collaboration

To Microsoft, Google, Apple, Epson, Creston, Extron, & other relevant vendors: This is how you could help us implement #AR/#MR in Active Learning Classrooms! [Christian]

On 04/20/2018, in 21st century, A/V -- audio/visual, active learning, Augmented Reality (AR), cloud-based computing / apps / other cloud-related, collaboration, communications, Daniel S. Christian, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, face-to-face, higher education, human-computer interaction (HCI), ideas, innovation, internet, K-12 related, law schools, learning ecosystem, learning spaces, machine-to-machine communications, Microsoft, mirroring and/or multiple devices, Mixed Reality (MR), mobile technologies, multi-touch, multimedia, online media, platforms, presentations, second screen apps, smart classrooms, student-related, tablets, teaching & learning, tools, universities, usability, user experience (UX), user interface design, vendors, vision/possibilities, visualizing information, by Daniel Christian

Click on the image to get a larger image in a PDF file format.

From DSC:
So regardless of what was being displayed up on any given screen at the time, once a learner was invited to use their devices to share information, a graphical layer would appear on the learner’s mobile device — as well as up on the image of the screens (but the actual images being projected on the screens would be shown in the background in a muted/pulled back/25% opacity layer so the code would “pop” visually-speaking) — letting him or her know what code to enter in order to wirelessly share their content up to a particular screen. This could be extra helpful when you have multiple screens in a room.

For folks at Microsoft: I could have said Mixed Reality here as well.

#ActiveLearning #AR #MR #IoT #AV #EdTech #M2M #MobileApps
#Sensors #Crestron #Extron #Projection #Epson #SharingContent #Wireless

World of active learning in higher ed [Negrea]

On 04/20/2018, in active learning, Asia, collaboration, colleges, community colleges, Europe, formal learning, higher education, informal learning, learning, learning ecosystem, learning spaces, smart classrooms, student-related, teaching & learning, tools, trends, UK, United States, universities, by Daniel Christian

World of active learning in higher ed — from universitybusiness.com by Sherrie Negrea
Formal and informal learning spaces transforming campuses internationally

Excerpts:

Active learning spaces are cropping up at campuses on nearly every continent as schools transform lecture halls, classrooms and informal study areas into collaborative technology hubs. While many international campuses have just started to create active learning spaces, others have been developing them for more than a decade.

As the trend in active learning classrooms has accelerated internationally, colleges in the U.S. can learn from the cutting-edge classroom design and technology that countries such as Australia and Hong Kong have built.

“There are good examples that are coming out from all over the world using different kinds of space design and different types of teaching,” says D. Christopher Brooks, director of research at Educause, who has conducted research on active learning spaces in the United States and China.

“If the students are engaged and motivated and enjoying their learning, they’re more likely to have improved learning outcomes,” says Neil Morris, director of digital learning at the University of Leeds. “And the evidence suggests that these spaces improve their engagement, motivation and enjoyment.”

What online teachers have learned from teaching online — from insidehighered.com by Mark Lieberman
Online instructors offer wisdom they’ve gathered — what to do and what not to do — from years of experience teaching in the modality.

Excerpts:

When I first began teaching online, I noticed a disconnect between students and the course content. While I worked to make it relevant to their lives, I often saw students doing the work simply for the grade. Clearly something was not translating. In the last year, I’ve become more focused on helping students connect their passions to the course content. My courses still have objectives. However, I ask students when the semester starts to identify one to three goals and create a short video about what they want to achieve in the course. They reflect on these goals and can modify them at the midpoint and the end. During the semester, I ask students to consider what they are doing during the week to help them meet their goals. They don’t always need to share this information, but having this as a thread in the course helps them stay connected to the content and each other. Students are aware of what their colleagues’ goals are and often reach out and share ideas and resources in support. [Hall]

…
I also began to see that teaching online could support learner variability better than teaching in a classroom. I observed one student with dyslexia express herself eloquently in video, while her written expressions were fragmented. These experiences illuminated the value of Universal Design for Learning, opening a new world of opportunities for teaching online. [Brock]

…

I’ve been teaching online since 2008 and entirely online since 2013. When I first started teaching online, I was afraid to create new content or change the course in any way once the course launched. I thought the course curriculum and online environment had to stay “frozen” and intact or I would risk confusing students. Now, I create additional tutorials as needed, using screen-casting tools, videos and podcasts to add additional content to assist students. I have also since learned that there is no one-size-fits-all approach to online teaching and learning. Some students prefer basic content and straightforward assignments. Other students like to interact with the instructor through instant messaging, email and discussion boards. I started doing optional webinars for students who wanted more interaction and personalized learning, but I don’t require them. I find that the same group of online students in each course (who enjoy interaction) usually attend the webinars. The webinars are recorded for students who couldn’t attend or prefer the recording format.

