This blog is for educators, academicians, students and those who are interasted to integrate technology in class room.

Archive for January, 2014

Open Education Week-2014


Open Education Week is taking place from 10-15 March 2014 online and in locally hosted events around the world. The purpose of Open Education Week is to raise awareness of the open education movement and opportunities it creates in teaching and learning worldwide. Participation in all events and use of all resources are free an open to everyone.

What is Open Education

Open Education is, at its core, about free and open sharing. Free, meaning no cost, and open, which refers to the use of legal tools (open licenses) that allow everyone to reuse and modify educational resources.  Free and open sharing increases access to education and knowledge for everyone, everywhere, all the time.  It allows people to make changes to materials or to combine resources to build something new.  Open Education incorporates free and open learning communities, educational networks, teaching and learning materials, open textbooks, open data, open scholarship, open source educational tools and more. Open Education gives people access to knowledge, provides platforms for sharing, enables innovation, and connects communities of learners and educators around the world.

The idea of free and open sharing in education is not new.  In fact, sharing is probably the most basic characteristic of education: education is sharing knowledge, insights and information with others, upon which new knowledge, skills, ideas and understanding can be built.  Open Education seeks to scale up educational opportunities by taking advantage of the power of the internet, allowing rapid and essentially free dissemination, and enabling people around the world to access knowledge, connect and collaborate. Open is key; open allows not just access, but the freedom to modify and use materials, information and networks so education can be personalized to individual users or woven together in new ways for diverse audiences, large and small.

Why is Open Education important?

People want to learn. By providing free and open access to education and knowledge, we help create a world where people can fulfill this desire. Students can get additional information, viewpoints and materials to help them succeed. Workers can learn things that will help them on the job. Faculty can draw on resources from all around the world. Researchers can share data and develop new networks. Teachers can find new ways to help students learn. People can connect with others they wouldn’t otherwise meet to share ideas and information. Materials can be translated, mixed together, broken apart and openly shared again, increasing access and inviting fresh approaches. Anyone can access educational materials, scholarly articles, and supportive learning communities anytime they want to. Education is available, accessible, modifiable and free.

What is Open Education Week?

Open Education Week’s goal is to raise awareness about free and open educational opportunities that exist for everyone, everywhere, right now.  We want to highlight how open education can help people meet their goals in education, whether that’s to develop skills and knowledge for work, supporting formal studies, learning something new for personal interest, or looking for additional teaching resources.

Who is contributing to Open Education Week?

Open Education Week is coordinated by the OpenCourseWare Consortium, an association of hundreds of institutions and organizations around the world that are committed to the ideals of open education.  Universities, colleges, schools and organizations from all over the world have come together to showcase what they’re doing to make education more open, free, and available to everyone.

Learn more

Check out the videos to learn more about open education and why it’s important to communities around the world. Then find what interests you, and explore. Join a webinar, see what projects are going on around the world, or attend a live event. You can tweet a question or comment (#openeducationwk), or contact us at


Open content licensing for educators (OCL4Ed):Free Professional Development Opportunity

Open content licensing for educators (OCL4Ed) is a free OERu micro Open Online Course (mOOC) designed for educators and students who want to learn more about open education resources, copyright, and Creative Commons licenses.  Register today.


Access to education is a fundamental human right and UNESCO considers this essential to exercising the other human rights[2]. This course is contributing to the inevitable outcome in the future where open education will be taken for granted by all education institutions.

Sadly, today many education institutions restrict access to learning by locking content behind all rights reserved copyright. In today’s world where the cost of replicating digital information is near zero combined with the affordance that the cost of developing high quality courses collaboratively using open educational resources is far cheaper than doing this alone, we have unprecedented opportunities to promote the sustainability of education futures for all.

This micro Open Online Course (mOOC) on open content licensing introduces the concepts of open education, copyright and Creative Commons as a contribution from the OER university collaboration and the UNESCO-COL OER Chair network in widening knowledge and capacity development in support of the global open education movement.

This course is freely available for anyone with an interest in open education with options to earn certificates of participation or formal assessment for tertiary academic credit. This course guide provides and overview of the course and assessment options available for participants.

Open content licensing for educators is a free micro Open Online Course (mOOC) designed for educators who want to learn more about open education resourcescopyright, andcreative commons licenses. This course will help you to:

Course Aims:

  • Reflect on the practice of sharing knowledge in education and the permissions educators consider fair and reasonable;
  • Define what constitutes an open education resource (OER);
  • Explain how international copyright functions in a digital world;
  • Distinguish the types of Creative Commons licenses and explain how they support open education approaches;
  • Acquire the prerequisite knowledge required by educators to legally remix open education materials and help institutions to take informed decisions about open content licenses;
  • Use social media technologies to support your learning;
  • Connect with educators around the world to share thoughts and experiences in relation to copyright, OER and Creative Commons.


The Mozilla Manifesto


The Internet is becoming an increasingly important part of our lives. The Mozilla project is a global community of people who believe that openness, innovation, and opportunity are key to the continued health of the Internet. We have worked together since 1998 to ensure that the Internet is developed in a way that benefits everyone. We are best known for creating the Mozilla Firefox web browser.

The Mozilla project uses a community-based approach to create world-class open source software and to develop new types of collaborative activities. We create communities of people involved in making the Internet experience better for all of us.

As a result of these efforts, we have distilled a set of principles that we believe are critical for the Internet to continue to benefit the public good as well as commercial aspects of life. We set out these principles below.

The goals for the Manifesto are to:

● articulate a vision for the Internet that Mozilla participants want the Mozilla Foundation to pursue;
● speak to people whether or not they have a technical background;
● make Mozilla contributors proud of what we’re doing and motivate us to continue; and
● provide a framework for other people to advance this vision of the Internet.

