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As online learning continues to grow, so do the free or nearly free Web 2.0 and emerging online learning technologies available to faculty and students. This chapter explores the implementation process and corresponding considerations of adapting such tools for teaching and learning. Issues addressed include copyright, intellectual property, support, and privacy.

The number of instructional offerings in higher education that are online, blended, or web-enhanced, including courses and programs, continues to grow exponentially. Alongside the growth of e-learning, higher education has witnessed the explosion of cloud-based or Web 2.0 technologies, a term that refers to the vast array of socially oriented, free or nearly free, web-based tools, has represented a transition from institutionally-provided to freely available technology tools. This paper addresses the numerous teaching and learning opportunities and challenges that institutions face in adopting and implementing cloud-based technologies into their eLearning programs and provides a guide for forming implementation decisions.

In response to the argument against the theory that fair use exists only to fill a need that the market cannot, and in favor of the constitutional purpose of copyright law to balance between the rights of creators and the public, this paper suggests that varied and often understated uses of copyrighted materials exist in academic settings. Four "frames" of reference are introduced: Academic, Technological, Social, and Market. Court cases relevant to each frame are presented, and two scenarios involving the use of copyrighted materials are explored. As technology increases both access and control, it is important to preserve and continue the tradition of fair use in higher education and to differentiate it from other commercial uses.

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The rapid proliferation of e-learning tools that offer low or no cost investment and are not housed on institutional servers, has made it very attractive for faculty to move learning experiences online. Yet institutions are often unaware of the technology practices of instructors or learners, thereby investing time, effort, and funding into tools and infrastructure than may not be the best support for learning outcomes. This chapter describes shifts in the use of learning technologies, illustrates a high level overview for assessing current use and practice, and provides a framework for selecting delivery solutions and tools that can best support instructional goals.

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