Over all, I’ve learned to be more laid-back, multimodal (e.g., webinars, podcasts, etc.), proactive and flexible for my students.

Semingson

There need to be more active learning activities in an online course.

Greenlaw

…
In a typical class, students talk only to the instructor and each other. Resources, questions and information that are created and shared rarely transition to the next course. In true community, all students and instructors within a program could regularly access information and ideas in a shared space regardless of the content they are currently learning. [Hall]
…
There are numerous tools and strategies for interacting with students, like web-conferencing platforms, course audio and video tools, and collaborative tools that allow for synchronous or asynchronous interaction. There are simply more ways to communicate, to collaborate and to create. [Hobgood]

Insert from DSC:
Re: this last quote from Hobgood, I love this idea of creating an online-based community of practice — or community of inquiry — that spans across classes and semesters. Great call!

Efforts to improve student access to online courses are key, but we also know that equity gaps get worse when minority students learn online. We must not throw the baby out with the bathwater. Relationships are at the core of meaningful college experiences and they’re particularly important to underserved students who are more likely to doubt their academic abilities. Underserved online students need the presence of an engaged instructor. If you teach online, your human presence matters. This has been my greatest takeaway from 15 years of teaching online and, perhaps, more striking is that this point still seems revolutionary to so many.

Pacansky-Brock

Addendum:
7 Steps to Better Online Teaching — from chronicle.com by Esther C. Kim

Excerpt:

Provide suggestions for a strong classroom climate. At the start of the semester, I offer ways for students to stay engaged in an online classroom environment, and I explain the importance of remaining on camera and on audio. Without a proper explanation, students mistakenly think that they can multitask during live class sessions. Among the tips I offer them:

Refrain from opening email, texting, or browsing the web.
Choose a space where you don’t encounter distractions, which could include family members, laundry, dirty dishes, or a busy street outside your window.
Avoid sitting on a comfortable couch or bed.
Pay close attention to peers’ comments and ask yourself if you agree or disagree, and why. Add to the dialogue by sharing your thoughts.
Avoid taking class from coffee shops or other public spaces. The background noise can create a distraction both for you and for the entire class. Also, internet connections may be inconsistent in public spaces.

Don’t use the chat box when you can speak instead. On my university’s platform, there’s a chat box in which students can type messages in real time. This could be a useful tool if used properly. But I often find it difficult to simultaneously read the chat box while listening to a student who’s speaking. The same goes for when I am speaking and someone is typing comments or questions in the chat box. If there’s a robust dialogue happening among a few of the students and others want to interject, they can place their comments in the chat box. Otherwise, I ask that they take advantage of the face-to-face online time by verbalizing their questions or comments.

From DSC:
Esther’s point on how difficult it is to both read/respond to the chat area while also trying to listen to someone else speaking is a great example of cognitive load — and it being overwhelmed with too much information to process at one time.

12 bad communication habits to break in IT [Rudder]

On 04/18/2018, in business, change, collaboration, communications, corporate / business world, IT in HE, strategy, using teams, workplace, by Daniel Christian

12 bad communication habits to break in IT — from enterprisersproject.com by Carla Rudder
Do you start conversations on the wrong note? Deliver the right message at the wrong time? CIOs share the communication traps that hold individuals and teams back

Excerpt:

Time and time again, CIOs and IT leaders tell us that communication is key to driving great business results. Whether IT leaders are grappling with digital transformation, trying to improve DevOps results, or leading IT culture change, communication often becomes a make-or-break factor in their ability to succeed.

But, like other “soft skills” and emotional intelligence competencies, communication skills aren’t easy to master. And over time, many people fall into bad communication habits that never get repaired.

