-Language Immersion at a Distance,
Danya Perez-Hernandez, Chronicle of Higher Education, Available:

c.          Luke, M. (2013, February 13). Formal versus self-education: Which is better? Chief Learning Officer. Retrieved from http://clomedia.com/articles/view/formal-v-self-education-which-is-better

d.         October 13, 2014, Dozen Ways To Promote Informal Learning, Chief Learning Officer, Saul Carliner, Available: http://www.clomedia.com/articles/a-dozen-ways-to-promote-informal-learning

e.          September 23, 2014, With the Right Technology, Can Children Teach Themselves? Anya Kamenetz, MindShift, available: http://blogs.kqed.org/mindshift/2014/09/with-the-right-technology-can-children-teach-themselves/

f.          Bonk, C. J. (2013, July). Adding some TEC-VARIETY to online courses.  Education Magazine, Issue 6, 15-20 (found at: itunes.apple.com: https://itunes.apple.com/us/app/educationist-magazine-app/id593725339?ls=1&mt=8 available: http://www.publicationshare.com/Education_Mag_6_TEC-VARIETY.pdf).

g.          Bonk, C. J. (2013, January 9). Adding Some TEC-VARIETY to Online Teaching and Learning, Cengage Learning Blog (http://blog.cengage.com/). Available: http://blog.cengage.com/?top_blog=adding-some-tec-variety-to-online-teaching-and-learning

h.         Mol, C., & van Dam, N. (2013, August). Turn education into a lifelong education. Chief Learning Officer, 12(8), 58. Retrieved from http://clomedia.com/articles/view/turn-education-into-a-lifelong-experience

i.           Anne Eisenberg. “Learning from a Native Speaker, Without Leaving Home,” New York Times (February 17, 2008), http://www.nytimes.com/2008/02/17/business/17novel.html

j.           Abdullah, M. H. (2001, December). Self-directed learning, Eric Digest, EDO-CS-01-10. Retrieved from http://www.education.com/reference/article/Ref_Self_Directed/



Some Language Learning Sites:

1.          About.com (from the New York Times)

a.       ESL: http://esl.about.com/

b.      French: http://french.about.com/

c.       German: http://german.about.com/

d.      Italian: http://italian.about.com/

e.       Japanese: http://japanese.about.com/

f.       Mandarin: http://mandarin.about.com/

g.       Spanish: http://spanish.about.com/

2.          BBC Languages: http://www.bbc.co.uk/languages/

3.          BBC Learning English: http://www.bbc.co.uk/worldservice/learningenglish/

4.          Babbel: http://www.babbel.com/

5.          ChinesePod: http://chinesepod.com/

6.          Coffee Break Spanish: http://radiolingua.com/shows/spanish/coffee-break-spanish/

7.          English Central: http://www.englishcentral.com/

8.          EnglishPod: http://englishpod.com/

9.          FrenchPod: http://frenchpod.com/

10.      German Online: http://www.dw-world.de/dw/0,,2547,00.html

11.      ItalianPod: http://italianpod.com/

12.      iTalkie: http://www.italki.com/

13.      Japanese Online http://japanese-online.com/

14.      KanTalk: http://www.kantalk.com/

15.      Korean Online http://learn-korean.net/

16.      LanguageLab (in Second Life): http://www.languagelab.com/

17.      Livemocha: http://www.livemocha.com/

18.      LoMasTV (online Spanish immersion TV): http://lomastv.com/

19.      Mango Languages: http://www.mangolanguages.com/

20.      The Mixxer (uses Skype): http://www.language-exchanges.org/

21.      PalTalk: http://www.paltalk.com/

22.      SpanishPod: http://spanishpod.com/

23.      Voxopop: http://www.voxopop.com/



Week 10. (March 23) Connectivism, Social Media, and Participatory Learning

  1. Brown, J. S., & Adler, R. P. (2008, January/February). Minds on fire: Open education, the long tail, and learning 2.0. EDUCAUSE Review, 43(1), 16-32. Retrieved on June 25, 2010, from https://net.educause.edu/ir/library/pdf/ERM0811.pdf
    1. Mimi Ito (2010, June). Opening Plenary at the New Media Consortium 2010 in Anaheim, CA. Learning with Social Media: The Positive Potential of Peer Pressure and Messing Around Online; Gardner Campbell reflective blog on keynote: http://www.gardnercampbell.net/blog1/?p=1258; Video of keynote: http://archive.nmc.org/2010-summer-conference/keynotes
    2. John Seely Brown (2010, June). Closing Keynote at the New Media Consortium 2010 in Anaheim, CA. A Culture of Learning. Gardner Campbell’s reflective blog post: http://www.gardnercampbell.net/blog1/?p=1278; Video of keynote: http://archive.nmc.org/2010-summer-conference/keynotes
    3. Brown, J. S. (2006, December 1). Relearning learning—Applying the long tail to learning. Presentation at MIT iCampus, Video available from MITWorld: http://mitworld.mit.edu/video/419/


