Issue edited by Randy Bass with Bret Eynon and an editorial group from the Center for New Designs in Learning and Scholarship (CNDLS) at Georgetown University-- Eddie Maloney, Susannah McGowan, John Rakestraw and Theresa Schlafly.

New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introduction to this Issue of Academic Commons by Randy Bass, Georgetown University

Capturing the Visible Evidence of Invisible Learning (A Synthesis of Findings) by Randy Bass, Georgetown University and Bret Eynon, Laguardia Community College, CUNY

The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning from the Visible Knowledge Project by Randy Bass, Georgetown University and Bret Eynon,  LaGuardia Community College, CUNY [See below for full contents]

From Knowledgable to Knowledge-able: Learning in New Media Environments by Michael Wesch, Kansas State University

Participatory Learning and the New Humanities: An Interview with Cathy Davidson by Randy Bass, Georgetown University and Theresa Schlafly, Center for New Designs in Learning & Scholarship, Georgetown University

Making Common Cause: Electronic Portfolios, Learning, and the Power of Community by Kathleen Yancey, Florida State University; Barbara Cambridge, National Council of Teachers of English; and Darren Cambridge, George Mason University

"The Future of ePortfolio" Roundtable by Bret Eynon, LaGuardia Community College, CUNY

Opening Up Education-- The Remix. Excerpts from Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge by Toru Iiyoshi and M.S. Vijay Kumar, eds. (Edited by Randy Bass)  

Building a Network, Expanding the Commons, Shaping the Field: Perspectives on Developing a SOTL Repository by Tom Carey, Jennifer Meta Robinson, and John Rakestraw (Edited by John Rakestraw and Theresa Schlafly)

“Can we promote experimentation and innovation in learning as well as accountability? The VALUE Project thinks we can and here’s how”: An Interview with Terrel Rhodes, Vice President, AAC&U and Director, VALUE Project (Edited by Randy Bass)

Full Contents of The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning from the Visible Knowledge Project

Capturing the Visible Evidence of Invisible Learning by Randy Bass, Georgetown University and Bret Eynon, Laguardia Community College, CUNY 


Reading the Reader by Sharona A. Levy, Brooklyn College

Close Reading, Associative Thinking, and Zones of Proximal Development in Hypertext by Patricia E. O'Connor, Georgetown University

Inquiry, Image, and Emotion in the History Classroom by Peter Felten, Elon University

From Looking to Seeing: Student Learning in the Visual Turn by David Jaffee, Bard Graduate Center
Engaging Students as Researchers through Internet Use by Taimi Olsen, Tusculum College
Trace Evidence: How New Media Can Change What We Know About Student Learning by Lynne Adrian, University of Alabama
Shaping a Culture of Conversation: The Discussion Board and Beyond by Edward J. Gallagher, Lehigh University
The Importance of Conversation in Learning and the Value of Web-based Discussion Tools by Heidi Elmendorf, Georgetown University and John Ottenhoff, Associated Colleges of the Midwest
Why Sophie Dances: Electronic Discussions and Student Engagement with the Arts by Paula Berggren, Baruch College of CUNY
Connecting the Dots: Learning, Media, Community by Elizabeth Stephen, Georgetown University
Focusing on Process: Exploring Participatory Strategies to Enhance Student Learning by Juan-José Gutiérrez, California State University, Monterey Bay

Theorizing Through Digital Stories: The Art of "Writing Back" and "Writing For" by Rina Benmayor, California State University, Monterey Bay

Video Killed the Term Paper Star? Two Views by Peter Burkholder, Fairleigh Dickinson University and Anne Cross, Metropolitan State University

Producing Audiovisual Knowledge: Documentary Video Production and Student Learning in the American Studies Classroom by Bernie Cook, Georgetown University

Multimedia as Composition: Research, Writing, and Creativity by Viet Thanh Nguyen, University of Southern California 


Looking at Learning, Looking Together: Collaboration across Disciplines on a Digital Gallery by Joseph Ugoretz, Macaulay Honors College of the City University of New York and Rachel Theilheimer, Borough of Manhattan Community College/City University of New York

“It Helped Me See a New Me”: ePortfolio, Learning and Change at LaGuardia Community College by Bret Eynon, LaGuardia Community College, CUNY

From Narrative to Database: Protocols and Practices of Multimedia Inquiry in a Cross-Classroom Scholarship of Teaching and Learning Study by Michael Coventry, Georgetown University, and Matthias Oppermann, Humboldt University


Multimedia in the Classroom at USC: A Ten Year Perspective by Mark E. Kann, University of Southern California