These principles will not come to life on their own. People are needed to make the Internet open and participatory—people acting as individuals, working together in groups, and leading others. The Mozilla Foundation is committed to advancing the principles set out in the Mozilla Manifesto. We invite others to join us and make the Internet an ever better place for everyone.


● The Internet is an integral part of modern life–a key component in education, communication, collaboration, business, entertainment and society as a whole.
● The Internet is a global public resource that must remain open and accessible.
● The Internet should enrich the lives of individual human beings.
● Individuals’ security on the Internet is fundamental and cannot be treated as optional.
● Individuals must have the ability to shape their own experiences on the Internet.
● The effectiveness of the Internet as a public resource depends upon interoperability (protocols, data formats, content), innovation and decentralized participation worldwide.
● Free and open source software promotes the development of the Internet as a public resource.
● Transparent community-based processes promote participation, accountability, and trust.
● Commercial involvement in the development of the Internet brings many benefits; a balance between commercial goals and public benefit is critical.
● Magnifying the public benefit aspects of the Internet is an important goal, worthy of time, attention and commitment.

Advancing the Mozilla Manifesto

There are many different ways of advancing the principles of the Mozilla Manifesto. We welcome a broad range of activities, and anticipate the same creativity that Mozilla participants have shown in other areas of the project. For individuals not deeply involved in the Mozilla project, one basic and very effective way to support the Manifesto is to use Mozilla Firefox and other products that embody the principles of the Manifesto.

Mozilla Foundation Pledge

The Mozilla Foundation pledges to support the Mozilla Manifesto in its activities. Specifically, we will:
● build and enable open source technologies and communities that support the Manifesto’s principles;
● build and deliver great consumer products that support the Manifesto’s principles;
● use the Mozilla assets (intellectual property such as copyrights and trademarks, infrastructure, funds, and reputation) to keep the Internet an open platform;
● promote models for creating economic value for the public benefit; and
● promote the Mozilla Manifesto principles in public discourse and within the Internet industry.

Some Foundation activities–currently the creation, delivery and promotion of consumer products–are conducted primarily through the Mozilla Foundation’s wholly owned subsidiary, the Mozilla Corporation.

The Mozilla Foundation invites all others who support the principles of the Mozilla Manifesto to join with us, and to find new ways to make this vision of the Internet a reality.

The Future of Higher Education Infographic


Deeper Learning


More Resources:

Cite Information from Internet

Much of the information students  use in their research papers come from internet and be it  a blog post, an email, or wiki entry, students need to properly cite and document their sources as is recommended by the citation format embraced by their professor or teacher. MAL and APA are two of the most frequently used citation styles but most high schools use MLA. In the present post I am sharing with you a simplified guide on how to cite online information using MLA style. I have also created a visual poster that goes along with this guide. You can use the poster with your students in class or share it on your blog as long as you do not charge people for it and as long as you credit Educational Technology and Mobile Learning as being the original source.

how to cite online information using MLA 

1- A Citation for a Web Page:
Think of citing a Web page as if it were an article in a magazine. It is part of the larger whole, the Web site, the concept is the same and the citations are very similar :
  •  If there is an author or editor, that person’s name should come first
  • The title of the page is in quotations, just as if it were an article in a periodical.
  • The title of the site is italicized because it is the entire publication, just as if it were the title of a magazine.
  • If there is a sponsoring agency ( such as NASA in this example), that information is next.
  • list the date the site was last updated or a copyright date if that information is available. If the date is not available use the designation n.d.
  • End with the medium identification,”Web,” and the date the student accessed the information.

Netting, Ruth, ed. “Microwaves.” The Electromagnetic Spectrum. NASA, 27 Mar 2007. Web. 18 June 2009.

2- A citation for w web site
 Sometimes a student takes information from several pages in a website, just as he might use several chapters in a book. when this is the case, it is appropriate to write the citation for the entire site. Since the web ages form a cohesive , whole site, the entire site should be cited.
  • If there is the name of the person who is responsible for the content of the site, use that person’s name as the author or editor. Do not use the name of he webmaster.
  • Italicized the title of the website
  • Use the name of the publisher or sponsor next. If none is given , use the designation N.p.
  • Put the date of posting for last update. If both dates are given, use the date of last update.
  • End with the medium identification,”Web,” and the date the student accessed the information.

Gutierrez, Antonio. Go Geometry: From the Land of the Incas. N.p. 22 Mar. 2009. Web. 24 Mar. 2009.

3- A Citation for an Article on a Wiki
Entries in wikis, as a rule, are not signed, so the citation begins with the title of the entry, enclosed in quotation marks.
  • The title of the wiki is italicized and followed by a period
  • The publisher or sponsor comes next. If that information is not available, use the designation N.p.
  • The date of the posting if available, or the copyright date comes next.
  • The last part of the citation is the medium identifier, Web, and the date the sutend accessed the information from the site.

“How to Raise Butterflies.”Wikihow. Wikihow, n.d. Web. 2March 2009.

4- A citation for a blog or discussion
  • Begin with the author’s name and follow it with a period.
  • Follow the author’s name with the title of the blog entry. Enclose in quotation marks and end with a period inside the quotation narks.
  • Italicize the title of the web site if there is a title different than that of the blog entry.
  • Next list the name of the publisher or sponsor of the site. If no date is given, use the designation N.p.
  • Next insert the date of the posting followed by a period. If no date is given, use the designation n.d.
  • Finish with the medium identifier web and the date of access.

Gertz, Emily. “Can Offshore Drilling Lower Gas Prices, Make the U.S. Energy Independent?” Stop Global Warming., 5 Oct. 2008. Web. 2 Mar. 2009.

