The Experience of Learning: "The Experience of Learning was first published in 1984, and a revised and expanded second edition appeared in 1997. Both editions were published under the imprint of Scottish Academic Press. However, the book is currently out of print and no longer available from the publishers. This is particularly unfortunate since interest in the ground-breaking content of The Experience of Learning remains bouyant, and it continues to be regularly cited by researchers, teachers and others concerned with the pedagogy of higher education.
The editors have therefore decided that the best course of action would be to make the book's contents widely and freely available on the World Wide Web, for as long as it continues to attract a readership. The present Internet version was produced in 2005. Any of the chapters may be downloaded free of charge as PDF files by clicking on the chapter titles below. They may also be photocopied or reproduced for non-profit educational purposes, provided that the source is explicitly and openly acknowledged and no amendments are made to the text. Formal copyright remains with the editors and contributors, who continue to assert their moral rights. Since the PDF versions of the book's chapters retain their pagination, these can continue to be referred to in any future citations. "
Thursday, October 20, 2005
Saturday, October 08, 2005
Academia - Stephen Bostock
UMIST Teaching with Technology programme (EFFECTS)Project Portfolio, Stephen Bostock
This is the document proposing the project, with links to the evidence provided.
Outcome 1 Conducted a review of CIT in learning showing an understanding of the underlying educational processesEvidence of having conducted a review of appropriate technologies and their applications and demonstrated an awareness of their use in a range of learning situations.
This is the document proposing the project, with links to the evidence provided.
Outcome 1 Conducted a review of CIT in learning showing an understanding of the underlying educational processesEvidence of having conducted a review of appropriate technologies and their applications and demonstrated an awareness of their use in a range of learning situations.
Project - EFFECTS!
This is a web site for learning and teaching professionals, and for developers working to promote innovation and best practice in education.
It is not a list of links. Instead you will find a wealth of practical materials for download, designed to help you
It is not a list of links. Instead you will find a wealth of practical materials for download, designed to help you
Organization - NILTA
AoC NILTA’s vision is simple yet ambitious. We aim to facilitate the active participation of all staff throughout the lifelong learning sector in the development, use and exploitation of ILT through the exchange of ideas and expertise, sharing of best practice, facilitation of partnership and access to information, advice and support.
Institute - Oxford Internet Institute
Welcome to the Oxford Internet Institute (OII) -- one of the world's first truly multi-disciplinary Internet institutes based in a major university. Devoted to the study of the societal implications of the Internet, the OII seeks to shape research, policy and practice in the UK, Europe and around the world.
Organization - UNESCO
UNESCO is contributing to the implementation of the WSIS Plan of Action by a variety of activities that operationalize UNESCO's concept of “Knowledge Societies”.
Saturday, September 24, 2005
P o I n t e r
P o I n t e r: "
Welcome to the home page for the PoInter project. The project is concerned with investigating the appropriateness of patterns as a means of communicating information about how people interact with each other through and around technology. Ultimately, this is with a view to informing the design process for computer systems to support the work and activities that the people are engaged in, which is an on-going theme for our research here at Lancaster.
In these pages, you will find background to the project, links to work on patterns elsewhere, publications and reports available on-line, and candidate patterns arising out of our work."
Welcome to the home page for the PoInter project. The project is concerned with investigating the appropriateness of patterns as a means of communicating information about how people interact with each other through and around technology. Ultimately, this is with a view to informing the design process for computer systems to support the work and activities that the people are engaged in, which is an on-going theme for our research here at Lancaster.
In these pages, you will find background to the project, links to work on patterns elsewhere, publications and reports available on-line, and candidate patterns arising out of our work."
The Pedagogical Patterns Project
The Pedagogical Patterns Project
Patterns are designed to capture best practice in a specific domain. Pedagogical patterns try to capture expert knowledge of the practice of teaching and learning. The intent is to capture the essence of the practice in a compact form that can be easily communicated to those who need the knowledge. Presenting this information in a coherent and accessible form can mean the difference between every new instructor needing to relearn what is known by senior faculty and easy transference of knowledge of teaching within the community.
In essence a pattern solves a problem. This problem should be one that recurs in different contexts. In teaching we have many problems such as motivating students, choosing and sequencing materials, evaluating students, and the like.
These problems do recur and in slightly different form each time. Each time a problem pops up there are considerations that must be taken into account that influence our choice of solution. These forces push us toward or away from any given solution to a problem. A pattern is supposed to present a problem and a solution. The problem together with the forces must apply to make that solution beneficial to the problem.
Patterns are designed to capture best practice in a specific domain. Pedagogical patterns try to capture expert knowledge of the practice of teaching and learning. The intent is to capture the essence of the practice in a compact form that can be easily communicated to those who need the knowledge. Presenting this information in a coherent and accessible form can mean the difference between every new instructor needing to relearn what is known by senior faculty and easy transference of knowledge of teaching within the community.
In essence a pattern solves a problem. This problem should be one that recurs in different contexts. In teaching we have many problems such as motivating students, choosing and sequencing materials, evaluating students, and the like.
These problems do recur and in slightly different form each time. Each time a problem pops up there are considerations that must be taken into account that influence our choice of solution. These forces push us toward or away from any given solution to a problem. A pattern is supposed to present a problem and a solution. The problem together with the forces must apply to make that solution beneficial to the problem.
