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"Unlike Learning Management Systems, Sakai turns students into active learners and contributors, and the instructor into a facilitator. The instructor activates tools and gives students, or groups of students, permissions to use them as they like; the instructor does not have to be an expert in the tools. This is just the start of the difference between Sakai and LMSs."

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"With a hunger for explanatory guidance amid the raging storm of Web news flashes, a journalist stresses context to attract digital users. "

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"Not surprisingly, the number of Android apps has soared past 10,000. At the same time, the bottleneck in Apple's iPhone ecosystem and Apple's refusal to be transparent about how its approval process works has led to open expressions of outrage from many developers."

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"In the spring of 2009, the Liberal Studies Program within the College of Arts and Science partnered with Information Technology Services (ITS) to develop Simonides, a web-based student portfolio of tools that is unique in its flexibility and academic focus."

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"Winn's talk tied the artwork exhibited in Second Life to the concept of an artwork's “aura,” as first discussed by Walter Benjamin in the 1930s. “As mechanical reproduction of art became more prevalent, Benjamin noted that something unique is lost if you only know an artwork through its reproduction. "

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"Attendance is much more contingent on whether the professor is an engaging lecturer, said Jennifer Stringer, director of educational technology at the Stanford University School of Medicine, at one of the sessions. “Well-attended lectures were well-watched; poorly attended lectures were not watched,” Stringer said, pointing to research she had conducted at Stanford. "If you’re bad, you’re bad. If you’re bad online, you’re bad in lectures, students don’t come.”"

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""When teachers are everywhere, what is the role of the university?" Noah asked faculty members at Thursday's social media discussion."

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"Pedagogically, CSU Interact supports a social constructivist approach to e-learning, which suggests that learning is a social process and that students construct meaning from their own experiences."

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"Proprietary course management systems are heading for a brick wall. The combination of economic pressures combined with saturated markets and the maturing stage of the life cycle of these once innovative platforms means that 2009 may well be the year of change or a year of serious planning for change. "

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"Students also rated that lack of understanding as "the biggest obstacle to classroom technology integration."

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"The wave was started to explore concepts like "Collaborative Note Taking" and "Wave as a Debate Host." Nearly 100 people are included in the wave, ranging from teachers to PhD students to IT professionals to high school students."

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"Recent studies have shown that using online technology and creating communities of learning through digital connections has proved to be more useful to learning than most face-to-face encounters. So making the assumption that face-to-face is more effective can become prohibitive for our students."

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Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built–in pedagogy. Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies.

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Colleges and universities are capitalizing on that more than any other institution in the economy. If you walk around a shopping mall, nobody else is raising prices at the same rate.

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"both teens and adults actively manage their information online -- 60% of adults and 66% of teens restrict access to information in their profile."

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"Two tech-happy English professors have started a group blog called ProfHacker, which provides tips for making the most of Internet tools for teaching and research. With 10 regular contributors, the blog—the brainchild of Jason B. Jones, a professor at Central Connecticut State University, and George H. Williams, an assistant professor at the University of South Carolina Upstate—is getting 10,000 page views a week."

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"Originally called “Opencast,” the project – now called “Opencast Matterhorn” – received $1.5-million in grants from the Andrew W. Mellon and William and Flora Hewlett Foundations to begin developing software. "

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To support both local and external service-delivery models, institutions need a comprehensive approach to identity management and trust services — an approach that allows external service providers to leverage campus identity management and trust services.

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The Web will dismember universities, just like newspapers.

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As Marist began to look at Sakai it established five core “evaluation criteria” against which to assess and benchmark it with regards to two important questions: (1) Was Sakai the right strategic solution for the College?; and (2) If so, what was the appropriate timeline and transition strategy to move the institution to Sakai? These evaluation criteria were broken down into five primary categories: Functionality Requirements, Support Requirements, Sakai Community Health, Reliability/Scalability, and Innovation Drivers.

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