We asked business and IT leaders to share some of the worst communication practices that hold individuals and teams back. If you are working on increasing transparency between IT and other teams, consider this your checklist for what NOT to do. Also, if you’re a rising IT leader who wants to shine in the eyes of the CIO, listen up…

VR Lab! — from thejournal.com by Joshua Bolkan

Excerpts (emphasis DSC):

When Tampa Preparatory School launched decided to turn a closet into a virtual reality lab, they had no idea how far their students would run with the tools, but that’s exactly what they did, sitting down to build their own educational apps to help visualize concepts in astronomy, chemistry and physics. In addition to the educational apps, built by students on their own initiative, the VR lab is also used for art classes and more.

Chad Lewis, director of technology at Tampa Prep, recently sat down with THE Journal to talk about the school’s experience with VR as an educational tool.

Tell me a little about having students design their own VR apps. Are there any benefits to it that surprised you?

Chad Lewis: Some surprising benefits included branching out beyond computer science into areas like chemistry and physics. This is an example of the amazing things students can do if given the opportunity to pursue their passions. They need time, space and resources as well as support and encouragement.

The main thing is that they’re learning coding, 3D modeling, game development, collaboration, design thinking, etc.

In the process, one of our computer science students came up to me and said, “Mr. Lewis do you mind if I try to create some virtual reality apps using Unity?” and it really took off from there. The lab was a student-driven initiative.

From DSC:
This application looks to be very well done and thought out! Wow!

Check out the video entitled “Interactive Ink – Enables digital handwriting“ — and you may also wonder whether this could be a great medium/method of having to “write things down” for better information processing in our minds, while also producing digital work for easier distribution and sharing!

Wow! Talk about solid user experience design and interface design! Nicely done.

Below is an excerpt of the information from Bella Pietsch from anthonyBarnum Public Relations

Imagine a world where users interact with their digital devices seamlessly, and don’t suffer from lag and delayed response time. I work with MyScript, a company whose Interactive Ink tech creates that world of seamless handwritten interactivity by combining the flexibility of pen and paper with the power and productivity of digital processing.

According to a recent forecast, the global handwriting recognition market is valued at a trillion-plus dollars and is expected to grow at an almost 16 percent compound annual growth rate by 2025. To add additional context, the new affordable iPad with stylus support was just released, allowing users to work with the $99 Apple Pencil, which was previously only supported by the iPad Pro.

Check out the demo of Interactive Ink using an Apple Pencil, Microsoft Surface Pen, Samsung S Pen or Google Pixelbook Pen here.

Interactive Ink’s proficiencies are the future of writing and equating. Developed by MyScript Labs, Interactive Ink is a form of digital ink technology which allows ink editing via simple gestures and providing device reflow flexibility. Interactive Ink relies on real-time predictive handwriting recognition, driven by artificial intelligence and neural network architectures.

Innovative classroom furnishings encourage creativity and collaboration [Harper]

On 04/07/2018, in active learning, art, collaboration, creativity, K-12 related, learning, learning ecosystem, learning spaces, smart classrooms, teachers, teaching & learning, youth, by Daniel Christian

Innovative classroom furnishings encourage creativity and collaboration — from educationdive.com by Amelia Harper

Dive Brief:

Teachers in Long Island’s Baldwin Schools have been invited to apply for funds to redesign their classroom space as a way to encourage innovation and are reinvigorating their own personal teaching styles along the way, according to The Hechinger Report.
Ann Marie Lynam, a middle school teacher who works with students ranging from those with special needs students to the academically advanced, finds that a multifunction, mobile classroom with a variety of comfortable seating options has forced her to become more innovative in her teaching style and encourages collaborative efforts that rely more on conversation and less on technology.
Tricia Wilder, a kindergarten teacher at a nearby school, redesigned her space with flexible seating and a “theater nook” that encourages creative play and has also added more technology to the classroom to facilitate individualized instruction.

2018 Workplace Learning Report — from learning.linkedin.com

Excerpts:

The path to opportunity is changing
The short shelf life of skills and a tightening labor market are giving rise to a multitude of skill gaps. Businesses are fighting to stay ahead of the curve, trying to hold onto their best talent and struggling to fill key positions. Individuals are conscious of staying relevant in the age of automation.

Enter the talent development function.
These organizational leaders create learning opportunities to enable employee growth and achievement. They have the ability to guide their organizations to success in tomorrow’s labor market, but they can’t do it alone.
…
Our research answers the talent developer’s most pressing questions:
* How are savvy talent development leaders adapting to the pace of change in today’s dynamic world of work?
* Why do employees demand learning and development resources, but don’t make the time to learn?
* How do executives think about learning and development?
* Are managers the missing link to successful learning programs?

