Two recent articles have prompted a flurry of commentary on social media around the quality of learning in higher education.

The first, from the Times Higher Education Supplement was entitled 'Academics fail to change teaching due to fear of looking stupid'. A year long study found that younger academics held on to strong ideas about what they considered to be 'good pedagogy', often because they had inherited these ideas from their own professors while studying at university.

In February I spoke at Learning Technologies in London. It's an annual two day event for learning and development professionals where we meet to discuss and debate issues around new technology, innovation in the workplace and corporate learning. Many of the sessions are standard - a speaker at the front talks about a specialised issues and there is time at the end (usually) for some discussion and questions.

For the #EduGoalsMOOC Twitter chat today, I have compiled a short list of useful resources that relate to the use of technology in education, and specifically technology integration. The first site is run by Dr Ruben Puentedura, who is the author of the SAMR model. His website Hippasus explore this model in detail and offers a number of useful examples of how it can be applied in practice.

The second useful resource is TeachThought which is run by Terry Heick.

Grading is a remnant of the Industrial Age. A grade on an essay has essentially the same function as an approval stamp on factory produce. It says 'this product meets the requirements.' Grades first appeared, according to Mary Lovett Smallwood, in 1813 at Yale University as a measure of student progress. The idea was derived from earlier writings in 1785.

Grading is practiced today from primary school through to higher education.

'In every talk, I'm asked where I would start first in revolutionizing education (K-professional school): Answer, always. Assessment. Until we change how and what we measure from 19th c productivity norms, education will deliver a 19th c product.'

This was a message tweeted by Cathy Davidson recently. It's important because it shows that assessment drives they way we teach.

One of the most valuable properties in any organisation is intellectual capital - the intangible value of a business generated by its people. Companies that ignore it do so at their peril. But how can an organisation build upon its intellectual capital? The answer is to value staff by providing them with relevant learning opportunities as they work.

Social learning is one of the vital components of contemporary learning and development. None of us lives in a vacuum, and we are better, stronger and wiser when we learn and work together.

Russian psychologist Lev Vygotsky (1978) argued that we learn best when we are immersed in a socially rich, culturally relevant environment. Language is key, as is context. So is the social connection between those who are learning, and those who are supporting that learning.

We connect with each other and with information in many ways. Today, more than ever we have a bewildering array of choices, including a variety of means to connect using smart phones and the Web. I captured the image on this page recently on a Dockland Light Railway train as it sped across East London.

You can see just about everyone in the photo is using a smartphone in some way.