2.      Baiyun Chen and Thomas Bryer (2012, January). Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning. International Review of Research on Open and Distance Learning (IRRODL), 13(1). http://www.irrodl.org/index.php/irrodl/article/view/1027/2073


  1. Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, & Margaret Weigel. (2008). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Chicago: The John D. and Catherine T. MacArthur Foundation. Retrieved on June 25, 2010, from http://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF


  1. George Veletsianos & Cesar C. Navarrete (2012, January). Online Social Networks as Formal Learning Environments: Learner Experiences and Activities. International Review of Research on Open and Distance Learning (IRRODL), 13(1).Available: http://www.irrodl.org/index.php/irrodl/article/view/1078/2077


  1. Peppler, K., & Solomou, M. (2011). Building Creativity: Collaborative Learning and Creativity in Social Media Environments.  On the Horizon, 19(1), 13-23. Also published in the proceedings of the 2010 International Conference of the Learning Sciences, Chicago, IL. Available: http://kpeppler.com/Docs/2011_Peppler_Building_Creativity.pdf


  1. Zhang, Ke, & Gao, Fei (2014). Social media for informal science learning in China: A case study. Knowledge Management & E-Learning: An International Journal (KM&EL), 6(3). Available: http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/360


Free book on Connectivism:

Stephen Downes (http://www.downes.ca/) (2012, May) “Connectivism ad Connected Knowledge: Essays on Meaning and Learning Networks”: Available:



Resources and Videos:

  1. George Siemens, The Changing Nature of Knowledge (4 short videos):

                                                                          i.      The Conflict of Learning Theories with Human Nature: http://www.youtube.com/watch?v=xTgWt4Uzr54&feature=related

                                                                        ii.      The Changing Nature of Knowledge: http://www.youtube.com/watch?v=YMcTHndpzYg&feature=related

                                                                      iii.      The Impact of Social Software on Learning: http://www.youtube.com/watch?v=grI_h88vs3g

                                                                      iv.      The Network is the Learning: http://www.youtube.com/watch?v=rpbkdeyFxZw&feature=related



Week 10 Tidbits:

a.       February 3, 2015, 5,000 Games Produced in 48-hour Global Game Jam, Campus Technology, Dian Schaffhauser

b.      January 23-25, 2015, Global Game Jam, http://globalgamejam.org/

c.          January 28, 2015, Live-Tweeting Assignments: To Use or Not to Use?, The Chronicle of Higher Education, Adeline Koh



Week 11. (March 30) Wikis, Wikipedia, Wikibooks, and Collaborative Writing

  1. Pfeil, U., Zaphiris, P., & Ang, C. S. (2006). Cultural differences in collaborative authoring of Wikipedia. Journal of Computer-Mediated Communication, 12(1), article 5. Retrieved on June 25, 2010, from http://jcmc.indiana.edu/vol12/issue1/pfeil.html


  1. Terumi Miyazoe & Terry Anderson (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System (An International Journal of Educational Technology and Applied Linguistics), 38, 185-199. Available: http://members3.jcom.home.ne.jp/t.miyazoe/MiyazoeandAnderson_20100602_System.pdf


  1. Bryant, S. L., Forte, A., & Bruckman, A. (2005). Becoming Wikipedian: Transformation of participation in a collaborative online encyclopedia. In M. Pendergast, K. Schmidt, G. Mark, and M. Acherman (Eds.); Proceedings of the 2005 International ACM SIGGROUP Conference on Supporting Group Work, GROUP 2005, Sanibel Island, FL, November 6-9, pp. 1-10. http://citeseerx.ist.psu.edu/viewdoc/download?doi=


  1. Sajjapanroj, S., Bonk, C. J., Lee, M, & Lin M.-F. (2008, Spring). A window on Wikibookians: Surveying their statuses, successes, satisfactions, and sociocultural experiences. Journal of Interactive Online Learning, 7(1), 36-58. Available: http://ncolr.org/issues/jiol/v7/n1/a-window-on-wikibookians-surveying-their-statuses-successes-satisfactions-and-sociocultural-experiences  and http://www.ncolr.org/jiol/issues/pdf/7.1.3.pdf


    1.         Lin, M.-F., Sajjapanroj, S., & Bonk, C. J. (2011, October-December). Wikibooks and Wikibookians: Loosely-coupled community or the future of the textbook industry? IEEE Transactions on Learning Technologies, 4(4). Available: http://www.computer.org/portal/web/tlt (see Oncourse)


  1. Alison J. Head and Michael B. Eisenberg (2010, March). How Today’s College Students Use Wikipedia for Course-related Research, First Monday, Volume 15, Number 3 - 1.  http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2830/2476


  1. Patrick O’Shea, Peter Baker, Dwight Allen, Daniel E. Curry-Corcoran, & Douglas Allen, (2007, Winter), New Levels of Student Participatory Learning: A WikiText for the Introductory Course in Education, Journal of Interactive Online Learning, 6(3), http://ncolr.org/issues/jiol/v6/n3/new-levels-of-student-participatory-learning-a-wikitext-for-the-introductory-course-in-education and http://www.ncolr.org/jiol/issues/pdf/6.3.5.pdf




