Broadband/Computer Funding Round II, Race to the Top, 2010 Horizon Report, Stride Handbook, Lecturecasting, Grant

NTIA, RUS Announce Final Round of Broadband Stimulus Funding
Priority for Anchor Institutions: Libraries, Community Colleges; Public Computer Centers at Community Colleges and Libraries

http://www.ntia.doc.gov/press/2010/BTOP_BIP_NOFAII_100115.html
http://www.ntia.doc.gov/frnotices/2010/FR_BTOPNOFA_100115.pdf

Applications Accepted: beginning Feb.16, 2010 at 8:00 a.m. eastern standard time
Application Deadline: March 15, 2010 at 5:00 p.m. eastern daylight time.

The Commerce Department’s National Telecommunications and Information Administration (NTIA) and USDA’s Rural Utilities Service (RUS) announced availability of $4.8 billion in American Recovery and Reinvestment Act (ARRA) grants and loans to expand broadband access and adoption in America. This is the second funding round for the agencies’ broadband programs. The investment will help bridge the technological divide, boost economic growth, and create jobs. NTIA and RUS also announced the rules for applying in this funding round, which have been modified to make the application process easier for applicants and better target program resources.

NTIA’s NOFA allocates approximately $2.6 billion in this funding round of which approximately $2.35 billion will be made available for infrastructure projects. In this round, NTIA is adopting a “comprehensive communities” approach as its top priority in awarding infrastructure grants, focusing on middle mile broadband projects that connect key community anchor institutions – such as libraries, hospitals, community colleges, universities, and public safety institutions. Comprehensive Community Infrastructure projects maximize the benefits of BTOP by leveraging resources, promoting sustainable community growth, and ultimately laying the foundation for reasonably priced broadband service to consumers and businesses.

In addition, NTIA plans to award at least $150 million of the funding for Public Computer Center projects, which will expand access to broadband service and enhance broadband capacity at public libraries, community colleges, and other institutions that service the general public.

NTIA also plans to award at least $100 million for Sustainable Broadband Adoption projects, which include projects to provide broadband education, training, and equipment, particularly to vulnerable population groups where broadband technology has traditionally been underutilized.

Unserved and Underserved Areas: NTIA is removing the requirement that infrastructure projects connecting community anchor institutions, including community colleges, must be located in unserved or underserved areas, though projects in unserved and underserved areas will receive additional consideration.
Improved Online Application Process: NTIA has made numerous adjustments to the online application system to streamline the intake of information and make the process more user-friendly. These include reducing the number of attachments to be uploaded with the application, eliminating the proposed funded service area mapping tool, and modifying the service area delineations from Census blocks to Census tracts and block groups.

See the American Library Association Web site: http://www.ala.org/ala/issuesadvocacy/advocacy/knowstimulus/index.cfm

Education Grant Effort Faces Late Opposition
by Sam Dillon
Jan. 18, 2010, New York Times

“The Obama administration’s main school improvement initiative has spurred education policy changes in states across the nation, but it is meeting with some last-minute resistance as the first deadline for applications arrives Tuesday. Thousands of school districts in California, Ohio and other states have declined to participate, and teachers’ unions in Michigan, Minnesota and Florida have recommended that their local units not sign on to their states’ applications. Several rural states, including Montana, have said they will not apply, at least for now, partly because of the emphasis on charter schools, which would draw resources from small country schools. And Gov. Rick Perry of Texas said last week that his state would not compete for the $700 million that the biggest states are eligible to win in the $4 billion program, known as Race to the Top, calling it an intrusion on states’ rights.”

“Still, about 40 states were rushing to complete applications for the Tuesday deadline, the first in the two-stage competition. The last-minute opposition is unlikely to derail efforts by most of those states to win some of the federal money. President Obama and his aides have been so delighted by the response by states that he will seek to extend the competition into a third round next year and will request an additional $1.3 billion from Congress to do so, senior administration officials said Monday.” . . .

Forget Gum. Walking and Using Phone Is Risky.
by Matt Richtel
Jan. 16, 2010, New York Times

. . . “But there is another growing problem caused by lower-stakes multitasking — distracted walking –which combines a pedestrian, an electronic device and an unseen crack in the sidewalk, the pole of a stop sign, a toy left on the living room floor or a parked (or sometimes moving) car. The era of the mobile gadget is making mobility that much more perilous, particularly on crowded streets and in downtown areas where multiple multitaskers veer and swerve and walk to the beat of their own devices.” . . .