Project - The E-LEN project
The E-LEN project:
"The outcomes should interest those who are seeking guidance and feasible solutions to advance the effectiveness of e-learning. In the E-LEN project e-learning is the systematic use of networked multimedia computer technologies to empower learners, improve learning, connect learners to people and resources supportive of their needs, and to integrate learning with performance and individual with organisational goal. "
"The outcomes should interest those who are seeking guidance and feasible solutions to advance the effectiveness of e-learning. In the E-LEN project e-learning is the systematic use of networked multimedia computer technologies to empower learners, improve learning, connect learners to people and resources supportive of their needs, and to integrate learning with performance and individual with organisational goal. "
Tuesday, September 20, 2005
Publications - The Higher Education Academy in Business, Management and Accountancy
Publications | The Higher Education Academy in Business, Management and Accountancy:
"These collections of BEST papers, guides, newsletters and our journal share experiences, reflections and good practice in teaching."
"These collections of BEST papers, guides, newsletters and our journal share experiences, reflections and good practice in teaching."
Saturday, September 10, 2005
Project - UCL Centre for the Advancement of Learning and Teaching
UCL Centre for the Advancement of Learning and Teaching: "The development of an accreditation framework for learning technologists
Overview
Steering group
Phases of work
Project reports
Overview
This project involved the development and piloting of an accreditation framework aimed at learning technologists. The work was undertaken for the Association for Learning Technology, through funding from JISC. (For further information, see the invitation to tender, available from the list of ALT documents.) The project is now complete.
The project involved a consortium of researchers, consisting of:
* Julia Duggleby, The Sheffield College
* Aileen Earle, Collaboranda
* Richard Francis, Oxford Brookes University
* Gwyneth Hughes, UEL
* David Jennings, DJ Alchemi Ltd
* David Kay, FDLearning
* Martin Oliver, UCL
* Rhona Sharpe, Oxford Brookes University"
Overview
Steering group
Phases of work
Project reports
Overview
This project involved the development and piloting of an accreditation framework aimed at learning technologists. The work was undertaken for the Association for Learning Technology, through funding from JISC. (For further information, see the invitation to tender, available from the list of ALT documents.) The project is now complete.
The project involved a consortium of researchers, consisting of:
* Julia Duggleby, The Sheffield College
* Aileen Earle, Collaboranda
* Richard Francis, Oxford Brookes University
* Gwyneth Hughes, UEL
* David Jennings, DJ Alchemi Ltd
* David Kay, FDLearning
* Martin Oliver, UCL
* Rhona Sharpe, Oxford Brookes University"
Online Magazine - Exchange - Issue 6
Exchange - Issue 6: "Issue 6
Published in May 2004, the sixth issue of Exchange focuses on
'e-Learning'. Kathy Wiles, Director of the Centre for Academic Development at the University of Newcastle upon Tyne is the guest editor for this edition. image - front cover issue 6
'Wherever you are with e-learning, we hope you will find something here to inspire you, answer your questions, or even to disagree with, says Kathy. Most of all, the message that comes across from this issue of Exchange is that
e-learning is learning - and that means something to all of us.'
"
Published in May 2004, the sixth issue of Exchange focuses on
'e-Learning'. Kathy Wiles, Director of the Centre for Academic Development at the University of Newcastle upon Tyne is the guest editor for this edition. image - front cover issue 6
'Wherever you are with e-learning, we hope you will find something here to inspire you, answer your questions, or even to disagree with, says Kathy. Most of all, the message that comes across from this issue of Exchange is that
e-learning is learning - and that means something to all of us.'
"
Book - Faculty development by design
Faculty development by design: "Faculty development by design:
Integrating technology in higher education
Page Updated: August 16, 2004
Editors:
Punya Mishra
Matthew Koehler
Yong Zhao"
Integrating technology in higher education
Page Updated: August 16, 2004
Editors:
Punya Mishra
Matthew Koehler
Yong Zhao
Online Article - Blending E-learning with Traditional Teaching
Blending E-learning with Traditional Teaching: "One Lecturer's Experience of Blending E-learning with Traditional Teaching or How to Improve Retention and Progression by Engaging Students
Paul Catley
Abstract
The paper examines the author's experience of developing e-learning materials to support a traditionally delivered first-year undergraduate module, setting this in the context of institutional and national moves towards the greater utilisation of e-learning in enhancing student learning. The paper focuses on the impact of the e-learning materials on student performance over a three-year period and assesses the possible reasons behind the dramatic improvement in marks achieved by those students who engaged with the e-learning materials."
Paul Catley
Abstract
The paper examines the author's experience of developing e-learning materials to support a traditionally delivered first-year undergraduate module, setting this in the context of institutional and national moves towards the greater utilisation of e-learning in enhancing student learning. The paper focuses on the impact of the e-learning materials on student performance over a three-year period and assesses the possible reasons behind the dramatic improvement in marks achieved by those students who engaged with the e-learning materials."
Thursday, September 08, 2005
Project - Reveel - Review of the evidence of the effectiveness of e-learning
Reveel - Review of the evidence of the effectiveness of e-learning:
"There is no single definition of e-Learning and certainly the agenda of a particular sector is reflected in the type of definition that is used. For our review we will use a broad definition. 'If someone is learning in a way that uses information and communications technologies (ICTs), they are using e-learning' (DfES, 2003) "
"There is no single definition of e-Learning and certainly the agenda of a particular sector is reflected in the type of definition that is used. For our review we will use a broad definition. 'If someone is learning in a way that uses information and communications technologies (ICTs), they are using e-learning' (DfES, 2003) "
Tuesday, September 06, 2005
Organization - Higher Education Academy Supporting Learning
Higher Education Academy Supporting Learning page: "E-LEARNING
* Projects
* Strategy implementation
* e-Learning Research Centre
* e-Tutor competition
* e-Learning resources
* e-Learning links"
* Projects
* Strategy implementation
* e-Learning Research Centre
* e-Tutor competition
* e-Learning resources
* e-Learning links"
Tuesday, August 30, 2005
Online Journal - eJournal of Learning and Teaching - Oxford Brookes
eJournal of Learning and Teaching - About:
"The Brookes eJournal of Learning and Teaching is a peer-reviewed journal which aims to:
Promote, enhance and disseminate research, good practice, development and innovation in all aspects of learning, teaching and assessment in Higher Education to its primary audience which includes teachers, support staff, researchers, and those who make or influence policy and practice, within the university and externally.