Week 12. (April 6) Shared Online Video and Audio


1.      Judy Dunlap (2011, October 18). Situational Qualities Exhibited by Exceptional Presenters. EDUCAUSE Research Bulletin. Available: http://net.educause.edu/ir/library/pdf/ERB1115.pdf


2.      Kathleen Moore (2011, July 26). 71 Percent Report Using Video Sharing Sites
Pew Internet and American Life Project, http://pewinternet.org/Reports/2011/Video-sharing-sites/Report.aspx
and http://pewinternet.org/~/media//Files/Reports/2011/Video%20sharing%202011.pdf


3.      Craig Howard and Rodney Myers (2011). Creating-annotated discussions: An asynchronous alternative, International Journal of Designs for Learning, 1(1). Available:


4.      Bonk, C. J. (2011). YouTube anchors and enders: The use of shared online video content as a macrocontext for learning. Asia-Pacific Collaborative Education Journal, 7(1). Available: http://www.publicationshare.com/SFX7EED.pdf


5.      Pan, G., Sen, S., Starett, D., Bonk, C. J., Rodgers, M., Tikoo, M., & Powell, D. (2012, December). Instructor-made videos as a learner scaffolding tool: A case study. Journal of Online Learning and Teaching, 8(4), 298-311. Available: http://jolt.merlot.org/vol8no4/pan_1212.htm and http://jolt.merlot.org/vol8no4/pan_1212.pdf


  1. Meyers, E. (2014). A comment on learning: Media literacy practices in YouTube. International Journal of Learning and Media, 4(3/4). 33-46. Retrieved from http://www.mitpressjournals.org/doi/pdf/10.1162/IJLM_a_00100



Week 12 Tidbits:

a.       April 21, 2014, Multimedia Assignments: Not Just for Film Majors Anymore (student and instructor produced videos), Chronicle of Higher Education, Danny Ledonne

b.      June 2, 2014, Using Video Annotation Tools to Teach Film Analysis
Chronicle of Higher Education, Chuck Tryon

c.       May 5, 2014, New platform challenges conventional MOOCs (i.e., Coursmos), Mike Siegel, eCampus News. Available: http://www.ecampusnews.com/top-news/new-platform-challenges-conventional-moocs/print/

***Video Resources and Portals (56 shared online video portals): http://www.trainingshare.com/resources/Summary_of_Ways_to_Use_Shared_Online_Video.htm (e.g., YouTube EDU, TeacherTube, Link TV, Book TV, Clip Chef, Big Think, Google Video, TV Lesson, Wonder How To, National Geographic videos, CNN videos, BBC News, Video, and Audio, Academic Earth, EduTube, iHealthTube, CurrentTV, SchoolTube, Viddler, MasterChef, etc.)


Video Tools:

TED-Ed: http://education.ted.com/

TubeChop: http://www.tubechop.com/

Vialogues: https://vialogues.com/


Oral History Tools

1.         Meograph: http://www.meograph.com/

2.         StoryCorps:  http://storycorps.org/


Oral History Resources:

1.      The History Harvest: http://historyharvest.unl.edu/

2.      Slavery and the Making of America: http://www.pbs.org/wnet/slavery/index.html



Week 13. (April 13) Flipping the Classroom


1.      Papadapoulos, C., & Roman, A. S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. American Society for Engineering Statistics. Available: http://goo.gl/ZiiTYo


2.      Warter-Perez, N., & Dong, J. (2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. In Proceedings of the 2012 ASEE PSW Section Conference. Available: http://aseepsw2012.calpoly.edu/site_media/uploads/proceedings/papers/10B_35_ASEE_PSW_2012_Warter-Perez.pdf


3.      Li, Y., Zhang, M., Bonk, C. J., Zhang, W., & Guo, Y. (in review). Open Educational Resources (OER)-based Flipped Classroom Practice in an Undergraduate Course. Computers and Education (se Oncourse).


4.      Chronicle of Higher Education. (2015, January 7). A Guide to the Flipped Classroom, The Chronicle of Higher Education. Available: http://chronicle.com/article/A-Guide-to-the-Flipped/151039/?cid=flipped-promo; Full report: http://images.results.chronicle.com/Web/TheChronicleofHigherEducation/%7B422bb09a-27eb-42ba-ad69-a455e627572b%7D_AD-CHE-FlippedClassroomBooklet.pdf