2010 Horizon Report
Jan. 15, 2010, The New Media Consortium and the EDUCAUSE Learning Initiative

“In each edition of the Horizon Report, six emerging technologies or practices are described that are likely to enter mainstream use on campuses within three adoption horizons spread over the next one to five years. Each report also presents critical trends and challenges that will affect teaching and learning over the same time frame.”

Key Trends
— The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
— People expect to be able to work, learn, and study whenever and wherever they want to.
— The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
— The work of students is increasingly seen as collaborative by nature, and there is more crosscampus collaboration between departments.

Critical Challenges
— The role of the academy — and the way we prepare students for their future lives — is changing.
— New scholarly forms of authoring, publishing, and researching continue to emerge but appropriate metrics for evaluating them increasingly and far too often lag behind.
— Digital media literacy continues its rise in importance as a key skill in every discipline and profession.
— Institutions increasingly focus more narrowly on key goals, as a result of shrinking budgets in the present economic climate.

Technologies to Watch
— One Year or Less – Mobile Computing, Open Content
— Two to Three Years – Electronic Books, Simple Augmented Reality
— Four to Five Years – Gesture-based Computing, Visual Data Analysis

F.C.C. Orders Wireless Mike Modifications
by Matt Richtel
Jan. 15, 2010, New York Times

“Broadway theaters, sports franchises and other public entertainment forums must change the radio frequency they use for their wireless microphones under an order issued Friday by the Federal Communications Commission. Under the order, the groups have until June 12 to find other radio frequencies, something the theaters said could cost thousands of dollars per institution but that they can do. The F.C.C.’s ruling relates to a broader shift in the way the nation allocates precious spectrum used to transmit signals for mobile phones, TVs and other devices.” . . .

Nation’s Largest Labor Union Group Creates Online Degree Program
by Jill Laster
Jan. 15, 2010, Chronicle of Higher Education

“A new distance-learning program says it is the first accredited, degree-granting, online college open only to union members. The new program, called the College for Working Families, is a joint venture between the A.F.L.-C.I.O., the National Labor College, and the Penn Foster Education Group (now owned by the Princeton Review). The National Labor College already offers in-person training and some online classes as the only accredited higher-education institution specifically for unions. The new online program would combine the college’s on-the-ground resources with online tools to offer programs in subjects including health care and business administration.” . . .

STRIDE Handbook 8: E-Learning
by Sanjaya Mishra
2009, Indira Gandhi National Open University

“The Handbook is our humble effort to put ‘learning’ before ‘technology’ in e-learning endeavours. We expect this Handbook to be a starting point and reference guide to new as well as seasoned teachers to use e-learning in their teaching and learning, both at face-to-face and at a distance.” Stephen Downes describes this as an “introductory resource.”

PART-A: Conceptual Overviews
Chapter 1: Pedagogical Affordances of Technology by Som Naidu
Chapter 2: Managerial Perspectives on e-Learning by Tony Bates
Chapter 3: Designing Online Learning by Sanjaya Mishra
Chapter 4: Level of Media Interactivity by Jon Baggaley
Chapter 5: The Global e-Learning Framework by Badrul H. Khan

PART-B: Technologies and their Applications
Chapter 6: Electronic Mail by Sanjaya Mishra
Chapter 7: Mailing Lists by Steve McCarty
Chapter 8: Asynchronous Conferences, Discussion Forums by Neil Harris and Maria Sandor
Chapter 9: Podcasting: a learning technology by Palitha Edirisingha and Anguelina Papova
Chapter 10: Online Video by Kevin Burden
Chapter 11: Using Collaborative Video for e-Learning by Leigh Blackall
Chapter 12: Synchronous Conferencing by Jon Baggaley
Chapter 13: Webcasting by Punya Mishra and M. Laeeq Khan
Chapter 14: Blogs in Learning by Stephen Downes
Chapter 15: Wikis by Ke Zhang and Stacey DeLoose
Chapter 16: Social Networking by Terry Anderson
Chapter 17: Social Bookmarking (Delicious) in Education by Gabriela Grosseck
Chapter 18: Slideshows by Brian Kelly
Chapter 19: Virtual Worlds by Sanjaya Mishra
Chapter 20: Really Simple Syndication by Sanjaya Mishra
Chapter 21: Using Micro-blogging (Twitter) in Teaching and Learning by Andy Ramsden
Chapter 22: Concept Mapping in e-Learning by Alberto J. Canas, Priit Reiska and Joseph D. Novak
Chapter 23: Interactive Whiteboards by Rozhan M. Idrus and Raja Maznah Binti Raja Hussain
Chapter 24: Web Surveys and Quizzes by Sanjaya Mishra
Chapter 25: Learning Management Systems by Sanjaya Mishra