5- A Citation for an article in an online periodical
Online periodical articles are cited much the same way as print periodical articles. Students can create one if they know how to create the other.
  • Begin with the name of the author.
  • Put quotation marks around the title of the article
  • Italicize the name of the periodical
  • Next comes the name of the publisher or sponsor and the date of the article. If there is no problem or sponsor, use N.p. If there is no date use n.d.
  • End with the medium identifier, “Web,” and the date of access.
Borrel, Brendan, “Are Octopuses Smart?” Scientific American, Scientific American. Scientific American, 27 Feb. 2009. Web. 3 Mar. 2009.
6- A citation for an online scholarly journal
Some scholarly journals appear only in print, some only on the Web, and some appear in both media. In order to make it easy for students to cite materials accurately, it makes sense for them to cite the source that they are using. That means that they will not be concerned as to whether or not an online journal also appears in print.
  • To cite an online scholarly journal, use the basic guidelines for print journal.
  • Begin with the author or authors, followed by the title of the article in quotations.
  • Italicize the name of the journal and follow that with the volume, issue (if given), and year, in parentheses, followed by a colon.
  • Sometimes page numbers are available, but more often they are not . If not, use the designation,n.p.
  • End with the medium identification, “Web,” and date of access.

Knight, Wanda B. “Entangled Social Realities : Race, Class, and Gender a Triple Threat to the Academic Achievement of Black  Females.” Visual Culture and Gender 2(2007): n.p. Web. 19 Apr. 2009.

7-  Citation for an email

Begin by answering the question Who wrote the information used ? The answer is the person who sent the email.
The closest that an email comes to a title appears in the Subject line. Enclose it in quotation marks with a period. If there is nothing in the Subject line, go on to the next part of the citation.
The descriptive phrase,”Message to______.”comes next. Fill in the blank with the name of the recipient
or with the phrase “the author” if the student received the email.
Add the complete date of email.
Finish with the medium of the source,”Email.”
Underwood, Jason.”X-rays.” Message to the author.5 June 2008. Email. Jest, Shirley U. Message to Don Anderson. 26 Apr. 2007. Email.


Further reading: “ MLA Made Easy: Citation Basics for Beginners“.

Changing the Way We Teach and Learn:A MOOC on ‘History and Future of (Mostly) Higher Education’

History and Future of (Mostly) Higher Education

MOOC (Massive Open Online Course)

Free, open, and with no prerequisites, a MOOC on “The History and Future of (Mostly) Higher Education” begins on January 27, 2014. Sponsored by Duke University through the Coursera platform, this open non-credit course will extend our reach to an anticipated audience of tens of thousands of participants worldwide.

 In this course we will learn about the features of higher education that were designed specifically to prepare workers and leaders for the Industrial Age, and we’ll strategize ways that, together, we can change learning–inside of school and out–for the world we live in now–and even to help improve our world. #FutureEd

About the Course

Welcome!  This course is designed for anyone concerned with the best ways of learning and thriving in the world we live in now.  It’s for students, teachers, professors, researchers, administrators, policy makers, business leaders, job counselors and recruiters, parents, and lifelong learners around the globe.  The full,  whimsical name of the class is: “The History and Future of (Mostly) Higher Education: Or, How We Can Unlearn Our Old Patterns and Relearn for a Happier, More Productive, Ethical, and Socially-Engaged Future.”  That subtitle is inspired by Nobel Prize-winning economist Amartya Sen who has said that “all education is vocational” in the sense that it is our job, as educators, to help train people for the vocation of leading better lives.

Are we fulfilling that educational objective, from kindergarten to professional school?  Or are we training students with the methods, philosophy, and metrics designed for the Fordist era of the Model T?  Since 1993, when scientists made the Internet widely available, our lives, our work, our occupations, our culture, and our entertainments have changed tremendously.  Far too little has changed inside our educational institutions, in the US and internationally, to prepare us for the demands, problems, restrictions, obstacles,  responsibilities, and possibilities of living in the world we inhabit outside of school.  This course addresses one key question:  How can we all, together, work to redesign higher education for our future… not for someone else’s past?

Bonus: Students enrolled in this Coursera course will also be invited to many onsite and online events, workshops, and conferences offered by more than fifty learning institutions around the world, as part of an initiative on Shaping the Future of Higher Education.

Course Syllabus

Learning Objectives

  • Understand how and why we inherited the Industrial Age educational systems.
  • Think deeply about the requirements of the world we live in now.
  • Discover new ideas, methods, competencies, and subject matter.
  • Share our pathways to successful innovation with others around the world. Together, we can change schools, classrooms, institutions, learning–and maybe ourselves!

WEEK ONE – January 27, 2014
Guiding Principles and Driving Concepts – Let’s Get Started

This week we will think about the uses of history: learning how and why educational institutions were constructed in the past helps us think about what we need now, in order to begin to shape a different future of education in order to help shape a more just future for all.

WEEK TWO – February 3, 2014
The iPod Experiment: Or, Learning vs. Education

Duke University’s iPod experiment became international news.  Why?  What happens when students are in charge?  What happens when education begins at a place where no one (not even the instructor) knows the answer in advance? What if the actual learning cannot be tested or assessed by the usual methods of higher education? What if learning is also about trying to improve the status quo?  This week we will look at diverse histories and theories of education and learning.

WEEK THREE – February 10, 2014
Teaching Like It’s 1992    

The World changed on April 22, 1993, when the scientists at the National Center for Supercomputing Applications released the Internet and the World Wide Web to the general public.  From then on, anyone with access to an Internet connection could communicate  to anyone else with an Internet connection.  No editor or publisher provides a safety net now and, at the same time, our data can be hacked, our privacy invaded.  The digital world we live in now comes with tremendous responsibilities and opportunity–and yet it comes with real inequalities, perils, and obstacles too.  Does our educational system prepare us for these challenges?