Encourage greater understanding, dissemination, collaboration and evidence-based practice across the university and externally. BeJLT is designed to have maximum impact through being freely available on-line, fully archived and peer-reviewed."
"The Brookes eJournal of Learning and Teaching is a peer-reviewed journal which aims to:
Promote, enhance and disseminate research, good practice, development and innovation in all aspects of learning, teaching and assessment in Higher Education to its primary audience which includes teachers, support staff, researchers, and those who make or influence policy and practice, within the university and externally.
Encourage greater understanding, dissemination, collaboration and evidence-based practice across the university and externally. BeJLT is designed to have maximum impact through being freely available on-line, fully archived and peer-reviewed."
Project - JISC Learning Technology Career Development Scoping Study
Learning Technology Career Development Scoping Study:
"The learning technology career development scoping study was undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies are having on institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
The original study was funded by the JISC between 2000 and 2001. Follow up funding has been provided until 31 March 2003. The follow up funding was provided to write a series of briefing papers targeted at different HE audiences, for example, academic staff, librarians, managers of learning technology staff. Each of the briefing papers presents findings from the very substantial study which are of particular relevance to each audience. These briefing papers are available here. In addition, the original methodological tools have been reviewed and reworked and are available though the ELTI project to assist institutions in undertaking institutional audits to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings."
"The learning technology career development scoping study was undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies are having on institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
The original study was funded by the JISC between 2000 and 2001. Follow up funding has been provided until 31 March 2003. The follow up funding was provided to write a series of briefing papers targeted at different HE audiences, for example, academic staff, librarians, managers of learning technology staff. Each of the briefing papers presents findings from the very substantial study which are of particular relevance to each audience. These briefing papers are available here. In addition, the original methodological tools have been reviewed and reworked and are available though the ELTI project to assist institutions in undertaking institutional audits to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings."
Project - JISC Embedding Learning Technologies Institutionally
Embedding Learning Technologies Institutionally:
"The ELTI audit is designed to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings. It is a follow up project to the learning technologies career development scoping study undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The original study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
ELTI was funded as a follow up project in order to make this methodology available more widely. These audit materials and methodology will help institutions examining elearning strategies and organisational structures to support the use of ICT in teaching, learning and research. The original audit tools and accompanying notes and guidance have been revised and enhanced to make them useful to the whole HE community. These are freely available and the project is now examining how these can be adapted for use in the FE community.
Undertaking an institutional audit could bring many benefits, including:
* Providing a thorough overview of how learning technologies are being embedded within your institution;
* Enabling different stakeholders to examine the tensions and factors which help to impede or accelerate change;
* Become, of itself, a catalyst for change by bringing people together and encouraging cross-boundary working"
"The ELTI audit is designed to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings. It is a follow up project to the learning technologies career development scoping study undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The original study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
ELTI was funded as a follow up project in order to make this methodology available more widely. These audit materials and methodology will help institutions examining elearning strategies and organisational structures to support the use of ICT in teaching, learning and research. The original audit tools and accompanying notes and guidance have been revised and enhanced to make them useful to the whole HE community. These are freely available and the project is now examining how these can be adapted for use in the FE community.
Undertaking an institutional audit could bring many benefits, including:
* Providing a thorough overview of how learning technologies are being embedded within your institution;
* Enabling different stakeholders to examine the tensions and factors which help to impede or accelerate change;
* Become, of itself, a catalyst for change by bringing people together and encouraging cross-boundary working"
Monday, August 29, 2005
Online Journal - elearnspace. Connectivism: Learning as Network-Creation
elearnspace. Connectivism: Learning as Network-Creation: "Existing theories of a particular subject matter are typically revised and adjusted to reflect changing environments. At some point, due to continual revisions, the theories becomes so dichotomous and complex that it is no longer reflective of the subject it is intended to define and explain. At this point, the existing theories need to be replaced with models that more accurately reflect the link between theory and reality. The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any theory is the degree to which it solves problems and incongruities within a domain. The shortcomings of behaviourist, cognitivist, and constructivist ideologies of learning are answered in light of learning as a connection-forming (network-creation) process."
Saturday, August 27, 2005
Organization - eLearning Seminar Series - Researching Dialogue & Communities of Enquiry in eLearning in HE
eLearning Seminar Series - Researching Dialogue & Communities of Enquiry in eLearning in HE:
"A series of six international seminars, funded by the Economic and Social Research Council and the Worldwide Universities Network, that draws together leading researchers from around the world.
The seminar series is coordinated by Richard Andrews, Department of Educational Studies, University of York, on behalf of the Elearning group of WUN.
Subsequent seminars will be held at the Universities of Bristol, Southampton, Manchester, Leeds and Sheffield in 2005 and 2006.
Contributions from the series will be considered for the Handbook of Elearning Research, currently being proposed to the international publisher, Sage."