Lecturecasting on a Shoestring with a Macbook, Ustream, CamTwist, MPEG Streamclip and Blip.tv
by Wesley Fryer
Jan. 15, 2010, Moving at the Speed of Creativity

“Since I am my own tech support for this lecturecasting process, I need to make it as easy and streamlined as possible. It also needs to be cheap, since I’m self-funding this with my generous adjunct faculty salary. 🙂 In this post, I’ll describe some of my personal history and knowledge of lecturecasting systems, and detail how I’m using my MacBook Pro laptop, free software and websites, and an $8 per month PRO account on blip.tv to accomplish the aforementioned goals for T4T this term.” . . .

Innovative Technology Experiences for Students and Teachers (ITEST)
National Science Foundation
Solicitation 09-506

Letter of Intent Deadline Date: Jan. 19, 2010
Full Proposal Deadline Date: Feb. 12, 2010

The ITEST program responds to current concerns and projections about the growing demand for professionals and information technology workers in the U.S. and seeks solutions to help ensure the breadth and depth of the STEM workforce. ITEST supports research studies to address questions about how to find solutions. It also supports the development, implementation, testing, and scale-up of implementation models. A large variety of possible approaches to improving the STEM workforce and to building students’ capacity to participate in it may be implemented and studied. ITEST projects may include students or teachers, kindergarten through high school age, and any area of the STEM workforce. Projects that explore cyberlearning, specifically learning with cyberinfrastructure tools such as networked computing and communications technologies in K-12 settings, are of special interest.

This program is interested in addressing such questions as: What does it take to effectively interest and prepare students to participate in the science, technology, engineering, and mathematics (STEM) workforce of the future? What are the knowledge, skills, and dispositions that students need in order to participate productively in the changing STEM workforce and be innovators, particularly in STEM-related networked computing and information and communication technology (ICT) areas? How do they acquire them? How can the Nation’s burgeoning cyberinfrastructure be harnessed as a tool for STEM learning in classrooms and informal learning environments? What will ensure that the nation has the capacity it needs to participate in transformative, innovative STEM advances? How can we assess and predict inclination to participate in the STEM fields and how can we measure and study impact of various models to encourage that participation?

Broadband/Computer Funding Round II, Race to the Top, 2010 Horizon Report, Stride Handbook, Lecturecasting, Grant

NYT, Kindle Deal, Fraud, Textbook Rentals, Library Texts, Predictions, Critical Thinking, Cloud, Ed Games, Grants, Webinar

Sign of the Times
by Steve Kolowich
Jan. 14, 2010, Inside Higher Ed

“The New York Times Company will soon be stamping its name not only on newspaper headers, but on online-education certificates. Two years ago, with revenue from its celebrated print product in a nosedive, the New York Times Company starting poking its nose into the lucrative market of distance education, providing technology, marketing, and archival resources for non-credit courses taught by professors at colleges around the country through Epsilen, its online course delivery and networking platform. This spring, in conjunction with a handful of colleges, the Times will actually start awarding certificates to students who pay to take its online courses — moving beyond its previous involvement, which focused on individual, non-credit courses.” . . .

3 Colleges Strike Deal With U.S. Not to Promote Kindle
Jan. 14, 2010, Inside Higher Ed

“In a settlement with the U.S. Justice Department (http://www.justice.gov/opa/pr/2010/January/10-crt-030.html), three universities agreed not to buy or promote the use of Amazon’s Kindle DX or other electronic readers until the devices are fully accessible to the blind. Case Western Reserve University, Pace University and Reed College, all of which were part of a splashy entree into higher education for the Kindle last spring (http://www.insidehighered.com/news/2009/05/07/kindle), struck the deals after an investigation prompted by a lawsuit by the National Federation for the Blind and the American Council for the Blind against Arizona State University, another institution that planned an e-reader experiment (that lawsuit was settled last week).” (http://www.insidehighered.com/news/2009/07/06/kindle)

“Under the agreements with the Justice Department, which take effect when the colleges’ current Kindle pilot projects end, ‘the universities agree that if they use dedicated electronic book readers, they will ensure that students with vision disabilities are able to access and acquire the same materials and information, engage in the same interactions, and enjoy the same services as sighted students with substantially equivalent ease of use.’ “