From DSC:
Even though this piece is a bit of a sales pitch for Lynda.com — a great service I might add — it’s still worth checking out. I say this because it brings up a very real trend that I’m trying to bring more awareness to — i.e., the pace of change has changed. Our society is not ready for this new, exponential pace of change. Technologies are impacting jobs and how we do our jobs, and will likely do so for the next several decades. Skills gaps are real and likely growing larger. Corporations need to do their part in helping higher education revise/develop curriculum and they need to offer funds to create new types of learning labs/environments. They need to offer more internships and opportunities to learn new skills.

The Space Satellite Revolution Could Turn Earth into a Surveillance Nightmare — from scout.ai by Becky Ferreira
Laser communication between satellites is revolutionizing our ability to track climate change, manage resources, and respond to natural disasters. But there are downsides to putting Earth under a giant microscope.

Excerpts:

And while universal broadband has the potential to open up business and education opportunities to hundreds of thousands of people, it’s the real-time satellite feeds of earth that may have both the most immediate and widespread financial upsides — and the most frightening surveillance implications — for the average person here on earth.
…
Among the industries most likely to benefit from laser communications between these satellites are agriculture and forestry.
…
Satellite data can also be used to engage the public in humanitarian efforts. In the wake of Typhoon Haiyan, DigitalGlobe launched online crowdsourcing campaigns to map damage and help NGOs respond on the ground. And they’ve been identifying vulnerable communities in South Sudan as the nation suffers through unrest and famine.

In an age of intensifying natural disasters, combining these tactics with live satellite video feeds could mean the difference between life and death for thousands of people.
…
Should a company, for example, be able to use real-time video feeds to track your physical location, perhaps in order to better target advertising? Should they be able to use facial recognition and sentiment analysis algorithms to assess your reactions to those ads in real time?
…
While these commercially available images aren’t yet sharp enough to pick up intimate details like faces or phone screens, it’s foreseeable that regulations will be eased to accommodate even sharper images. That trend will continue to prompt privacy concerns, especially if a switch to laser-based satellite communication enables near real-time coverage at high resolutions.

A kaleidoscopic swirl of possible futures confronts us, filled with scenarios where law enforcement officials could rewind satellite footage to identify people at a crime scene, or on a more familial level, parents could remotely watch their kids — or keep tabs on each other — from space. In that world, it’s not hard to imagine privacy becoming even more of a commodity, with wealthy enclaves lobbying to be erased from visual satellite feeds, in a geospatial version of “gated communities.”

From DSC:
The pros and cons of technologies…hmmm…this article nicely captures the pluses and minuses that societies around the globe need to be aware of, struggle with, and discuss with each other. Some exciting things here, but some disturbing things here as well.

Reflections on “Deeper Thinking about Active Learning” [Weimer]

On 03/03/2018, in active learning, adjunct faculty, attention, collaboration, colleges, community colleges, content development, aggregation, repositories, Daniel S. Christian, engagement / engaging students, higher education, ideas, instructional design, learning, learning ecosystem, liberal arts, pedagogy, teaching & learning, universities, by Daniel Christian

Deeper Thinking about Active Learning — from facultyfocus.com by Maryellen Weimer

Excerpts (emphasis DSC):

I keep worrying that we’re missing the boat with active learning. Here’s why. First, active learning isn’t about activity for the sake of activity. I fear we’ve gotten too fixated on the activity and aren’t as focused as we should be on the learning. We’re still obsessed with collecting teaching techniques—all those strategies, gimmicks, approaches, and things we can do to get students engaged. But what kind of engagement does the activity promote? Does it pique student interest, make them think, result in learning, and cultivate a desire to know more? Or is it more about keeping basically bored students busy?
…
Teaching techniques are an essential part of any active learning endeavor. But they aren’t the center or the most important part of student learning experiences. Techniques provide the framework, the structure, the context. What really matters is what we put in the structure—what students are thinking about and sharing when they’re pairing.
…
Larry recommends selecting things that confront students with their ignorance—so they see clearly what they don’t know, can’t understand, don’t see the reason for, or can’t make work. When you’ve got an artifact in front of you, there’s motivation to deal with it.

