suggested+reading+17

====**The revolution of peer-to-peer networking was that it allowed individual nodes to connect directly with each other rather than through a central node that regulated their interactions (perhaps this is an exaggeration, but that was the idea). How can this model—of individuals connecting with each other for learning, rather than connecting through a teacher or school or some other institution—be applied to learning? What if we gave a class and nobody came?**====


 * HASTAC Scholars Discussions:**

Blogs & Beyond: Teaching with Technology and Curiosity The rapid proliferation of digital tools and media is encouraging many of us to rethink our course development and classroom strategies. The adoption of these exciting new tools, however, is not simply a matter of grafting digital elements onto the traditional classroom methods. Instead it uncovers and unsettles many of the basic pedagogical assumptions that have long driven our teaching.

Grading 2.0: Evaluation in the Digital Age As the educational and cultural climate changes in response to new technologies for creating and sharing information, educators have begun to ask if the current framework for assessing student work, standardized testing, and grading is incompatible with the way these students should be learning and the skills they need to acquire to compete in the information age.

Democratizing Knowledge What does it mean to "democratize knowledge"? HASTAC Scholars consider the intersections of information technologies with fostering community partnerships and opening access to university resources and research.

Blogging & Tweeting Academia As the tools necessary for creating blogs have become more readily available, many academics have been quick to embrace these new forms of communication. However, academics blog for many different reasons, such as disseminating scholarship, demystifying the inner workings of the academy, or promoting themselves in an uncertain job market.

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