Blindness Groups, University Settle Suit Over Amazon.Com’s Kindle
Associated Press
Jan. 11, 2010, Silicon Valley.com

“Two organizations representing the blind have settled a discrimination lawsuit against Arizona State University over its use of Amazon’s Kindle e-reader device. Arizona State is among several universities testing the $489 Kindle DX, a large-screen model aimed at textbook and newspaper readers. Last June, the National Federation of the Blind and the American Council of the Blind joined a blind ASU student in suing Arizona State, alleging that the Kindle’s inaccessibility to blind students constituted a violation of federal law. The blindness organizations and ASU announced the settlement on Monday. It does not involve payment of any damages or attorney’s fees. Rather, the groups cited ASU’s commitment to providing access to all of its programs for students with disabilities, and noted that the pilot program was already ending this spring.” . . .

Online Scheme Highlights Fears About Distance-Education Fraud
by Marc Parry
Jan. 13, 2010, Chronicle of Higher Education

“An Arizona woman pleaded guilty on Tuesday to running an elaborate scam that highlights what federal authorities describe as the vulnerability of online education to financial-aid fraud. The scheme embroiled Rio Salado College, home to one of America’s largest online programs, in a half-million-dollar con. The defendant, 38-year-old Trenda L. Halton, blended in with the working-adult students at Rio Salado. But the neatly organized records in her suburban Phoenix home held clues to a double life. Social Security numbers. Tax returns. High-school diplomas. Ms. Halton used those records in a scheme that defrauded the federal government of about $539,000 in student-aid dollars – a scheme that involved dozens of people recruited to pose as phony “straw” students, according to court records.” . . .

“The targets of such digital crimes tend be community colleges, where requirements to establish financial-aid eligibility may be minimal, tuition is cheap, and distance education is booming. The cases don’t always get much public attention. But the University of Phoenix’s Axia College, Michigan’s Lansing Community College, and Texas’ Dallas County Community College were all victims of online financial-aid fraud, according to the inspector general’s report to Congress covering April to September of 2009.” . . .

Textbooks for Rent … Everywhere
by Steve Kolowich
Jan. 12, 2010, Inside Higher Ed

. . . ““It’s very early,” says Mehdi Maghsoodnia, CEO of BookRenter.com. The textbook industry does about a $7-9 billion in U.S. sales annually, Maghsoodnia says, but BookRenter and its competitors only sold about $200 million last year. “We are still a very small portion of the market,” he says. With the market nowhere near saturation, a number of companies are looking to expand their textbook rental services, and fast. Maghsoodnia says BookRenter has already seen more growth in the first half of January than it did all of last year.”

“Barnes and Noble, which operates 636 campus bookstores, announced yesterday that in light of a “tremendous response from students and faculty,” it was expanding a pilot rental program that it ran in three stores last semester to 25 stores this semester.” . . . “The Follett Higher Education Group is expanding its own pilot rental program from seven campus bookstores last fall to 22 this semester, and recently sent a letter to its 860 college partners emphasizing its commitment to expanding its rental services.” . . . “Not to be outdone, the textbook publishing giant Cengage Learning, which got into the rental game in August, announced yesterday that it plans to more than double its rentable titles to 2,700 by July.”

“The transition to electronic textbooks might not happen overnight; in a 2008 Student PIRGs survey, only 33 percent of students said they were comfortable reading off a screen, and 60 percent said they would buy a low-cost printed textbook rather than using an electronic one for free. CourseSmart, one of the leading e-textbook vendors, does not always charge less than it would cost students to rent, Allen says.” See http://www.studentpirgs.org/reports/textbooks/affordable-textbooks-reports/course-correction-how-digital-textbooks-are-off-track-and-how-to-set-them-straight

Text Generation
by Steve Kolowich
Jan. 8, 2010, Inside Higher Ed

“Since some professors began suggesting that Twitter could be used not just as a recreational lark but as a potentially revolutionary teaching tool, purists and futurists have debated whether academe should swim against the cultural current toward limited, text-based communication, or adapt to it. Academic libraries increasingly seem to be choosing the latter option. As students raised on text-messaging begin to populate the halls of academe, a number of libraries have begun making their reference librarians reachable not just via e-mail and live chat, but text messages sent from students’ mobile devices.”