5.      EDUCAUSE, 7 Things You Should Know About…, Flipped Classrooms




Week 13 Tidbits:

a.     Jeffrey R. Young (2015, January 7). When a Flipped-Classroom Pioneer Hands Off His Video Lectures, This Is What Happens, The Chronicle of Higher Education. Available:
http://chronicle.com/article/When-a-Flipped-Classroom/151031/ and http://www.learnaccountingforfree.com/

b.      Chandrasekaran, A. (2012, October 15). Lacking teachers and textbooks, India’s schools turn to the Khan Academy to survive. The New York Times Blog. Retrieved from http://india.blogs.nytimes.com/2012/10/15/lacking-teachers-and-textbooks-indias-schools-turn-to-khan-academy-to-survive/

c.       “MOOCs Change Lives and Microcredentials Will Catch Faster than Flipping: Excerpts from an Interview with Curt Bonk,” in report: Exploring the Fringe: Flipping, Microcredentials, and MOOCs, by Jeff Cobb and Celisa Steel, Tagoras, May 13, 2014. Available: http://www.tagoras.com/2014/05/13/flipped-learning-microcredentials-moocs/

d.      Newt Gingrich, August 1, 2014, Get schools out of the 1890s, CNN, http://www.cnn.com/2014/08/01/opinion/gingrich-schools-blended-teaching-technology/index.html?hpt=hp_t3

e.       One Man, One Computer, 10 Million Students: How Khan Academy Is Reinventing Education,  Forbes, November 19, 2013, Michael Noer

f.       Adjusting the Prescription: The School of Medicine overhauls its century-old educational approach. Maura Singleton, February 2011, University of Virginia

g.       May 18, 2014, Harvard goes all in for online courses. The stress is on production values, props, and, yes, scholarship. The Boston Globe, Marcella Bombardieri

h.      April 14, 2014, The New Academic Celebrity. Why a different kind of scholar—and idea—hits big today, Chronicle of Higher Education, Christopher Shea,  http://chronicle.com/article/The-New-Academic-Celebrity/145845/?cid=at&utm_source=at&utm_medium=en

i.        April 21, 2014, Microflipping: a Modest Twist on the 'Flipped' Classroom, Chronicle of Higher Education, Sam Buemi, http://chronicle.com/article/Microflipping-a-Modest-Twist/145951/

j.        May 21, 2014, Missouri State U Improves Learning Outcomes With Flipped Course, Leila Meyer, http://campustechnology.com/Articles/2014/05/21/Missouri-State-U-Improves-Learning-Outcomes-with-Flipped-Classroom.aspx?p=1

k.      February 12, 2014, DODDS-Europe teachers find success with 'flipped classroom' approach, Stars and Stripes, Jennifer H. Swan, KAISERSLAUTERN, Germany

l.        February 5, 2014, Lessons Learned from 1,125 Flipped Classrooms, It's been 40 years since the Army first experimented with competency-based learning, Peter D. Lenn

m.    November 19, 2013, One Man, One Computer, 10 Million Students: How Khan Academy Is Reinventing Education, Forbes, Michael Noer, Available: http://www.forbes.com/sites/michaelnoer/2012/11/02/one-man-one-computer-10-million-students-how-khan-academy-is-reinventing-education/

n.      April 20, 2013, Two Cheers for Web U!, A. J. Jacobs, New York Times, Available:

o.      Digital distraction in the classroom, July 11, 2012 by Stephanie Chasteen, The Active Class, http://theactiveclass.com/category/uncategorized/

p.      The Washington Post, Nick Anderson, March 11, 2013, http://www.washingtonpost.com/local/education/more-classroom-flipping-in-colleges/2013/03/11/0c425758-8a7f-11e2-98d9-3012c1cd8d1e_story.html

q.      Flipped learning skepticism: Can students really learn on their own?, Robert Talbert, Chronicle of Higher Education, April 30, 2014, http://chronicle.com/blognetwork/castingoutnines/2014/04/30/flipped-learning-skepticism-can-students-really-learn-on-their-own/

r.        The Flipped Learning Network, http://www.flippedlearning.org/definition



Flipped Classroom Videos:

1.      I Flip, You Flip, We All Flip: Setting Up a Flipped Classroom (Video: 24:09): https://www.youtube.com/watch?v=ZRvmjjeZ9CA

2.      Ohio State Chemistry Flips the Classroom, (Video: 1:10), https://www.youtube.com/watch?v=6FA_hCmfsp8

3.      Flipping The Large Enrollment Psychology Classroom - NC State (Video: 3:45), https://www.youtube.com/watch?v=QTDQaaVWEzI

4.      February 14, 2014, Freddie Diaz-Batista, Flipped Learning, E-learning Blog, http://freddiediazbatista.com/main/

5.      July 11, 2012, Digital distraction in the classroom, by Stephanie Chasteen, The Active Class, http://theactiveclass.com/category/uncategorized/

6.      September 9, 2013, Creating videos for flipped learning, eSchool News, http://www.eschoolnews.com/2013/09/09/educators-video-flipped-008/2/?ast=123&astc=11015

7.      USING TECHNOLOGY TO IMPROVE STUDENT LEARNING: The Flipped Classroom – Strategies and Tips, Professor Joe Zisk, June 16-July 7, 2014, California University of Pennsylvania, zisk@calu.edu, http://teacheronline.us/mooc/microcourse-flyer.pdf
To register: www.teacheronline.us/mooc

8.      The Flipped Classroom: Lectures at Home and Homework in class, (Video: 2:43), https://www.youtube.com/watch?v=U-ZA7eb74-g