"A series of six international seminars, funded by the Economic and Social Research Council and the Worldwide Universities Network, that draws together leading researchers from around the world.
The seminar series is coordinated by Richard Andrews, Department of Educational Studies, University of York, on behalf of the Elearning group of WUN.
Subsequent seminars will be held at the Universities of Bristol, Southampton, Manchester, Leeds and Sheffield in 2005 and 2006.
Contributions from the series will be considered for the Handbook of Elearning Research, currently being proposed to the international publisher, Sage."
Organization - WUN eLearning Portal
WUN eLearning Portal:
"WUN is a global research alliance that is also committed to educational innovation and research-led teaching and learning.
The Network offers a range of learning programmes collaboratively authored by leading faculty members and staff at centres of excellence around the world, as well as an easy route to access the best of international distributed learning from around the world."
"WUN is a global research alliance that is also committed to educational innovation and research-led teaching and learning.
The Network offers a range of learning programmes collaboratively authored by leading faculty members and staff at centres of excellence around the world, as well as an easy route to access the best of international distributed learning from around the world."
Online Journal - Journal of Computer-Mediated Communication
Journal of Computer-Mediated Communication:
"The publication of JCMC 10(4) marks the 10th anniversary of the Journal of Computer-Mediated Communication, which was first published in June 1995 by Margaret McLaughlin and Sheizaf Rafaeli. To celebrate, we offer our readers a double special issue on the themes of Online Communities, guest edited by Jenny Preece and Diane Maloney-Krichmar, and Computer-Mediated Collaborative Practices, edited by Caroline Haythorthwaite.
The nine articles on Online Communities explore dynamics in communities of a wide array of types. Computer-Mediated Collaborative Practices contains seven articles analyzing collaboration in work and learning contexts. Each guest editor also contributed an introduction to the articles on their theme, for a total of 18 articles in this special issue.
As JCMC completes its first decade, we'd like to thank our readers, authors, guest editors, staff, institutional sponsors, and especially the journal's founding editors for a great 10 years!"
"The publication of JCMC 10(4) marks the 10th anniversary of the Journal of Computer-Mediated Communication, which was first published in June 1995 by Margaret McLaughlin and Sheizaf Rafaeli. To celebrate, we offer our readers a double special issue on the themes of Online Communities, guest edited by Jenny Preece and Diane Maloney-Krichmar, and Computer-Mediated Collaborative Practices, edited by Caroline Haythorthwaite.
The nine articles on Online Communities explore dynamics in communities of a wide array of types. Computer-Mediated Collaborative Practices contains seven articles analyzing collaboration in work and learning contexts. Each guest editor also contributed an introduction to the articles on their theme, for a total of 18 articles in this special issue.
As JCMC completes its first decade, we'd like to thank our readers, authors, guest editors, staff, institutional sponsors, and especially the journal's founding editors for a great 10 years!"
Friday, August 26, 2005
Online Journal - Journal of Learning Design
JLD|:
"The Journal of Learning Design (JLD) is a bi-annual, refereed journal which is issued in February and July. It is a venue for the dissemination of valuable and significant works by educational and training practitioners that have resulted in enhanced learning outcomes for students. Manuscripts are refereed by at least two reviewers from the Editorial Board, Review Panel or International Reference Panel.
It is the intention of the Editors to have JLD DEST accredited after the first issue has been completed and application for an ISSN has been processed. The call for manuscripts has been completed with the first issue to be released on 13 July 2005."
"The Journal of Learning Design (JLD) is a bi-annual, refereed journal which is issued in February and July. It is a venue for the dissemination of valuable and significant works by educational and training practitioners that have resulted in enhanced learning outcomes for students. Manuscripts are refereed by at least two reviewers from the Editorial Board, Review Panel or International Reference Panel.
It is the intention of the Editors to have JLD DEST accredited after the first issue has been completed and application for an ISSN has been processed. The call for manuscripts has been completed with the first issue to be released on 13 July 2005."
Wednesday, August 24, 2005
Online Journal - Student Affairs Online
Summer 2005: Inside this issue of Student Affairs Online:
"This issue of SA On-Line offers some innovative selections regarding several topics, including teaching technology on-line, issues of academic dishonesty in on-line instruction, on-line career portfolios for undergraduates, and Duke University's use of iPods for entering first-year students. And you don't want to miss Stu Brown's link between magic and technology."
The on-line magazine about technology and Student Affairs
"This issue of SA On-Line offers some innovative selections regarding several topics, including teaching technology on-line, issues of academic dishonesty in on-line instruction, on-line career portfolios for undergraduates, and Duke University's use of iPods for entering first-year students. And you don't want to miss Stu Brown's link between magic and technology."
The on-line magazine about technology and Student Affairs
Conference and Proceedings - HERDSA 2004 :: Keynotes
HERDSA 2004 :: Keynotes:
"Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning"
"Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning"
Thursday, August 04, 2005
Online Journal - International Journal of Education and Development using ICT: Vol. 1, No. 2 (2005)
International Journal of Education and Development using ICT: Vol. 1, No. 2 (2005)
Downloaded some articles. Need to view the rest.
Downloaded some articles. Need to view the rest.
Dissertation - An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course
An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course:
"Title - An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course
Degree - Doctor of Philosophy (Ph.D.)"
"Title - An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course
Degree - Doctor of Philosophy (Ph.D.)"
Service - ETD OAI Union Catalog
ETD OAI Union Catalog:
"This is a service built by harvesting metadata from Open Archives of electronic theses and dissertations.