“Mosio, a mobile software company based in San Francisco, claims to be the largest provider to libraries trying to meet students on their own turf with its straightforwardly named Text a Librarian program, which is says is used by 250 libraries nationwide, including many colleges libraries. Mosio is hardly alone in the market; LibraryH3lp, Upside Wireless, and the Australian company Altarama Information Systems think their client bases will continue to expand as texting becomes even more pervasive and sophisticated. These services are generally cheap, running at a few hundred dollars per year.” . . .

Predictions for 2010
by Jim Groom
Jan. 1, 2010, Design 4 Learning

Blogs, wikis, podcasts – the staple diet of the ed-tech revolution will further be considered bubblegum edu-punk as many of the early advocates move into new areas and newcomers leap frog much of the under-pinning principles that were foundational in 2005 – 2009. . . .

“The number of teachers using technology in new and resonant ways in school will stagnate — and more will leave public to work in private because of the ‘virtual glass ceiling’. Many schools will find it frustratingly hard to integrate technology — due to policy — that keeps outsiders — outside. Large systems will not re-assess their HR policy and continue to hire people who are unable to lead them anywhere other than in circles — believing qualification and time-served are more important than ePortfolios, digital-authority and reputation. I hope I’m wrong about some of these.”

Great Expectations for e-Learning in 2010
by Tony Bates
Dec. 30, 2009

In the Globe and Mail on December 19, Leah McLaren wrote: ‘We are living in an Era of Perpetual Advice – and almost none of it is any good….the truth is, if you had a monkey throwing darts, you’d have a better chance of predicting the future.’ OK – so you can’t say you weren’t warned! Nevertheless, here are my predictions for 2010. . . .

1. Follow the money.
2. E-publishing
3. The year of mobile learning?
4. Convergence through cloud computing
5. Brazil: the international leader in e-learning in 2010?
6. Something no-one has ever thought of

The Pogie Awards for the Year’s Best Tech Ideas
by David Pogue
Dec. 30, 2009, New York Times

The Pogies celebrate the best ideas of the year — great, clever features that somehow made it past the obstacles of cost, engineering and lawyers.

Droid Docks, ITYPE2GO, MIFI, Samsung Duel Screen Camera, Nikon Projector Cam, BING Pop-up Previews, Palm Pre Data Consolidation, Find My Phone, Readability

Engagement v. Empowerment — Some Early Thoughts…
by Chris Lehmann
Dec. 27. 2009, Practical Theory

. . . “Empowerment feels better to me. It, in the end, is the word — the idea — that sets us up for a more student-centered classroom because it is about what the students get from the experience once the class is done, not what happens during the class. It also allows us to do away with the notion that the classroom is always fun. It’s not. Let’s look at coaching for a moment… a coach who is worried about engagement as the goal lets the kids scrimmage most practices because it is engaging and fun. But an empowering coach puts the kids through smart drills that allows them to play their best basketball during the games. Those days when you walk through the offenses and the defenses 100 times aren’t always engaging… in fact, they can feel like a lot of work. But they pay off. And that’s what we want in our classes. It’s o.k. if there are days when the work that kids do feels like work. We have to be o.k. with that. And we have to understand that school is work… but that it can be meaningful, powerful, empowering (and even engaging) work. And that the work we do together in school means that kids can apply that work to their own lives in ways they see fit and that allow them to thrive.” . . .

(How) Would You Use This Critical Thinking Video?
by Clay Burell
Dec. 27, 2009, Beyond School

This critical thinking video by QualiaSoup is “worth a watch.”

Is Our Data Too Vulnerable in the Cloud?
by Nick Bilton
Dec. 24, 2009, New York Times

“The January issue of Technology Review features an important article discussing whether cloud computing is secure enough for broad public use. “Security in the Ether,” by David Talbot, brings to light some of the serious technology concerns from cloud based applications including Gmail, Twitter and Facebook. Mr. Talbot interviews security and cloud experts, some who agree that our data and information is too vulnerable in the cloud, and the standards for business and public use are not secure enough. Talbot writes: ‘Cloud computing actually poses several separate but related security risks. Not only could stored data be stolen by hackers or lost to breakdowns, but a cloud provider might mishandle data — or be forced to give it up in response to a subpoena.’ “ . . .

60 Educational Game Sites That You’ve Probably Never Seen
by Keith Ferrell
Dec. 21, 2009, Tech Happy

“Ok, so you’ve probably seen some of these, but I needed a snazzy title. I recently compiled two lists of sites from Richard Byrne’s Blog — the site is an amazing resource, and I’m pretty certain that Richard doesn’t sleep. These aren’t in order of greatness — they all have their own specific applications for education. A few of these appear on my Sites for Kids (and Teachers) page. Enjoy!” . . .

