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\item{\textbf{flexibility} (many classes start new sessions every week),}  \item{online and now \textbf{mobile integration} (U of Phoenix offers an app for study and management of courses from anywhere, anytime).}  \end{enumerate}  These innovative offerings help solve practical problems for modern education. Given the 40\% college dropout rate, ever-rising costs of tuition, associated increases in post-college debt, and the need to stay competitive or desire to explore new areas of knowledge, anything that reduces friction is certainly welcome. Given that these two institutions alone serve over 350k students, you can't argue with the obvious demand.\\Emerging online teaching platforms (like \href{http://en.wikipedia.org/wiki/Massive_open_online_course}{MOOCs}) count millions of members, however course completion rates rarely break 10\%. Clearly such frameworks can be successful, we just don't know best practices yet.  The archetypal dropout success story, Gates is naturally a self-motivated, life-long learner. Commenting on his morning routine of exercising while listening to online classes, he notes:  \begin{quote}  In my experience, what separates the great courses from the mediocre ones is the quality of the professors, whose passion and expertise bring their subjects to life, as much online as in-person. That’s why it’s critical that during this time of transition we keep our focus on the instructors. \textbf{They are the ones who inspire and guide students.} The best online learning technologies \textbf{expand the reach of the most inspiring professors} by allowing more students to be part of their classes.\\  _{[\textit{emphasis added}]}  \end{quote}  While Arizona State's model for the \href{https://www.authorea.com/users/9932/articles/10849/_show_article}{New American University} focuses on building and blending academic infrastructure to increase funding, exposure, and innovation, Gates has a different vision. He sees the future of education in terms of effortless accessibility to the human infrastructure of knowledge. It is similarly about connectivity, but on a personal level, regardless of the difficulties of time and space (we have the \href{https://www.authorea.com/users/3/articles/6316/_show_article}{technology}). It is about sharing, distributing one's expertise to as many open minds as possible.\\  Considering the root of "professor" means "\href{http://www.etymonline.com/index.php?term=professor}{to declare openly}", the web offers the highest possible volume to this vocation in the history of knowledge. How to best harness it though?   This seems to suggest that just as researchers increasingly build brands for their work (as in ASU's case), educators need to build brands for their teaching. CVs come loaded with references to lecturing and presentations, but beyond hastily-composed and oft-biased end-of-term student reviews, lecturers and professors can't readily demonstrate the content, interactions, or even overall value of their teaching. Likewise, engagement and participation are critical, but hard to measure beyond final grades. Given the right teaching tools (like interactive \href{https://www.authorea.com/users/3/articles/3904/_show_article}{data} and \href{https://www.authorea.com/users/9932/articles/11070/_show_article}{code}) and platforms for dissemination and feedback, multiple concrete forms of learning can actually be realized.  \textbf{Final Thoughts:}  Humans are natural scientists. \\  We want to know. We want to learn. We want to find things out.\\  Imagine a future where anyone can get a quality introduction to Greek History or Quantum Mechanics or the Nature of Thought and Consciousness.\\  Not an exhaustive (read: exhausting) Wikipedia-style article, but curated content presented by an expert in professing