WEEK FOUR – February 17, 2014
Welcome to the Future: 10 Ways to Change the Paradigm of Higher Education

We will now be looking at different principles, methods and metrics for redesigning an innovative form of learning that helps us all navigate the complexities of the world we inhabit outside of school.  This week we focus specifically on innovations to the curriculum.

WEEK FIVE – February 24, 2014
Innovations in Pedagogy (Methods) and Assessment

This week we will focus on innovations in pedagogy (the methods for learning) and assessment.  How you teach is what you teach.  And, we need to think deeply about what we value and make sure what we value is what we count.

WEEK SIX – March 3, 2014
How to Make Institutional Change

Even if we make changes in our personal learning and teaching methods, we still have to work mostly within institutions of learning.  Institutional change can be difficult; it takes patience, strategy, and allies. This week offers (and also invites) ideas about what we can do together. It makes a powerful argument that we all need to advocate (in any country) for higher education and shows how, in the U.S., the decline in support for public education has contributed to income inequality and hurt all our future.  This week includes interviews with inspiring people who have worked together to make successful change happen in society ad in education, against odds.

Conclusion: Thank you for joining this movement on behalf of educational innovation and reform!  This is not the end.  It’s the beginning.  Where will we do from here? Let’s get started!

Recommended Background

The only background required is passionate interest in the future of learning and higher education. All are welcome!

Suggested Readings

There will be specific “readings”–articles, blog posts, websites, videos, and other resources–suggested for each lecture. The main “texts” for this course will be:

Course Format

Each week will consist of one hour of video lectures, discussions and interviews, divided into 10-20 minute segments. Readings for each topic will be recommended, but not required.

Statement of Accomplishment requirements
In order to earn a Statement of Accomplishment signed by Cathy Davidson, you will be requried to take weekly multiple choice quizzes (the classic “summative” form of testing that is designed to “sum up” what you have learned). We’ll strive to make these quizzes into useful “reviews” of the week’s content.  We will also talk a lot about the shortcomings of standardized testing and strategize more effective ways of learning and of measuring achievement (such as digital badging). If you wish to earn a Statement of Accomplishment with Distinction you will need to finish three peer assessments in addition to the quizzes.

Optional Participatory Assignments
This course is not just about content but also about designing new ways of learning. Assignments will encourage international contribution to a historical timeline of global educational innovation–a rich new resource that researchers might be able to build upon.  There will also be an array of practical exercises, examples, methods, and ideas that can be used in any classroom, for home schooling, or in any informal learning or study situation. You will be encouraged to try new methods and to discuss the results in forumswikis, and on social media.

Bonus: Students will also learn about dozens of concurrent online and face-to-face events on the topic of education innovation being run at universities, colleges, and community colleges around the world. Find out more!


Will I get a Statement of Accomplishment after completing this class?Yes. Students who successfully complete all of the weekly quizzes (with 70% and above) will receive a Statement of Accomplishment signed by Cathy Davidson. Students who pass the weekly quizzes with a 70% and above, plus finish three peer assessments, will receive a Statement of Accomplishment with Distinction.


More about ‘History and Future of (Mostly) Higher Education’

Concerned about the challenges facing higher education? Join us and be part of the solution.

 HASTAC:  Changing the Way We Teach and Learn

The HASTAC #FutureEd Initiative is led by those with the most at stake in transforming higher education: students and faculty.  Open, worldwide, HASTAC-led and user-inspired, “The History and Future of Higher Education” assesses the educational legacies we’ve inherited in order to design new ways of learning for present needs and future aspirations.

Below you will find many helpful resources that invite your contribution.  You will also find a growing list of people and institutions fueling this movement with experimental courses, workshops, seminars, research projects, and reading groups in different onsite and online locations, all open to the public.

Everyone is welcome–students, full-time and adjunct faculty, independent scholars, and administrators from public and private research universities, liberal arts colleges, community colleges, K-12, vocational and for-profit schools, MOOCs, discussion groups, after-school programs, and lifelong learning institutions.

We welcome policy makers, legislators, foundation and philanthropic leaders, librarians, curators, alt-ac professionals, journalists, business and political leaders, and the concerned public at large. The more varied the participation, the more we will learn.

We are excited to hear about teachers (including some high school teachers) who are designing class or extra credit assignments to encourage their students to be involved in their own future and we’ve heard from several leadership teams of administrators, advisers, program officers, scholarship directors, and others who are meeting in groups and using the #FutureEd events to inspire institutional change.

Let us know how you want to be part of #FutureEd and let us know how we can help you make it happen.

Click on the “Add a Course” button and fill out a brief form to contribute a course or an event or to add your name to our listserv and receive our newsletter.

Related posts


Participate now!

We invite you to contribute your ideas and success stories to the wikis hosted on HASTAC’s #FutureEd portal:

  • Resources: an international list of books, articles, journals, websites, and more to help provoke and inspiring thinking about the future of higher education
  • Pedagogical Innovations: instances of new courses, classroom methods, and other teaching pedagogical innovations that are transforming higher education and learning more generally
  • Institutional Change: ideas and road maps for how to lead innovation and scale change across your institution



Liberal Arts Network for Development (LAND), Michigan Community Colleges: February 12-14, 2014, Michigan. “Breaking Boundaries.”

Digital Media and Learning Conference:  March 6-8, 2014, Boston.  “Connecting Practices.”

HASTAC 2014 Conference:  April 24-27, 2014, Ministerio de Cultura, Lima, Peru.  “Hemispheric Pathways:  Critical Makers in International Networks.”  