9.      Flipping the Class, Penn State (3:23 video), https://sites.google.com/site/flippingclass/

10.  Teaching for Tomorrow: Flipped Learning (2:52); https://www.youtube.com/watch?v=4a7NbUIr_iQ

11.  The Flipped Classroom (2:14); https://www.youtube.com/watch?v=2H4RkudFzlc 

12.  "Flipping", TechSmith's e-learning trainers series part 5 (Video: 2:54); https://www.youtube.com/watch?v=BXSBcM0RhB0&feature=relmfu

13.  Life in a Drop of Water (Video 1:19); http://www.youtube.com/watch?v=Gg6Mw60pwBI&feature=share&list=TLvseCJWHG9ucfbwmxmecnHruIu8VEoyBY

14.  10 must-watch videos for flipped learning, April 21, 2014, eSchool News



Week 14. (April 20) Interactive and Collaborative Learning (including learning spaces)       

  1. Merryfield, M. M. (2003). Like a veil: Cross-cultural experiential learning online. Contemporary Issues in Technology and Teacher Education. [Online serial], 3(2). Retrieved July 17, 2007, from http://www.citejournal.org/vol3/iss2/socialstudies/article1.cfm


a.       Note: also in Oncourse: Merry Merryfield, Joe Tin-Yau Lo, Sum Cho Po, & Masataka Kasai  (2008). Worldmindedness: Taking Off the Blinders. Journal of Curriculum and Instruction, 2(1). (see also her homepage: http://people.ehe.osu.edu/mmerryfield/papers-and-publications/)


  1. Lee, M. & Hutton, D. (2007, August). Using interactive videoconferencing technology for global awareness: The case of ISIS.  International Journal of Instructional Technology and Distance Learning, 4(8). Available: http://www.itdl.org/Journal/Aug_07/article01.htm


Note: also in Oncourse:

    1. Lee, M. (2007) “Making it relevant”: A rural teacher’s integration of an international studies program. Intercultural Education. 18(2). 147-159.
    2. Lee, M. M. (2010) “We are so over pharaohs and pyramids!” Re-presenting the othered lives. International Journal of Qualitative Studies in Education (QSE), 23(6), pp. 737-754. Also available for some at: http://www.tandfonline.com/doi/pdf/10.1080/09518390903362359 (preview: http://www.tandfonline.com/doi/abs/10.1080/09518390903362359#preview)


For more related to online videoconferencing, see:

1.      Soliya: http://www.soliya.net/

                                                              i.      Georgetown Learning Initiatives, Soliya Connect:

                                                            ii.      Connect from Soliya: http://vimeo.com/moogaloop.swf?clip_id=38328511


  1. Synchronous Collaboration in Breeze (Adobe Connect Pro):
    1. Park, Y. J., & Bonk, C. J. (2007). Is life a Breeze?: A case study for promoting synchronous learning in a blended graduate course. Journal of Online Learning and Teaching (JOLT), 3(3), 307-323; Available: http://jolt.merlot.org/vol3no3/park.pdf or http://jolt.merlot.org/vol3no3/park.htm
    2. Park, Y. J., & Bonk, C. J. (2007, Winter). Synchronous learning experiences: Distance and residential learners’ perspectives in a blended graduate course. Journal of Interactive Online Learning, 6(3) 245-264. Available: Abstract :

http://www.ncolr.org/issues/jiol/v6/n3/synchronous-learning-experiences-distance-and-residential-learners-perspectives-in-a-blended-graduate-course; Full PDF: http://www.ncolr.org/jiol/issues/pdf/6.3.6.pdf


  1. Naxin Zhao, & Douglas McDougall (2008). Cultural influences on Chinese students’ asynchronous online learning in a Canadian university. Journal of Distance Learning, 22(2). 59-80. Retrieved on June 25, 2010, from http://www.jofde.ca/index.php/jde/article/view/37 or http://www.jofde.ca/index.php/jde/article/viewFile/37/529


  1. Lee, M. M., & Bonk, C. J. (2013). Through the words of experts: Cases of expanded classrooms using conferencing technology. Language Facts and Perspectives, 31, pp. 107-137. (see Oncourse)


  1. Lee, H., & Bonk, C. J. (2014). Collaborative Learning in the Workplace: Practical Issues and Concerns. International Journal of Advanced Corporate Learning (iJAC), 7(2), 10-17. Available: http://online-journals.org/index.php/i-jac/article/view/3850


Week 14 Tidbits:

a.       October 24, 2014, Facebook launches Rooms app for anonymous sharing of interests, USA Today, Jessica Guynn, Available: http://www.usatoday.com/story/tech/2014/10/23/facebook-rooms-josh-miller-branch-mobile-app-creative-labs/17769167/

b.      February 22, 2013, Inside Look: Learning Spaces, Meeting classroom teaching and collaboration expectations, University Business,

c.       May 8, 2012, Design for Students, with Students, “Hub Central”, the $42 million University of Adelaide learning hub opened in October 2011, Mike Roberts


Week 11 Tidbits Part 2: Classroom Space Articles:

1.      It's all about the space at Stanford's design school, Stanford University, Robin Wander, January 11, 2012, http://news.stanford.edu/news/2012/january/design-school-space-011812.html

2.      Baker College of Muskegon aiming to make classrooms more interactive, Michigan mLive (December 23, 2011); http://www.mlive.com/news/muskegon/index.ssf/2011/12/baker_college_of_muskegon_aimi.html  

3.      Jennifer Demski (2011, June). Next-Gen Classrooms: Aces of Spaces, Campus Technology, http://campustechnology.com/articles/2011/06/01/next-gen-classrooms-aces-of-space.aspx, Printable: http://campustechnology.com/Articles/2011/06/01/Next-Gen-Classrooms-Aces-of-Space.aspx?Page=5&p=1

4.      Les Watson (2010, August 11). Learning Landscapes in Higher Education. Online Newsletter of the Association for the Advancement of Learning Technologies (ALT), Issue 20, UK. http://archive.alt.ac.uk/newsletter.alt.ac.uk/newsletter.alt.ac.uk/x6pu6u1jrtk.html

5.      Learning Landscapes in Higher Education: http://learninglandscapes.blogs.lincoln.ac.uk/
Case Studies: http://learninglandscapes.lincoln.ac.uk/case_studies/

6.      Bridget McCrea (2010, August 5). “Remaking the College Campus.” Campus Technology. Available: http://campustechnology.com/Articles/2010/08/05/Remaking-the-College-Campus.aspx?Page=1 (3 pages) or full version printable at: http://campustechnology.com/Articles/2010/08/05/Remaking-the-College-Campus.aspx?Page=3&p=1

7.      Matt Villano (2010, June). “7 Tips for Building Collaborative Learning Spaces.” Campus Technology. http://campustechnology.com/articles/2010/06/01/7-tips-for-building-collaborative-learning-spaces.aspx; printable: http://campustechnology.com/Articles/2010/06/01/7-Tips-for-Building-Collaborative-Learning-Spaces.aspx?p=1  


Videos and Resources of New or Remodeled Academic Buildings for Collaboration:

1.      Active Learning Classrooms from the University of Minnesota, Student-Centered Active Learning Environment with Upside-down Pedagogies (2009): http://www.classroom.umn.edu/projects/alc.html (scroll down)

2.      Grand Valley State University. Virtual Tour of New GVSU Library. (2009, November 11). YouTube. http://www.youtube.com/watch?v=SbuDPopJxg0 and report at: http://www.uic.edu/depts/accc/lets/content/learnlab_intro.pdf

3.      JISC - Designing Spaces: A campus for the 21st century: City Campus University of Wolverhampton. (2008, December 8). YouTube. http://www.youtube.com/watch?v=lp3sWu_5rb0&feature=related

4.      Ohio State’s New Library: http://www.youtube.com/watch?v=ak7FEQjxqBY

5.      Saltire Centre at Glasgow Caledonian (Scotland): http://www.youtube.com/watch?v=xBsGeDa44ic&feature=related

6.      Sydney Centre for Innovation in Learning. http://www.scil.nsw.edu.au/

7.      tlc@bedford library - Royal Holloway, University of London, UK http://www.youtube.com/watch?v=klouRhl_VpA

8.      Union Street Residence Center Learn Lab, Indiana University. http://uitsnews.iu.edu/2010/12/07/new-experimental-learning-spaces/

9.      Yonsei Library, Seoul, Korea: http://www.youtube.com/watch?v=rLbVIZZ5OoI

10.  Steelcase LearnLab - Learning Outside the Box (2009, July 28). http://www.youtube.com/watch?v=CnU58hbYN1M

                                                                          i.      Collaborative Spaces—Design Story from Steelcase (5:53; March 10, 2009), http://www.youtube.com/watch?v=sU-jrv3UXi0&feature=related

                                                                        ii.      Stanford d.school—case study, Steelcase (3:33; December 6, 2010): http://www.youtube.com/watch?v=NSjezj7_6mc&feature=related

11.  IZZY 3-2-1 spaces (interactive): http://izzyplus.com/3-2-1-spaces/learn.aspx

                                                                          i.      Izzy Plus and Baker College 21st Century Learning, April 26, 2012 (4:12); http://vimeo.com/39202414



Examples of Interactive Online Timeline Tools:

1.      Archaeology’s Interactive Dig: http://www.archaeology.org/interactive/

2.      Historic Jamestown: http://historicjamestowne.org/learn/interactive_exercises.php

3.      Path to Protest; Arab spring: an interactive timeline of Middle East protests, The Guardian): http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline

4.      Prehistoric Time Line (Nat’l Geographic): http://science.nationalgeographic.com/science/prehistoric-world/prehistoric-time-line.html


Collaborative Projects:

1.      Asia Society:http://asiasociety.org/education;

2.      Center for the Study of Global Change: http://www.indiana.edu/~global/staff/profile.php?id=8  

3.      Choices Program (Brown University): http://www.choices.edu/

4.      ePals: http://www.epals.com/ (now is part of Cricket Media: www.CricketMedia.com)