Think for a moment of what happens when you give most any of those millennial students a new electronic device. Usually, without the instructions and no attention to technique, they start playing with it to see how it works. Do they mess up and make mistakes? Do they give up or worry about looking stupid? Does active learning in our courses look anything like this?

From DSC:
This article reminds me of a great conversation that I had with an elderly gentleman a few months ago. He’s still involved with instructional design, after several decades of related work experiences. He said to me that learners need to truly ***engage*** with the content to make it meaningful to them.

And then I read a quote from Robert Greenleaf’s book, On Becoming a Servant Leader (p. 304), that said:

Nothing is meaningful to me until it is related to my own experience.

The 9 best online collaboration tools for remote workers [Kirkwood]

On 02/10/2018, in business, career development, collaboration, corporate / business world, platforms, productivity / tips and tricks, project-based learning, technologies for your home, technology (general), telecommunications, tools, vendors, videoconferencing, web-based collaboration, workplace, by Daniel Christian

The 9 best online collaboration tools for remote workers — from invisionapp.com by Jes Kirkwood

Excerpts:

With this in mind, we asked remote workers from companies like Treehouse, Help Scout, Zapier, Buffer, and Zest to share their favorite online collaboration tools. Here’s what they said.

Slack: The best team communication app
Zoom: The best video conferencing app
InVision: The best design collaboration app
GitHub: The best software development tool
Trello: The best project management software
Dashlane: The best password manager
Google Drive: The best file management app
Zapier: Workflow automation for business
World Time Buddy: Time converter for distributed teams

From DSC:
I have been trying to blog more about learning how to learn — and to provide some more resources on metacognition and the like.

Along these lines — and with permission from the author — the following excerpt is from Quentin Schultze’s solid book, Communicate like a True Leader (pages 35 & 36). I asked Quin if I could share this excerpt because I think it could be a great strategy to share with students (at least for them to experiment with, and try it out to see if it helps them). Whether they know it or not, learning how to learn is THEE key skill these days.

Quin would also emphasize some other items such as listening, attending to reality, communicating effectively with others, and more…but my focus here is on learning strategies. So I share it in the hope that it will help some of you students out there just as it helped Quin.

During the beginning of my sophomore year, I started reviewing each day’s class notes after classes were over. I soon realized how little I recalled even of that day’s lectures and discussions. It dawned on me that normal note-taking merely gave me the impression that I was learning. I implemented a strategy that revolutionized my learning, launched me successfully into graduate school, helped me become a solid teacher, equipped me to be a productive researcher-writer, and made it possible for me to be an engaging speaker.

I not only reviewed my notes daily. I rewrote them from scratch within a couple of hours of each class meeting. I used my actual course notes as prompts to recall more of the lecture and to help me organize my own reactions to the material. My notes expanded. My retention swelled.

My revised notes became a kind of journal of my dialogue with the instructor and the readings. I integrated into my revised course notes my daily reading notes, reworking them into language that was meaningful to me and preparing to ask the instructor at the next class anything that I was uncertain about. From then on I earned nearly straight A’s with far less cramming for exams.

Moreover, I had begun journaling about my learning — one of the most important communication skills. I became a real learner by discovering how to pay attention to others and myself.

In a broad sense, I learned how to listen.

“Rise of the machines” — from January 2018 edition of InAVate magazine
AI is generating lots of buzz in other verticals, but what can AV learn from those? Tim Kridel reports.

From DSC:
Learning spaces are relevant as well in the discussion of AI and AV-related items.

Also in their January 2018 edition, see
an incredibly detailed project at the London Business School.

Excerpt:

A full-width frosted glass panel sits on the desk surface, above it fixed in the ceiling is a Wolfvision VZ-C12 visualiser. This means the teaching staff can write on the (wipeclean) surface and the text appears directly on two 94-in screens behind them, using Christie short-throw laser 4,000 lumens projectors. When the lecturer is finished or has filled up the screen with text, the image can be saved on the intranet or via USB. Simply wipe with a cloth and start again. Not only is the technology inventive, but it allows the teaching staff to remain in face-to-face contact with the students at all times, instead of students having to stare at the back of the lecturer’s head whilst they write.

