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Most educators accept the premise that, in an ideal world, learning would be delivered in the manner and environment that best suit the needs and learning styles of individual learners. In the future, technologies like personalization, integration, and electronic portfolios will progress toward this ideal by broadening the learning universe.

These technologies will enable learners to have more control over how, where, and when they experience educational and professional development in pursuit of their individual goals. Learners of all ages and stages will be able to ask themselves, "Where am I now, and where do I want to go?" Their unique learning paths will blend different sources, including e-learning courses from virtual providers, e-learning courses from physical universities around the world, and on-campus courses at local community colleges. Learners also will be able to earn credit for their involvement with professional associations and for skills they acquire through employment and volunteer activities. Ideally, systems for standardizing and validating credit for all of these activities will develop, helping institutions and employers recognize and accept these credentials.

The foundation for this future, user-centric view of higher education is already in place today, built upon personalization, integration, and ePortfolio technologies.

Most educators accept the premise that, in an ideal world, learning would be delivered in the manner and environment that best suit the needs and learning styles of individual learners. In the future, technologies like personalization, integration, and electronic portfolios will progress toward this ideal by broadening the learning universe.

These technologies will enable learners to have more control over how, where, and when they experience educational and professional development in pursuit of their individual goals. Learners of all ages and stages will be able to ask themselves, "Where am I now, and where do I want to go?" Their unique learning paths will blend different sources, including e-learning courses from virtual providers, e-learning courses from physical universities around the world, and on-campus courses at local community colleges. Learners also will be able to earn credit for their involvement with professional associations and for skills they acquire through employment and volunteer activities. Ideally, systems for standardizing and validating credit for all of these activities will develop, helping institutions and employers recognize and accept these credentials.

The foundation for this future, user-centric view of higher education is already in place today, built upon personalization, integration, and ePortfolio technologies.

Yes, Acrobat now launches from the Windows Startup group, which makes the program load much faster when you open a PDF file, it integrates more security, annotation, review capabilities, pre-press functionalities and more, but in my opinion the real news of Acrobat 7 is that the Acrobat Tracker tool can now be used to subscribe to RSS feeds and convert any of the items from these feeds into a custom PDF.

I used to tell people that Furl was a site for saving your favorites/bookmarks online. That is still
true, but it is more than that. It is your personal web site where you can store bookmarks and
archive web pages. You can also learn what web sites others find interesting. Furl gives you 5
gigabytes of web space to store pages. Furl allows you to save anything you view on the web. You
can also use it to share what you read on the web with other teachers or with your students. You
can use it for many educational purposes.

One of the cooler and more intimidating elements of the upcoming Northern Voice weblog conference is that being slated to moderate a panel on "The Blogger as Citizen Journalist." It's a notion that has dominated much of the discourse around weblogs in recent years... and as I've been known to complain, the subject generates a considerable amount of webloggaphobic stupidity in the discourse concerning personal publishing.

We talk a lot about our “Getting Real” process at the Building of Basecamp workshops (next one to be announced shortly — sign up for the mailing list at the bottom of the sidebar to be notified).

By clicking on the links below you can find several destinations to other pages (co-links). You can also find more information about the co-links and their creators by clicking on the magnifying glass icon. To add a new destination to an existing link, click "add co-link" in the co-link menu. To transform other words into new links, use the following option:

Online learning is at the cusp of a transformation that ought as well to inform social networking: the transition from a centralized, institution-based system depending on a top-down structure and rigid standards to a decentralized, grassroots system of creation and sharing based on informal and ad hoc standards.

The University System of Georgia deconstructs existing online courses to create separate files of reusable content

Social informatics (SI) is the systematic, interdisciplinary study of the design, uses and consequences of information technologies (IT) that takes into account their interaction with institutional and cultural contexts. Thus, it is the study of the social aspects of computers, telecommunications, and related technologies, and examines issues such as the ways that IT shape organizational and social relations, or the ways in which social forces influence the use and design of IT. For example, SI researchers are interested in questions about the future consequences of IT developments. However, unlike common lay speculations, SI research strategies are usually based on empirical data. SI researchers use data to analyze the present and recent past to better understand which social changes are possible, which are plausible and which are most likely in the future.

Blog posts by their nature are a snapshot at a point in time and therefore imply some form of stasis. Wiki pages however are timeless and hence never finished, always open to flux.

Much of the world's assets, particularly in the media industry, are concentrated in the hands of a small number of large corporations. This page is an index for lists of assets owned by large corporations.

Today we're going to build a social content engine for organizing and sharing content with our friends.

The service we build will let you:

1. Publish observations or 'stuff' onto a website.
2. Categorize it variety of ways.
3. Pivot on yours or others observations to discover other related topics or persons

Spammers have begun using trackback comments as a way around the Drupal spam module. Looking over at the Drupal board, I see that some people got hit with hundreds of spam comments.

Dave Lambert will examine the current trend toward collaborative open source software development (Sakai, Chandler, uPortal, and so forth) in higher education, exploring issues critical to assessing the long-range impact on campus systems. His assessment will include an historical perspective, locate this new paradigm in relation to the traditional buy-versus-build choices, and discuss issues related to institutional deployment and life-cycle support.

The trend toward knowledge management as an overarching learning architecture philosophy is evidenced in the myriad of technological artifacts, such as digital repositories and Learning Content Management Systems (LCMSs), which have emerged to capture, categorize, and manage digital instructional content or learning objects. In this session, we identify the need to examine existing knowledge management models from a planning and decision-making perspective. We discuss four current models of knowledge management found in higher education: the traditional model, the intellectual capital/appropriative model, the sharing/reciprocal model, and the contribution pedagogy model. We propose a new, relativist model of knowledge management that accommodates cross-institutional cultures and beliefs about learning technologies, construction of knowledge across systems and institutions, and the trend toward learner-centered environments, disaggregated and re-aggregated learning objects, and negotiated intellectual property rights. Further, we examine and showcase institutional instances of various knowledge management models and propose the Open Knowledge Model, developed to address learner-centered environments.

Do you have a keen interest in emerging technologies and a spirit of adventure? Then play an active part in the EDUCAUSE Community Blog Service, a pilot project to give association members a hands-on opportunity to explore the use of blogs and to create a new, vibrant medium for professional information sharing.

EDUCAUSE Community Blog Service blog accounts come with customary features—including trackbacks, syndication through RSS, and commenting—and extend them through an aggregated community blog page and categorization within the extensive EDUCAUSE taxonomy.