All press requests should go to HASTAC’s Program Manager,

For the Chronicle of Higher Education’s weekly updates (January to April 2014), written by graduate student leaders at Duke University, see “#FutureEd:  Thoughts from a MOOC on Higher Education.”

Inside Higher Ed is also following us. See, “50,000 Strong to Change Higher Ed” (Nov 4, 2013; follow-up Feb 2014). For an overview with infographic, see  “It’s Not a MOOC, It’s a Movement,” in Higher Ed Beta by Steven Mintz and Michael Patrick Rutter.


Online Discussion Group:

Anyone registered to (it’s free and open) can join the HASTAC #FutureEd Discussion Group, where you can post your syllabus, a discussion topic, or any other ideas/information.


Partnering Courses, Events, and Resources with an Open Public Component:

Add a class

  • Tom Abeles, editor, On the Horizon journal, Rwanda
  • Bryan Alexander, senior fellow for the National Institute for Technology in Liberal Education (NITLE) and author of Future Trends in Technology and Education
  • Rindy Anderson and Stephen Nowicki, Duke University, “How Organisms Communicate”
  • Anne Balsamo, Media Studies, New School, NY,  “DOCC 2013: Redesigning MOOCs for (truly) Transformative Learning” (Syllabus)
  • Randy Bass and Ann Pendleton-Jullian, Georgetown University, “The Future of Georgetown University as a Design Problem”
  • Steven L. Berg, Departments of English and History and Ocelot Scholars program, Schoolcraft College
  • Steve Brier and Matt Gold, CUNY Graduate Center,  “Digital Praxis Seminar”
  • Simone Browne, African and African American Studies, University of Texas at Austin, “Race, Culture, Migration and the Digital”
  • Lisa Cartwright and Elizabeth Losh, University of California, San Diego, “Feminist Infrastructures and Technocultures”
  • Kandice Chuh, English,  CUNY Graduate Center,  “Introduction to Doctoral Studies in English”
  • Dr Thomas Cochrane (AUT University, New Zealand), Prof. Dr Ilona Buchem (Beuth University, Berlin), Dr Mar Camacho (University of Tarragona, Catalunia), Catherine Cronin (National University of Ireland, Galway), Averill Gordon (AUT University, New Zealand), Helen Keegan (Salford University, UK), Dr Sarah Howard (University of Wollongong, Australia),Bernie Goldbach (Limerick Institute of Technology, Ireland), #iCollab community of practice.
  • Coimbra Group (GC), Association of 40 European Universities, “eLearning and eTechnology Taskforce,” Video Seminar Series, Beginning January 2014
  • Columbia University, numerous courses in equity, international policy, American Studies, on the purpose and future of higher education
  • Arindam Datta, with Nader Tehrani, Liam O’Brien, Joel Lamere, Lorena Bello, Cristina Parreno Alonso, Irene Hwang, and others, Department of Architecture, Massachusetts Institute of Technology (MIT),  “Biocapitalism in the Knowledge Economy”
  • Davidson College President’s Office
  • Cathy Davidson,  Program in Information Science + Information Studies and PhD Lab in Digital Knowledge, Duke University, “The History and Future of Higher Education” (Syllabus–comments and additions welcome!)
  • Chicago Humanities Summit Chicago Humanities Festival in partnership with the Modern Language Association, the American Academy of Arts & Sciences, and the Gratz Center at Fourth Presbyterian Church, January 9, 9-noon, Chicago, Il
  • Petra Dierkes-Thrun, Comparative Literature and the Program in Feminist, Gender and Sexuality Studies, Stanford University, “Reimagining the History and Future of Queer Studies in Higher Education:  By Students, For Students” (draft course description)
  • FemTechNet Collective, “Distributed Open Online Collaboration (DOCC)”
  • Ashley Ferro-Murray, “MOOCing? A Contemporary Dance.” Theater, Dance, and Performance Studies, University of California Berkeley.
  • Caitlin Fisher, Film, York University, Toronto  “Future Cinema
  • Inderpal Grewal and Laura Wexler, Women’s, Gender & Sexuality Studies and American Studies, Yale University, “Graduate Interdisciplinary Seminar in Digital Humanities”
  • Nadav Hochman, doctoral candidate, History of Art and Architecture, University of Pittsburgh. Visiting Scholar, Software Studies Initiative, The Graduate Center, CUNY. “Visualizing Cultural Patterns in Social Media Photography.” April 10, Duke University.
  • Katie King, Women’s Studies and American Studies, University of Maryland, “Experiments in Feminist Learning”
  • Julie Thompson Klein, English, Wayne State University, “Digital Humanities” and “Community and Identity in Digital Media”
  • Adeline Koh, Center for Digital Humanities, Stockton College, “Introduction to Digital Humanities” (Syllabus)
  • Iain MacLaren, MA in Academic Practice and Course on Curricular Design, Centre for Excellence in Learning & Teaching
  • National University of Ireland, Galway, Galway, Ireland
  • Richard Marciano, Information Science and Director, Sustaining Archives and Leveraging Technologies (SALT), University of North Carolina, “Data, Public Scholarship, Community Participation, and New Models for Learning in Higher Education”  [workshop]
  • Robert McCaughey, Columbia University, “Alma Mater: The History of American Colleges and Universities”
  • Katherine McKittrick, Department of Geography, Queen’s University, Canada, “Black Creative Science Cluster and Workshop”
  • Tara McPherson, School of Cinematic Arts, University of Southern California,  “Digital Media and Learning” (community-based praxis course), plus workshops on digital publishing at humanities centers around the U.S.
  • Bill Meador, TEDxABQED and Central New Mexico Community College
  • Ministerio Cultura of Lima, Peru, “Hemispheric Pathways:  Critical Makers in International Networks” HASTAC 2014 Conference, April 24-27, 2014.
  • Sean Michael Morris, Managing Editor, Hybrid Pedagogy
  • James L. Morrison, UNC-Chapel Hill, “An Interview with a Futurist: The University is Dead! Long Live the University!
  • Chris Newfield, English, University of California Santa Barbara, “English Majoring After College (Histories and Futures of Higher Education)
  • David Palumbo-Liu, Comparative Literature, Stanford, “Histories and Futures of Humanistic Education:  Culture and Crisis, Books and MOOCs”
  • PhD Lab in Digital Knowledge, Duke University, Online Learning Research Module
  • Todd Presner, UCLA, Digital Humanities 201: “Introduction to Digital Humanities: Methods of Knowledge Design”
  • Noel Radomski, Director and Associate Researcher, Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)
  • Howard Rheingold, Stanford University, “Social Media Literacies”
  • Jentery Sayers, English, University of Victoria, Canada, “Digital Literary Studies: Histories and Principles”
  • Society for the Humanities, Cornell University, “Occupation: From Space and Time to Practice and Politics” [focal research theme]
  • Elin O’Hara Slavick, Art Department, UNC-Chapel Hill. “Visualizing Science.”
  • Doris Sommer, Romance Studies and African and African American Studies, “Pre-Texts: the Arts Interpret” [workshop]
  • Jesse Stommel, Department of Liberal Studies and the Arts, University of Wisconsin/Madison, and Hybrid Pedagogy
  • Kristen Treglia, Fordham University. History and Future of Education face-to-face discussion groups.
  • Laura Wexler, Women’s, Gender & Sexuality Studies, and American Studies, Yale University, “DOCC 2013: Gender & Sexuality in Media & Popular Culture”
  • Alan White, Undergraduate STEM Education, University of South Carolina
  • Paul Yachnin and Leigh Yetter, McGill University, The Future of Graduate Education and Training in the Humanities
  • Mia Zamora and Erica Holan, Writing Project, Kean University,  “Exploring Connected Learning”