Also relevant, see:

HARMAN and IBM Watson IoT Introduce Cognitive Rooms that Bring Connected Experiences to Enterprise Settings

Developing a learning culture: A framework for the growth of teaching expertise [Chick, Kenny, Berenson, Johnson, Keegan, Read, & Reid]

On 01/15/2018, in adjunct faculty, adult learning, collaboration, colleges, community colleges, faculty/staff, higher education, leadership, learning, learning ecosystem, lifelong learning, online learning, pedagogy, professional development, research, teaching & learning, universities, web-based collaboration, by Daniel Christian

Developing a learning culture: A framework for the growth of teaching expertise — from facultyfocus.com by Nancy Chick, Natasha Kenny, Carol Berenson, Carol Johnson, David Keegan, Emma Read, & Leslie Reid

Excerpt (emphasis DSC):

Many postsecondary institutions have started to explore what it means to develop and demonstrate teaching expertise, recognizing not only the complexities of teaching and of documenting the experiences of teaching, but also that teaching expertise is developed through a learning process that continues over time (Hendry & Dean, 2002; Kreber, 2002). Our framework (see below graphic) for this growth of teaching expertise draws from the scholarly literature related to postsecondary teaching and learning to demonstrate that teaching expertise involves multiple facets, habits of mind (or ways of knowing and being), and possible developmental activities.

The Structure of the Framework
Our framework (Figure 1) introduces three foundational habits of mind—inclusive, learning-centered, and collaborative ways of knowing and being—that ground five interwoven and non-hierarchical facets of teaching expertise:

teaching and supporting learning
professional learning and development
mentorship
research, scholarship, and inquiry
educational leadership

Figure 1: Conceptualization of a framework for the development of teaching expertise

This framework is “written in pencil” in that it is meant to be shared, adapted, and used according to the needs of local contexts. The intention is to provide a scholarly framework for recognizing the breadth of characteristics involved in the development of teaching expertise in postsecondary contexts across all career stages.

In-demand skills for 2018 [linkedin]

On 01/11/2018, in business, career development, collaboration, communications, computer science, corporate / business world, corporate universities / corporate training, leadership, Microsoft, programming, society, staying relevant, student-related, technology (general), workplace, youth, by Daniel Christian

The Skills Companies Need Most in 2018 – And The Courses to Get Them — from linkedin.com by Paul Petrone

Excerpt:

Using a combination of LinkedIn data and survey results, we determined both the soft and the hard skills companies need most. And then we provided LinkedIn Learning courses that teach those skills, which we’ve made free for all of January 2018.

Enjoy. Learning these skills will help you stay ahead of change and make the most of all that opportunity in 2018.

Also see:

LinkedIn Data Reveals the Most Promising Jobs and In-Demand Skills of 2018 — from linkedin.com by Rachel Bowley

Excerpt:

As we enter 2018 it’s become clear that the jobs landscape in the United States is changing. How people are thinking about their careers and how they define success is changing. The rise of technology across every industry has created a flurry of new jobs and associated skills (and these aren’t necessarily all tech roles). While we all may take a different approach to reach our own definition of success, we’ve compiled a list of the most promising jobs and in-demand skills, plus a few stand-out trends, to help you get there.

The Trends

You don’t need to be technical to be successful. Despite the prominence of technical jobs and skills, soft skills like management, leadership, and strategy are equally as important. The proof is in the data: we surveyed 2,000 business leaders who told us the soft skills most in-demand are leadership, communication, collaboration, and time management. In fact, 57% of them said these soft skills are more important than hard skills.
Customer is king. As we saw in our Emerging Jobs Report, as a side effect of the technology boom, customer success, marketing, and sales-related jobs are growing quickly. Reaching potential customers and ensuring current customers are successful with your product are both critical for business success.
Technology is here to stay. Year-over-year technology jobs and skills have dominated these lists, and that’s a trend that’s likely here to stay. All jobs are likely going to require some technical skills in the future, so make sure to brush up on the basics.

Learning Ecosystems

12 bad communication habits to break in IT [Rudder]

2018 Workplace Learning Report [LinkedIn.com]

The Space Satellite Revolution Could Turn Earth into a Surveillance Nightmare [Ferreira]

Reflections on “Deeper Thinking about Active Learning” [Weimer]

The 9 best online collaboration tools for remote workers [Kirkwood]

Developing a learning culture: A framework for the growth of teaching expertise [Chick, Kenny, Berenson, Johnson, Keegan, Read, & Reid]

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