The underlying technology is based on layered Open Archives with data being harvested from source archives and then stored in a Union Catalog. This Union Catalog is then front-ended with a search engine for demonstration purposes, but the data is just as easily accessible to other service providers, both local and remote.
See the Open Archives Initiative for further information."
"This is a service built by harvesting metadata from Open Archives of electronic theses and dissertations.
The underlying technology is based on layered Open Archives with data being harvested from source archives and then stored in a Union Catalog. This Union Catalog is then front-ended with a search engine for demonstration purposes, but the data is just as easily accessible to other service providers, both local and remote.
See the Open Archives Initiative for further information."
Organization - Networked Digital Library of Theses and Dissertations
Networked Digital Library of Theses and Dissertations:
"The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations.
This website contains information about the initiative, how to set up Electronic Thesis and Dissertation (ETD) programmes, how to create and locate ETDs, and current research in digital libraries related to NDLTD and ETDs."
"The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations.
This website contains information about the initiative, how to set up Electronic Thesis and Dissertation (ETD) programmes, how to create and locate ETDs, and current research in digital libraries related to NDLTD and ETDs."
Thursday, July 21, 2005
Organization - Kaleidoscope
Kaleidoscope | introduction:
"Kaleidoscope is a Network of Excellence which brings together European teams in technology-enhanced learning. Its goal is to integrate 76 research units from around Europe, covering a large range of expertise from technology to education, from academic to private research. altogether, it is a community of more than 800 researchers in 23 countries which have joined in their efforts to develop new concepts and methods for exploring the future of learning with digital technologies.
In the 21st century European knowledge-based economy, learning is mobile, social, and multicultural. Kaleidoscope places the learner at the centre of a multidisciplinary research perspective, with theoretical foundations in the cognitive and learning sciences as well as in computer science and technology design. The network also has a strong practical orientation, aimed at increasing innovation and competitiveness, and generating new forms of cultural and learning experiences."
"Kaleidoscope is a Network of Excellence which brings together European teams in technology-enhanced learning. Its goal is to integrate 76 research units from around Europe, covering a large range of expertise from technology to education, from academic to private research. altogether, it is a community of more than 800 researchers in 23 countries which have joined in their efforts to develop new concepts and methods for exploring the future of learning with digital technologies.
In the 21st century European knowledge-based economy, learning is mobile, social, and multicultural. Kaleidoscope places the learner at the centre of a multidisciplinary research perspective, with theoretical foundations in the cognitive and learning sciences as well as in computer science and technology design. The network also has a strong practical orientation, aimed at increasing innovation and competitiveness, and generating new forms of cultural and learning experiences."
Monday, July 18, 2005
Online Article - elearnspace. Connectivism: A Learning Theory for the Digital Age
elearnspace. Connectivism: A Learning Theory for the Digital Age:
"Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life:
“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”"
"Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life:
“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”"
Online Article - Learning Development Cycle
Learning Development Cycle:
"Instructional design (ID) serves only a small part of the entire learning experience. The pace of information development exceeds courses as the primary delivery mechanism of learning, challenging established ID. Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies."
"Instructional design (ID) serves only a small part of the entire learning experience. The pace of information development exceeds courses as the primary delivery mechanism of learning, challenging established ID. Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies."
Sunday, July 17, 2005
JISC - Effective Practice with e-Learning
Effective Practice with e-Learning:
"Effective Practice with e-Learning
The guide ‘Effective Practice with e-Learning’ is built around a sequence of ten case studies illustrating practitioners’ solutions to day-to-day challenges.
Launched at the Learning Journey Conference in Wolverhampton on 18 October 2004, ‘Effective Practice with e-Learning’ is available in both print and on an accompanying CD-ROM. This first publication from the e-Learning and Pedagogy Strand illustrates some of the key implications in designing for learning for practitioners in the UK post-16 sector and offers an insight into how e-learning can be integrated into established practice to benefit both learners and practitioners. Five of the ten case studies are illustrated by video clips to provide visual evidence of the challenges and benefits experienced in a variety of contexts across the sectors.
A PDF copy of 'Effective Practice with e-Learning' can be downloaded here (485 KB).
The Effective Practice Planner can be downloaded here. (Word document)
The Effective Practice Evaluator can be downloaded here. (Word document)"
"Effective Practice with e-Learning
The guide ‘Effective Practice with e-Learning’ is built around a sequence of ten case studies illustrating practitioners’ solutions to day-to-day challenges.
Launched at the Learning Journey Conference in Wolverhampton on 18 October 2004, ‘Effective Practice with e-Learning’ is available in both print and on an accompanying CD-ROM. This first publication from the e-Learning and Pedagogy Strand illustrates some of the key implications in designing for learning for practitioners in the UK post-16 sector and offers an insight into how e-learning can be integrated into established practice to benefit both learners and practitioners. Five of the ten case studies are illustrated by video clips to provide visual evidence of the challenges and benefits experienced in a variety of contexts across the sectors.
A PDF copy of 'Effective Practice with e-Learning' can be downloaded here (485 KB).
The Effective Practice Planner can be downloaded here. (Word document)
The Effective Practice Evaluator can be downloaded here. (Word document)"
JISC - Key Outcomes
Key Outcomes:
"e-Learning and Pedagogy Key Outcomes
Designing for Learning
This page highlights a selection of key documents and reports from the first phase of activities under the Designing for Learning theme of the e-Learning and Pedagogy Strand as at the 10th September 2004. A detailed overview of all the strand activities together with commentary on how the outcomes and recommendations from completed activities may be taken forward is contained in ‘Designing for Learning: An update on the Pedagogy strand of the JISC eLearning Programme’ ."