Additional Resources:


Hilary Culbertson's picture
Event posted by Hilary Culbertson.
This pre-conference event, sponsored by the Gates Foundation, was announced on a listserv I’m on. I thought it would be of interest to the HASTAC and #FutureEd communities.Innovation in Higher Education: building a better future?Professor William H. Dutton, Ms Sarah Porter, Professor Grainne Conole, Ian Dolphin, Dr Kendall Guthrie, Kevin Guthrie, Professor Jeff Haywood, Brian Loader, Professor Jeffrey PomerantzThursday 22 May 2014 10:00 – 16:00
Posted: Jan 7, 2014
Hilary Culbertson's picture
Documents and links posted by Hilary Culbertson.
James L. Morrison, Professor Emeritus of Educational Leadership at University of North Carolina at Chapel Hill, has shared several resources with the HASTAC community related to his work with innovation and change in higher education. Please follow the links below for videos on higher ed in transition, the future of higher ed, and His synopses for the videos are:
Posted: Jan 7, 2014
Hilary Culbertson's picture
Documents and links posted by Hilary Culbertson.
#iCollab was suggested as a great example of Alternative Pedagogies, and #FutureEd. Below, I’ve copied some about iCollab text from Visit their website for more information about the cool things that they do!

Posted: Jan 7, 2014
superadmin's picture
Documents and links posted by HASTAC Admin.
English Majoring After College (Histories and Futures of Higher Education)English 197 Winter 2014        Prof. Chris NewfieldSouth Hall 2617 Wednesday 12:30-14:50
Posted: Jan 6, 2014
slgrant's picture
Documents and links posted by Sheryl Grant.
It’s not easy to write about badges — they touch on so many social norms that we take for granted, and that means unpacking assumptions about things like assessment, credentials, and accreditation — but Paul Fain knocked it out of the park with his latest article about the UC-Davis Sustainable Agriculture and Food Systems Badge System in Insider Higher Ed:
Posted: Jan 4, 2014
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
My colleague Kaysi and I spent today working on quizzes for the certificate one can earn from taking my Coursera course on “The History and Future of (Mostly) Higher Education.”   This MOOC is actually a “meta-MOOC” in that we are using this massive platform to engage a worldwide community in a movement on behalf of learning innovations.   Called FutureEd, HASTAC’s initiative is led by students and faculty (not corporations), and we’re hoping to think
Posted: Jan 2, 2014
Steven L. Berg's picture
Blog entry posted by Steven Berg.
Ruby Sinreich-img-12/30/2013 - 8:46am
Ocelot Scholars was designed as part of the HASTAC #FutureEd initiative on the history and future of higher education.
Posted: Dec 29, 2013
Comments: 1
Steven L. Berg's picture
Documents and links posted by Steven Berg.
I created a short video “Welcome to Your New Semester” which, in a humorus way, addresses  teaching/taking a student centered course.  I plan to use it with my students who are participating in the #FutureEd initiative.  Feel free to use it with your own students.  It is only 1:32.When watching the video, you can also picture yourself and Cathy N. Davidson in the starring roles.  Or it can be you and your students.
Posted: Dec 28, 2013
Comments: 1
Topics & tags: Pedagogy & Teaching
adelinekoh's picture
Blog entry posted by Adeline Koh.
I thought I’d share my draft syllabus for the Masters of American Studies course I will be teaching in Spring 2014, AMST 5011: Introduction to the Digital Humanities.
Posted: Dec 11, 2013
Comments: 1
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Cathy Davidson-img-12/11/2013 - 2:29pm
Today I worked with Kaysi Holman, Marco Bastos, and Fiona Barnett to try to put together an infographic that could visualize relationships between some of the events that will be connected together next semester as part of HASTAC’s #FutureEd extravaganza. You can view the higher resolution version in Google docs.
Posted: Dec 10, 2013
Comments: 1
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Cathy Davidson-img-1/7/2014 - 9:12am
Updated Jan 7, 2014
Posted: Nov 23, 2013
Comments: 7
Hilary Culbertson's picture
Documents and links posted by Hilary Culbertson.
Stanford released yesterday a story about David Palumbo-Liu, who serves on HASTAC’s Steering Committee and is co-teaching a class in spring 2014 as a key part of HASTAC’s History and Future of Higher Education initiative.
Posted: Nov 21, 2013
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Cathy Davidson-img-11/30/2013 - 7:42am
Yesterday, registration closed for my ISIS 640 class, “History and Future of Higher Education.”  Thirteen students all had to apply to be accepted: undergrads, grads, PhD and MFA students, a computer scientist, an artist or two, humanists, information designers, and assessment experts, from Duke, UNC, and NC State.
Posted: Nov 21, 2013
Topics & tags: AcademiaHigher Education
eah13's picture
Blog entry posted by Elliott Hauser.
eah13-img-10/27/2013 - 6:57pm
Open source software has shown the world something amazing: that thousands or even millions of people can collaborate in a relatively uncoordinated way to achieve something remarkable.  Many of us are thinking about how open education might replicate this staggering success.  I want to share some of the thought we’re developing at with the HASTAC community and invite comments, feedback, and help making open education a reality.
Posted: Oct 27, 2013
Palumbo-Liu's picture