5.      Flat Connections Project: http://www.flatconnections.com/

6.      Global Education Benchmarking GroupGlobal Education Benchmarking Group: Global Education Benchmarking Group: http://gebg.org/ 

7.      Global Nomads Group: http://gng.org/

8.      iEARN: http://www.iearn.org/

9.      Infinite Family: http://www.infinitefamily.org/

10.  Mentor.net (for engineering, science, and mathematics): http://www.mentornet.net/

11.  The News Literacy Project: http://www.thenewsliteracyproject.org/ (mentoring young people into journalism)

12.  Omnium Outreach Projects: http://www.omnium.net.au/oop/

13.  Penguin science: http://www.penguinscience.com/education/postcards.php 

14.  Soliya: http://www.soliya.net/

15.  TakingITGlobal: https://www.tigweb.org/

16.  Teach the World Online (TWOL):  http://www.teachtheworldonline.org/

17.  Tutor/Mentor Institute (Daniel Bassell): http://www.tutormentorexchange.net/

18.  World Leadership School: http://www.worldleadershipschool.com/

19.  World Savvy: http://www.worldsavvy.org/

20.  World Vision Canada: http://www.worldvision.ca/Pages/welcome.aspx


Tools for Collaboration:

1.      Adobe Connect Pro: http://www.adobe.com/products/adobeconnect.html

2.      AnyMeeting: http://www.anymeeting.com/

3.      Collanos: http://www.collanos.com/

4.      ConceptShare: http://www.conceptshare.com/

5.      Google Groups: http://groups.google.com;

6.      Google Docs: http://docs.google.com  

7.      Diigo: http://www.diigo.com/

8.      Elluminate: http://www.elluminate.com/

9.      Facebook: http://www.facebook.com/

10.  FreeConferenceCall: https://www.freeconferencecall.com/

11.  Google Hangouts: http://www.google.com/

12.  GoToMeeting: https://www3.gotomeeting.com/

13.  GroupTweet: http://www.grouptweet.com/

14.  MeetingWords:http://meetingwords.com/

15.  Ning: http://www.ning.com/

16.  OpenStudy: http://openstudy.com/

17.  PBworks: http://pbworks.com/

18.  Piratepad: http://piratepad.net/front-page/

19.  PrimaryPad: http://primarypad.com/ (recommended by “TypeWithMe”)

20.  SlideRocket: http://www.sliderocket.com/

21.  Skillshare: http://www.skillshare.com/learn  

22.  Skype: http://www.skype.com/

23.  StartWright (virtual teams): http://www.startwright.com/virtual.htm

24.  TodaysMeet: https://todaysmeet.com/

25.  TwitterGroups: http://twittgroups.com/index.php

26.  Twibes (Twitter Groups): http://www.twibes.com/

27.  Twiddla: http://www.twiddla.com/

28.  Twitter: http://twitter.com/

29.  Ustream: http://www.ustream.tv/

30.  WebEx: http://www.webex.com/

31.  Wikispaces: http://www.wikispaces.com/

32.  Windows Live Groups: http://groups.live.com/

33.  Writeboard: http://writeboard.com/

34.  Yahoo! Groups: http://groups.yahoo.com;

35.  Zoho Writer: http://writer.zoho.com/home?serviceurl=%2Findex.do



Week 15. (April 27) Mobile, Wireless, and Ubiquitous Learning

  1. Thomas Cochrane and Roger Bateman (2010) Smartphones give you wings: Pedagogical affordances of mobile Web 2.0. Australasian Journal of Educational Technology, 26(10). http://www.ascilite.org.au/ajet/ajet26/cochrane.pdf (Note: This was an Outstanding Paper Award recipient, ascilite Auckland 2009 Conference).


  1. Traxler, John (2011). Context in a Wider Context, Medienpaedagogik, Zeitschrift für Theorie und Praxis der Medienbildung. The Special Issue entitled Mobile Learning in Widening Contexts: Concepts and Cases (ed.) N. Pachler, B. Bachmair & J. Cook, Vol. 19 http://www.medienpaed.com/19/traxler1107.pdf


  1. Traxler, John (2007, June). Defining, discussing and evaluating mobile learning: The moving finger writes and having writ…. International Review of Research in Open and Distance Learning. 8(2). Retrieved on June 25, 2010, from http://www.irrodl.org/index.php/irrodl/article/view/346/875 or http://www.irrodl.org/index.php/irrodl/article/view/346/882 or https://www.academia.edu/180449/Current_State_of_Mobile_Learning

                    (Note: More from same issue: http://www.irrodl.org/index.php/irrodl/issue/view/29)

a.       John Traxler: http://wlv.academia.edu/JohnTraxler). 