"e-Learning and Pedagogy Key Outcomes
Designing for Learning
This page highlights a selection of key documents and reports from the first phase of activities under the Designing for Learning theme of the e-Learning and Pedagogy Strand as at the 10th September 2004. A detailed overview of all the strand activities together with commentary on how the outcomes and recommendations from completed activities may be taken forward is contained in ‘Designing for Learning: An update on the Pedagogy strand of the JISC eLearning Programme’ ."
Project - e-Learning Pedagogy Home Page
e-Learning Pedagogy Home Page:
"The JISC Learning and Teaching committee is funding a new e-learning Programme to run until August 2007. The overarching aim of the e-Learning Programme is to improve the quality of e-learning across the post-16 and higher eduaction sectors. The Programme focuses on four areas: e-learning and Pedagogy; Technical Framework and Tools for e-Learning; Innovation and Distributed e-Learning. This new programme offers practitioners the opportunity to be closely involved with its future development. Through extensive consultation with practitioner communities representing the post-16 sector and HE community, the activities and outcomes from the e-Learning Programme will be refined and developed accordingly. The e-Learning Programme Focus site provides further information and news about this programme.
e-Learning and Pedagogy activities are being broadly grouped under two themes, ‘Designing for Learning’ (with a practitioner planning focus on elearning) and ‘Understanding my Learning’, (with a learner reflection focus on elearning). The first theme, ‘Designing for Learning’ is exploring the process of designing, planning, sequencing or orchestrating learning tasks which may include the use of e-learning tools. Outputs from this theme will help practitioners to make effective decisions about the use of e-learning, and will help to support the effective design and use of learning design tools. A detailed overview of these activities, together with commentary on how the outcomes and recommendations are being taken forward, is contained in ‘Designing for Learning: An update on the Pedagogy strand of the JISC eLearning Programme’ .
The second theme, ‘Understanding my Learning’, is exploring the learner perspective on e-learning. This new theme of activities focuses on issues such as perception, participation, the value and meanings learners attach to e-learning opportunities, and learner differences. Outputs from this theme will help to inform all those involved in the support of student learning with ICT, and to promote the development of effective environments for learning. The background and rationale to Understanding my Learning is now available."
"The JISC Learning and Teaching committee is funding a new e-learning Programme to run until August 2007. The overarching aim of the e-Learning Programme is to improve the quality of e-learning across the post-16 and higher eduaction sectors. The Programme focuses on four areas: e-learning and Pedagogy; Technical Framework and Tools for e-Learning; Innovation and Distributed e-Learning. This new programme offers practitioners the opportunity to be closely involved with its future development. Through extensive consultation with practitioner communities representing the post-16 sector and HE community, the activities and outcomes from the e-Learning Programme will be refined and developed accordingly. The e-Learning Programme Focus site provides further information and news about this programme.
e-Learning and Pedagogy activities are being broadly grouped under two themes, ‘Designing for Learning’ (with a practitioner planning focus on elearning) and ‘Understanding my Learning’, (with a learner reflection focus on elearning). The first theme, ‘Designing for Learning’ is exploring the process of designing, planning, sequencing or orchestrating learning tasks which may include the use of e-learning tools. Outputs from this theme will help practitioners to make effective decisions about the use of e-learning, and will help to support the effective design and use of learning design tools. A detailed overview of these activities, together with commentary on how the outcomes and recommendations are being taken forward, is contained in ‘Designing for Learning: An update on the Pedagogy strand of the JISC eLearning Programme’ .
The second theme, ‘Understanding my Learning’, is exploring the learner perspective on e-learning. This new theme of activities focuses on issues such as perception, participation, the value and meanings learners attach to e-learning opportunities, and learner differences. Outputs from this theme will help to inform all those involved in the support of student learning with ICT, and to promote the development of effective environments for learning. The background and rationale to Understanding my Learning is now available."
Project - The e-Framework for Education and Research
The e-Framework for Education and Research:
"The e-Framework is an initiative by the U.K's Joint Information Systems Committee (JISC), Australia's Department of Education, Science and Training (DEST) and partners to produce an evolving and sustainable, open standards based service oriented technical framework to support the education and research communities.
The e-Framework supports a service-oriented approach to developing and delivering education, research and management information systems. Such an approach maximises the flexibility and cost effectiveness with which systems can be deployed, both in an institutional context, nationally and internationally.
The e-Framework allows the community to document its requirements and processes in a coherent way, and to use these to derive a set of interoperable network services that conform to appropriate open standards. By documenting requirements, processes, services, protocol bindings and standards in the form of 'reference models' members of the community are better able to collaborate on the development of service components that meet their needs (both within the community and with commercial and other international partners). The 'e-Framework' also functions as a strategic planning tool for the Collaboration Partners."
"The e-Framework is an initiative by the U.K's Joint Information Systems Committee (JISC), Australia's Department of Education, Science and Training (DEST) and partners to produce an evolving and sustainable, open standards based service oriented technical framework to support the education and research communities.
The e-Framework supports a service-oriented approach to developing and delivering education, research and management information systems. Such an approach maximises the flexibility and cost effectiveness with which systems can be deployed, both in an institutional context, nationally and internationally.
The e-Framework allows the community to document its requirements and processes in a coherent way, and to use these to derive a set of interoperable network services that conform to appropriate open standards. By documenting requirements, processes, services, protocol bindings and standards in the form of 'reference models' members of the community are better able to collaborate on the development of service components that meet their needs (both within the community and with commercial and other international partners). The 'e-Framework' also functions as a strategic planning tool for the Collaboration Partners."