Documents and links posted by David Palumbo-Liu.
Comp Lit 265Histories and Futures of Humanistic Education: Culture and Crisis, Books and MOOCsW 1-4 pmDavid
Posted: Oct 23, 2013
adelinekoh's picture
Blog entry posted by Adeline Koh.
I thought I’d share my draft syllabus for the Masters of American Studies course I will be teaching in Spring 2014, AMST 5011: Introduction to the Digital Humanities.
Posted: Oct 11, 2013
Kaysi Holman's picture
Group posted by Kaysi Holman.
This is a group for “The History and Future of Higher Education,” a multi-institutional collaborative project initiated by the HASTAC alliance which is coordinating the teaching of a number of diverse courses, workshops, and reading groups, in different locations and online, on the future of higher education beginning in January of  2014.  We hope to engage students around the world in a dynamic conversation about the education that is their future. Anyone is invited to offer a course or informal learning program on any aspect of the history and future of (mostly higher) education in order to contribute to this project.
Posted: Jul 17, 2013
Members: 128
Posts: 22
Group for “The History and Future of Higher Education” multi-institutional collaborative project for January 2014
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Cathy Davidson-img-10/10/2013 - 11:36am
Next semester I’m teaching the boldest, most innovative, most complicated course I’ve ever taught, ISIS 640, “The History and Future of Higher Education”:  What started as a MOOC on that topic has become an open-learning collaborative peer-grading extravaganza.  Why?  Because words like “flipping” make it seem as if it is easy to teach with technology.  it is not.  It is important, it can be creative and useful, but it is extremely labor intensive and, as lackadaisacal a j
Posted: Oct 10, 2013
Steven L. Berg's picture
Blog entry posted by Steven Berg.
Ruby Sinreich-img-4/22/2013 - 10:48am
In yesterday’s Inside Higher Ed’s technology blog, Joshua Kim wrote about “Courses, Facebook, and Secret Groups,” in which he pointed out that “There is a world of social learning going on, and we (meaning us instructors, educational technologists – basically anyone employed on the instructional or administrative sides of the house), know nothing about what is going on.”  He then explains how students are using Secret Groups in Facebook—as well as other technologies—to learn outside the classroom.
Posted: Mar 22, 2013
Comments: 10
superadmin's picture
Documents and links posted by HASTAC Admin.
The LA Review of Books has published MOOCs and the Future of the Humanities: A Roundtable (Part 1) by Ian Bogost, Cathy Davidson, Al Filreis and Ray Schroeder. The Introduction is featured below; click the link at the bottom to read the full discussion and contribute via the comments.
Posted: Jun 12, 2013
wadewitz's picture
Blog entry posted by Adrianne Wadewitz.
wadewitz-img-8/12/2013 - 4:16pm
When professors teach, they teach what they love. What they are experts in. What it is easy for them to learn. Thus, it is easy to forget what it is like to be the student who struggles in the classroom.
Posted: Aug 12, 2013
Comments: 4
superadmin's picture
Documents and links posted by HASTAC Admin.
 This Design Research-Workshop in the Department of Architecture at MIT is being presented by Arindum Datta, with inputs from Nader Tehrani, Liam O’Brien, Joel Lamere, Lorena Bello, Cristina Parreno Alonso, Irene Hwang, and others.  Description
Posted: Sep 11, 2013
petradt's picture
Blog entry posted by Petra Dierkes-Thrun.
This coming academic year, the HASTAC alliance is launching an exciting new project, a loosely affiliated collection and cross-pollination of courses and instructors interested in studying, probing, debating, and reimagining The History and Future of Higher Education. Initiated by Cathy Davidson (who will also teach a Coursera MOOC on the theme alongside her face-to-face class), colleagues and students will be interrogating the topic from various angles and from our current perspective on the past
Posted: Jun 18, 2013
Comments: 6
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Kaysi Holman-img-7/17/2013 - 5:33pm
THE HISTORY AND FUTURE OF HIGHER EDUCATION  [Updated 6/13/2013]ISIS 640   Spring 2014 Duke UniversityProfessor Cathy N. Davidson “The History and Future of Higher EducationOpen to graduate and advanced undergraduate students.   Wednesday  5-8 pm
Posted: Jun 7, 2013
Comments: 1
Anonymous's picture
Documents and links posted by Anonymous.
 The provosts of Big 10 universities and the University of Chicago are in high-level talks to create an online education network across their campuses, which collectively enroll more than 500,000 students a year.
Posted: Jun 19, 2013
superadmin's picture
Blog entry posted by HASTAC Admin.
Hilary Culbertson-img-6/13/2013 - 11:07am
Virtual community pioneer and author Howard Rheingold recently sat down with Bryan Alexander–senior fellow at the National Institute for Technology in Liberal Education–to discuss MOOCs through the lens of liberal arts education, and the potential future(s) of MOOCs.
Posted: Jun 13, 2013
Steven L. Berg's picture
Blog entry posted by Steven Berg.
Lightning Talk Presented at 2013 HASTAC ConferenceToronto, Ontario, 26 April 2013
Posted: Apr 26, 2013
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Cathy Davidson-img-9/26/2013 - 9:10am