New Programs Aim to Lure Young Into Digital Jobs
by Steve Lohr
Dec. 20, 2009, New York Times

. . . “Hybrid careers like Dr. Halamka’s that combine computing with other fields will increasingly be the new American jobs of the future, labor experts say. In other words, the nation’s economy is going to need more cool nerds. But not enough young people are embracing computing — often because they are leery of being branded nerds.”

“Educators and technologists say two things need to change: the image of computing work, and computer science education in high schools. Teacher groups, professional organizations like the Association for Computing Machinery and the National Science Foundation are pushing for these changes, but so are major technology companies including Google, Microsoft and Intel. One step in their campaign came the week of Dec. 7, National Computer Science Education Week, which was celebrated with events in schools and online.” . . .

A Class Reaches Out and Touches High-Tech Art
by Jessica Reaves
Dec. 19, 2009, New York Times

“Like many of us, Mike Nourse is both irritated and entranced by iPhones — their ubiquity, their utility, their unique power to extinguish conversation. Unlike most of us, Mr. Nourse, a co-founder of the Chicago Art Department, is in a position to do something useful with his internal conflict. And so he has, introducing a five-week class called “iPhone Art” at his nonprofit arts education organization.” . . .

Review of Distance Education Research (2000 to 2008): Analysis of Research Areas, Methods, and Authorship Patterns
by Olaf Zawacki-Richter, Eva Maria Bäcker, and Sebastian Vogt Fern Universität in Hagen (Germany)
December 2009, The International Review of Research in Open and Distance Learning

“This paper presents a review of distance education literature to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (N = 695) published in five prominent distance education journals between 2000 and 2008 were reviewed for this study. The conclusion is that distance education research is strongly dominated by issues related to instructional design and individual learning processes; whereas, other important areas (e.g., innovation and change management or intercultural aspects of distance learning) are dreadfully neglected. There is a significant trend towards collaborative research and more qualitative studies. Over 80 percent of all articles originate from only five countries.”

Special Focus Competition: European Union-United States Atlantis Program
Fund for the Improvement of Postsecondary Education (FIPSE)
Office of Postsecondary Education, Department of Education
(CFDA) Number: 84.116J

Application Deadline: April 8, 2010

This program supports the formation of educational consortia between the EU and U.S. institutions. To meet this priority, the applicant must propose a project that encourages cooperation in the coordination of curricula; the exchange of students, if pertinent to grant activities; and the opening of educational opportunities between the U.S. and EU Member States.

Estimated Available Funds: The Administration has requested $47,424,000 for the FIPSE programs, of which we intend to allocate $2,000,000 for new awards for the EU-U.S. Atlantis program in FY 2010. The actual level of funding, if any, depends on final congressional action. Estimated Range of Awards: $35,000-$108,000 for the first year only.

Summer Seminars and Institutes
National Endowment for the Humanities
CFDA Number: 45.163

Application Deadline: March 2, 2010

These grants support faculty development programs in the humanities for school teachers and for college and university teachers. NEH Summer Seminars and Institutes may be as short as two weeks or as long as six weeks. The duration of a program should allow for a rigorous treatment of its topic.

NEH Summer Seminars and Institutes
— extend and deepen knowledge and understanding of the humanities by focusing on significant topics, texts, and issues;
— contribute to the intellectual vitality and professional development of participants;
— build a community of inquiry and provide models of excellent scholarship and teaching; and
— promote effective links between teaching and research in the humanities.

Free Professional Development Webinar
Library in Your Pocket: Strategies and Techniques for Developing Successful Mobile Services

Wednesday, Jan. 20, 2010 1:00 p.m. eastern time, Educause Live!
Presenters: David Woodbury, Libraries Fellow, North Carolina State University; Jason Casden, Digital Technologies Development Librarian, North Carolina State University

Students are arriving on college campuses with the ability to connect to the web with a diverse array of mobile devices. However, some online services aren’t a good fit for the small screen, and new services can also be developed that take advantage of the mobile user context. Developers of the NCSU Libraries Mobile site (http://m.lib.ncsu.edu) will share their strategy and techniques for creating a suite of mobile services that are optimized for a majority of mobile web platforms, from iPhones to flip phones. The session will also include a discussion of site usage and promotion as well as plans for future mobile services.

NYT, Kindle Deal, Fraud, Textbook Rentals, Library Texts, Predictions, Critical Thinking, Cloud, Ed Games, Grants, Webinar