Tuesday, July 12, 2005
Online Journal - International Journal of Education and Development using ICT
International Journal of Education and Development using ICT:
"The International Journal of Education and Development using Information and Communication Technology (IJEDICT) is an e-journal that provides free and open access to all of its content.
IJEDICT aims to strengthen links between research and practice in ICT in education and development in hitherto less developed parts of the world, e.g., developing countries (especially small states), and rural and remote regions of developed countries. The emphasis is on providing a space for researchers, practitioners and theoreticians to jointly explore ideas using an eclectic mix of research methods and disciplines. It brings together research, action research and case studies in order to assist in the transfer of best practice, the development of policy and the creation of theory. Thus, IJEDICT is of interest to a wide-ranging audience of researchers, policy-makers, practitioners, government officers and other professionals involved in education or development in communities throughout the world.
IJEDICT comprises: a 'research articles' section for academic, peer-reviewed articles; a 'studies from the field' section for edited (but not peer reviewed) case studies; a 'project sheets' section for brief dedscriptions of relevant project; a 'notes from the field' section for working papers, and other commentaries on relevant topics; and, a 'book/media review' section for book, software and other media reviews."
"The International Journal of Education and Development using Information and Communication Technology (IJEDICT) is an e-journal that provides free and open access to all of its content.
IJEDICT aims to strengthen links between research and practice in ICT in education and development in hitherto less developed parts of the world, e.g., developing countries (especially small states), and rural and remote regions of developed countries. The emphasis is on providing a space for researchers, practitioners and theoreticians to jointly explore ideas using an eclectic mix of research methods and disciplines. It brings together research, action research and case studies in order to assist in the transfer of best practice, the development of policy and the creation of theory. Thus, IJEDICT is of interest to a wide-ranging audience of researchers, policy-makers, practitioners, government officers and other professionals involved in education or development in communities throughout the world.
IJEDICT comprises: a 'research articles' section for academic, peer-reviewed articles; a 'studies from the field' section for edited (but not peer reviewed) case studies; a 'project sheets' section for brief dedscriptions of relevant project; a 'notes from the field' section for working papers, and other commentaries on relevant topics; and, a 'book/media review' section for book, software and other media reviews."
Monday, July 11, 2005
Center for Academic Transformation Articles
Center for Academic Transformation Articles:
"The following articles have been chosen to serve as a source of expertise and support for those in higher education who wish to take advantage of the capabilities of information technology to transform their academic practices."
"The following articles have been chosen to serve as a source of expertise and support for those in higher education who wish to take advantage of the capabilities of information technology to transform their academic practices."
Monday, July 04, 2005
Organization - HEFCE
HEFCE:
"Working in partnership, the Higher Education Funding Council for England (HEFCE) promotes and funds high-quality, cost-effective teaching and research, meeting the diverse needs of students, the economy and society."
"Working in partnership, the Higher Education Funding Council for England (HEFCE) promotes and funds high-quality, cost-effective teaching and research, meeting the diverse needs of students, the economy and society."
Tuesday, June 21, 2005
Academia - Papers and Chapters by Peter Reason
Papers and Chapters by Peter Reason: "Papers and Chapters by Peter Reason"
Online Journal - Journal of e-Learning and Knowledge Society - Home page
Journal of e-Learning and Knowledge Society - Home page:
"The Journal is aimed at researchers, educators and professionals involved with technological innovation and online education as well as knowledge management"
"The Journal is aimed at researchers, educators and professionals involved with technological innovation and online education as well as knowledge management"
Wednesday, June 15, 2005
ALT-C Interactive Survey - Full Survey Data
ALT-C Interactive Survey - Full Survey Data:
"This page holds the complete data set collected during the survey. A small selection of the most interesting and original responses can be found on the 'Highlights' page.
To access the video files you need to have Quicktime installed on your computer. It may take a few seconds for the video clips to load. The video clips have been encoded for broadband technologies and higher bit rates. If you are a 56kbps dial-up modem user and have no other means to access the video clips, please contact us for a CD-ROM.
If you would like to view the original unedited video recordings or have specific accessibility requirements, please contact the Learning Development and Media Unit."
"This page holds the complete data set collected during the survey. A small selection of the most interesting and original responses can be found on the 'Highlights' page.
To access the video files you need to have Quicktime installed on your computer. It may take a few seconds for the video clips to load. The video clips have been encoded for broadband technologies and higher bit rates. If you are a 56kbps dial-up modem user and have no other means to access the video clips, please contact us for a CD-ROM.
If you would like to view the original unedited video recordings or have specific accessibility requirements, please contact the Learning Development and Media Unit."
Sunday, June 05, 2005
Academia - Philippa Levy
Philippa Levy: "Philippa Levy
I’m a senior lecturer in the Department of Information Studies at the University of Sheffield. I’ve been employed in the Department, with one short break, since 1989, first as a researcher and then as a member of the teaching staff. This page gives some summary information about my research, teaching, awards, conference presentations and publications."
I’m a senior lecturer in the Department of Information Studies at the University of Sheffield. I’ve been employed in the Department, with one short break, since 1989, first as a researcher and then as a member of the teaching staff. This page gives some summary information about my research, teaching, awards, conference presentations and publications."