This is a powerpoint based on the storyboard outline for The History and Future of (Mostly) Higher Education, the six-week Coursera course that will begin in late January  2014, and that is open to all, for free, without prerequisites of any kind.  We will be announcing the details as they are available.
Posted: May 15, 2013
Comments: 8
Steven L. Berg's picture
Blog entry posted by Steven Berg.
Individuals who are not digitally literate are at a disadvantage when it comes to interacting with others and being employed in the 21st century.  But ignorance of the appropriate use of digital technologies can cause serious personal problems as
Posted: Aug 3, 2013
Steven L. Berg's picture
Blog entry posted by Steven Berg.
This entry has been cross posted from Etene Sacca-vajjena. In it, I give my take on “Blogs vs. Term Papers” from the perspective of a community college professor. I cite Cathy N. Davidson and Eric Marshall, both of whom are associated with HASTAC as well as work previously published in HASTAC. Since Matt Richtel published “Blogs vs. Term Papers” in the New York Times on January 20, much has been written on the value or lack of value of assigning term papers. Unfortunately, Richtel confuses the issue by setting up a false dichotomy. His either/or fallacy forces a debate concerning whether or not blogs are better than term papers. Instead, we should be discussing if the goals of a particular class might be better met by assigning blogs (or some other research based project) instead of a term paper.
Posted: Jan 28, 2012
Comments: 5
Topics & tags: Pedagogy & Teaching
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Kaysi Holman-img-5/24/2013 - 11:04am
If I had a magic wand and could reverse the neoliberal funding trends depriving public state universities of support, of course I would.  If I had a magic wand and could make private universities affordable by the best students, not just the richest, of course I would.
Posted: Apr 20, 2013
Comments: 1
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Kaysi Holman-img-5/23/2013 - 5:29pm
Over the last few months,  I’ve been writing a series for the @CoExist blog of Fast Company on “Changing Higher Education to Change the World.”   The point of the series is to rethink the basic groundrules of higher education–while also providing some sanity in the crazy, often misguided, and sometimes misleading rush to create MOOC’s (Massive Online Open Courses).  Don’t get me wrong:  I think MOOC’s have an invaluable place in the world.   But if people think they will solve all higher ed’s problems or substitute for current co
Posted: Jul 2, 2012
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Kaysi Holman-img-7/17/2013 - 5:32pm
It’s now official that I’ll be teaching a six-week free, open online course on “The History and Future of Higher Education” in Spring 2014.  You and your students, friends, anyone with great ideas on this topic to attend.    It will be on the Coursera platform but I intend to use every one of the affordances of that platform to gather ideas, worldwide, about all the new and important and urgent ways people are learning, in formal education, informally, in communities, in person, online.  I want to use the affordance of this centralized online MOOC to encourage a wor
Posted: Apr 27, 2013
Comments: 4
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Kaysi Holman-img-5/24/2013 - 11:55am
For my proposed Coursera course on the History and Future of Higher Education–intended for high school and college teachers, students, parents, and students themselves–I am designing every segment not only to give history and analysis of the forms of education we have inherited from the Industrial Age that invented so many of them, I also plan to pass on concrete advice I’ve gleaned from the thousands of t
Posted: Mar 30, 2013
Comments: 2
Topics & tags: Academia
FionaB's picture
Blog entry posted by Fiona Barnett.
FionaB-img-1/22/2013 - 9:55pm
I’ve had “make personal website” on my To Do list for….oh, let’s be honest: years. There are dozens of good reasons to have your own website, and there have been some helpful posts on how to set one up. Here are some of my favorite posts from recent years:Do You Need Your Own Website While On The Job Market? by Ryan Cordell
Posted: Jan 22, 2013
Comments: 19
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Kaysi Holman-img-5/24/2013 - 1:41pm
I’m a finalist for teaching a Coursera MOOC next year on “The History and Future of Higher Education.”  Naturally, I am doing this because I want to improve the future of higher education and add as much innovation as possible.  I’m interested in ways that an online  course with a relatively static form could become a platform for innovation.    And I will use this site as a testbed for analysis of the teaching and learning as it is happening and as a place of reflection on the process and possibi
Posted: Mar 19, 2013
Comments: 14
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Kaysi Holman-img-5/24/2013 - 11:56am
This is a formal invitation for anyone, at any level, to join several of us–it’s becoming a small army!–in distributed team-teaching of many different kinds of classes on the future of the university, to be offered simultaneously and concurrently in Spring 2014.  No formal structure.  Anything counts as “team teaching” as long as we exchange ideas, on whatever level, and post those to the widest possible audience in order to inspire more thinking about how we got where we are and how we can go constructively and creatively to a better place.
Posted: May 10, 2013
Comments: 3