1) Big-picture implications of Social Learning

Education seen as part of adult life, not rite of passage into adulthood; education for elites not sufficient for planetary survival.
Three types of entities beyond the individual:
- group (conscious membership, structured, e.g. virtual class)
- network (shared interests, informal, e.g. community of practice)
- collective (aggregated other, derived from participation, wisdom of crowds)
The educated person of the 21 century needs competence in all three, but formal education currently addresses only the first and is to some degree hostile to the second and third.

2) Academic Authorship Standards in World of Collaborative Authoring Tools:
- large implications on both "chain of knowledge" at heart of academic work (attribution conventions) and on "Critical Review" (evaluation and feedback to peers and to students)
- the academy is at a loss to deal with these issues, and it's natural conservative bias results in hostility
- ISO 690-2 (standard for citing electronic sources) does not accommodate many recent forms of document
- example, if accepted standard in wiki is to modify the document rather than annotate it, what are implications on notions of authorship and separation of authorship and reviewer

3) Interactive Whiteboards: Compliant or Disruptive Technologies:

- teachers doing exactly what they'd done with previous technology, at least for first year, though they claimed intention was to improve "student ownership"
- when asked if the technology was a teaching technology or a learning technology, teachers did not see a distinction (i.e. if it helps me teach, it helps them learn).
- next issue is how to determine for this (or any given) technology) whether it is a "jet-powered stagecoach" or a portal to new and more sophisticated applications of the technology

4) Significance of Second Life
- not much; hype not justified; nothing that we haven't seen for ten years
- judging the technology should be based on what people are doing not what the technology is doing
- advocates claim it transforms channels of communication and allows imaginative restructuring of environments, but second life spaces are more conventional than most of the real life spaces they are derived from
- gamers find the second life interface impoverished

5) Online textbooks
- network-specific features are a very hard sell to publishers, even with substantial economic evidence
- textbook that asks questions, then guides student efforts to find answer to those questions (resulting in covering much of the required reading for those that don't answer questions fully). XamPrep
- overall results 5-10% improvement in test scores vs control group with standard text book
- approach disproportionately benefits weak students who have problems with focus and study habits and so try to memorize all the content

6) incorporating student tracking and student ratings of course material in Moodle (MooDog):
- by tracking student use of resources and student ratings/reviews of resources, create a collaborative resource with student-oriented hooks into the material; also allows instructor to modify materials etc. based on what students say and what they do.
- findings are that students take more and more varied views of resource material in response to this data