                                                              i.      Learning in a Mobile Age, International Journal of Mobile and Blended Learning, 1(1), 1-12, January-March 2009. Available: https://www.academia.edu/171500/Learning_in_a_Mobile_Age,


  1. Pew Internet and American Life Project studies
    1. Aaron Smith (2010, July 7). Mobile Access 2010. Pew Internet & American Life Project. http://www.pewinternet.org/~/media//Files/Reports/2010/PIP_Mobile_Access_2010.pdf
    2. Aaron Smith (2011, July 11).  One quarter of smartphone owners use their phone for most of their online browsing. Pew Internet & American Life Project. http://www.pewinternet.org/~/media//Files/Reports/2011/PIP_Smartphones.pdf


  1. Mohamed Ally, & Avgoustos Tsinakos (Eds.) (2014). Perspectives on Open and Distance Learning: Increasing Access through Mobile Learning. Commonwealth of Learning (COL). Vancouver, BC. Available: http://www.col.org/resources/publications/Pages/detail.aspx?PID=466 and http://www.col.org/PublicationDocuments/pub_Mobile%20Learning_web.pdf


  1. Paul Kim (2010). Is Higher Education Evolving? Educause Quarterly, 33(1). Available: http://www.educause.edu/ero/article/higher-education-evolving


More from Paul Kim

Pocket School and other projects (e.g., Seeds of Empowerment:  http://seedsofempowerment.org/index.html. Note: See Oncourse for many articles on mobile learning from Paul Kim at Stanford. He was the class guest in the fall of 2010.)

                                                              i.      Paul Kim’s Publications and Presentations: http://www.stanford.edu/~phkim/publications/index.html

                                                            ii.      Paul Kim’s Homepage: http://www.stanford.edu/~phkim/


Seeds of Empowerment videos (Paul Kim, Stanford):

  1. India Pocket School video:  http://www.youtube.com/watch?v=OKyP_kWPifM
  2. Mexico Pocket: http://ldt.stanford.edu/~educ39107/paulk/IFL/trip1/Camalu1_0004.wmv
  3. Rwanda Pocket School video: http://video.yahoo.com/watch/4461885/11959092
  4. Argentina: http://www.youtube.com/watch?v=Hd8JEI-k6Zg  (my son Alex created)
  5. Tanzania (which my son Alex did): http://youtu.be/CFkaqoMWbhk
  6. Tanzania PPT: http://www.slideshare.net/SeedsofEmpowerment/smile-symposium-presentation-elizabeth-buckner
  7. Tanzania FB pics: http://www.youtube.com/watch?v=HM-dJo0LjLk&list=UUuvrQiGFGGPkN5aKg3-iEag&index=2&feature=plcp


Week 15 Tidbits:

a.       September 10, 2014, Is the Apple Watch a game changer?, Doug Gross, CNN

b.      September 9, 2014, Apple unveils new iPhones, watch, CNN Tech, Available: http://www.cnn.com/2014/09/09/tech/gallery/apple-unveils/index.html?hpt=hp_t2

c.       September 9, 2014, The iPhone 6 Goes Big, as Apple Aims Small With a Smartwatch, Brian X. Chen, The New York Times

d.      May 5, 2014, Mobile MOOCs: New platform challenges conventional MOOCs
eCampus News (https://coursmos.com/);

e.       April 9, 2013, Computer fashions face social test: Can wearable computers fit in? Scott Martin, USA Today, available: http://www.usatoday.com/story/tech/2013/04/06/google-apple-iwatch-glass-jawbone-iphone-nike-microsoft-samsung/1979419/



Week 16+. (Future) Networks of Personalized Learning (e.g., online tutoring and mentoring, on demand learning, etc.)


1.      Adrian Perry, Clive Shepherd, Dick Moore, & Seb Schmoller (2012, May 23). Scaling up: Achieving a breakthrough in adult learning with technology. Ufi Charitable Trust. http://goo.gl/6dJhd and http://www.ufi.co.uk/sites/default/files/Scaling%20up_21_5_V3.pdf


2.      Anthony P. Carnevale, Stephen J. Rose, & Andrew R. Hanson (2012, June). Certificates: Gateway to Gainful Employment and College Degrees. Georgetown University Center on Education and the Workforce. Information: http://cew.georgetown.edu/certificates/ and Full Doc https://repository.library.georgetown.edu/bitstream/handle/10822/559297/Certificates.FullReport.061812.pdf?sequence=1&isAllowed=y


  1. Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S., & Waterhouse, P. (2013). Beyond prototypes: Enabling innovation in technology-enhanced learning. University of London, Technology-Enhanced Learning Research Programme, London, UK. Retrieved from http://tel.ioe.ac.uk/wp-content/uploads/2013/11/BeyondPrototypes.pdf


  1. Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M., & Whitelock, D. (2014). Innovating pedagogy 2014: Open University innovation report 3. Milton Keynes: The Open University. Retrieved from http://www.open.ac.uk/iet/main/files/iet-web/file/ecms/web-content/Innovating_Pedagogy_2014.pdf and http://www.open.ac.uk/blogs/innovating/


5.      The Horizon Reports (i.e., technology on the horizon): http://www.nmc.org/nmc-horizon/


Week 16+ Tidbits:

a.       David Lamond (2012, October 17). The university campus of the future: what will it look like?, The Conversation, Australia. Available: http://theconversation.edu.au/the-university-campus-of-the-future-what-will-it-look-like-9769