Thursday, May 26, 2005
Reports - Educational Research Methods
Educational Research Methods:
"Research Methods
See the publications page for a selection of relevant literature on higher education research. There is no natural research method for the exploration of teaching and learning because it depends on the subject and the research question in hand. Below are some notes/ guidelines to methods and issues concerning research into higher education teaching and learning. For examples of pedagogical research, there is a very good site at Oxford Brookes: http://www.brookes.ac.uk/services/ocsd/5_research/pedres.html"
"Research Methods
See the publications page for a selection of relevant literature on higher education research. There is no natural research method for the exploration of teaching and learning because it depends on the subject and the research question in hand. Below are some notes/ guidelines to methods and issues concerning research into higher education teaching and learning. For examples of pedagogical research, there is a very good site at Oxford Brookes: http://www.brookes.ac.uk/services/ocsd/5_research/pedres.html"
IAUL: Institute research
IAUL: Institute research
Phenomenography is a qualitative approach to research that seeks to map the qualitative variation in the experience of a phenomenon. This research perspective is becoming increasingly popular in Northern Europe, South East Asia and Australia, but the field is still in its infancy in the UK. This seminar, presented by the Institute for the Advancement of University Learning at the University of Oxford, focused on the methodology and outcomes of this research approach. The seminar included the presentation (by Elaine Martin and Michael Prosser) of results from a recent study combining phenomenography with analysis of metaphor.
Land of Phenomenography: http://www.ped.gu.se/biorn/phgraph/welcome.html
Phenomenography:Discernment and Variation - Keith Trigwell pdf (36K)
Phenomenography is a qualitative approach to research that seeks to map the qualitative variation in the experience of a phenomenon. This research perspective is becoming increasingly popular in Northern Europe, South East Asia and Australia, but the field is still in its infancy in the UK. This seminar, presented by the Institute for the Advancement of University Learning at the University of Oxford, focused on the methodology and outcomes of this research approach. The seminar included the presentation (by Elaine Martin and Michael Prosser) of results from a recent study combining phenomenography with analysis of metaphor.
Land of Phenomenography: http://www.ped.gu.se/biorn/phgraph/welcome.html
Phenomenography:Discernment and Variation - Keith Trigwell pdf (36K)
EDEN Website
EDEN Website: "EDEN, continuing its successful series of conferences, invites you to join a cutting edge event in Finland. The EDEN 2005 Annual Conference will focus on open, distance and e-learning from the perspective of lifelong learning – maintaining and broadening in the meantime the thematic scope of the EDEN Conferences."
Wednesday, May 25, 2005
Monday, April 11, 2005
Portal - e-Learning and Tertiary Education in New Zealand
The tertiary e-learning portal aims to facilitate the sharing of e-learning information in New Zealand. It will help people to access information about tertiary education providers and the e-learning courses that they offer, various tertiary education-related services, and digital learning objects. The portal aims to encourage collaborative activity between educators, government, communities and industry.
The portal combines the resources of a number of government and non-government agencies and organisations to provide facilitated access to information and services relevant to tertiary e-learning in New Zealand.
The portal combines the resources of a number of government and non-government agencies and organisations to provide facilitated access to information and services relevant to tertiary e-learning in New Zealand.
Saturday, April 09, 2005
Learning Technology Support Service - University of Bristol
Mission statement
The LTSS aims to provide a University-wide service to enable the adoption and implementation of appropriate technologies in support of learning, teaching and research. Through a wide range of dissemination, staff development and implementation activities we offer:
- Institutional support for eLearning
- Events such as workshops, seminars, 'Lunchbytes', drop-in sessions
- Latest wide-ranging electronic and other resources covering research, guides, case studies, funding opportunities and conferences
- Participation in a number of policy-making committees and groups across the University
- Publication and dissemination of scholarship in pedagogy and learning technologies, including Interact newsletter
- eLearning strategy consultation and development
- Research and evaluation
- Liaison with professional and research bodies such as the Higher Education Academy (HEA), the Association for Learning Technology (ALT) and the Joint Information Services Committee (JISC).
- Liaison with the Teaching Support Unit (TSU), eLearning Advisors Network (eLAN) and Graduate School of Education (GSoE).
- Individualised advice
- Support and collaboration for Learning and Teaching Fund and other bids
- Individual consultations and training
- Helpdesk - ltss@bristol.ac.uk or ring 0117 928 7151
Sunday, March 27, 2005
Organization - eLRC
The eLRC is based across three locations - the HE Academy, the University of Manchester and the University of Southampton. The ethos of the centre is based around the notion that “research problems” should come directly out of “operational problems” and that the research results are fed back in good time to bring operational benefits to the higher education community as a whole.
As a national level centre established by the Higher Education Funding Council for England (HEFCE), the centre aims to identify and investigate research problems in the field of e-learning that are of strategic importance for the sector as a whole. In identifying such problems it needs to consider developments nationally and internationally and to ensure that common needs of institutions and developers in the national sector are addressed. This means that the centre focuses on generic problems of the sector and on problems that are identified as gaps or inhibitors for the delivery of a vision of e-learning as articulated in the key national level strategies related to e-learning. Additionally, it works to ensure that a vital research programme is supported by a strong base in the host institutions. In designing and executing a research programme it ensures strong strategic alignment with other initiatives both nationally and internationally.
Report - e-Strategy by DfES
On 15 March 2005, the Department for Education and Skills published the e-Strategy 'Harnessing Technology: Transforming learning and children's services'.
This strategy describes the use of digital and interactive technologies to achieve a more personalised approach within all areas of education and children's services. It is an ambitious strategy covering all sectors for the next five years and beyond.
Organization - Higher Education Academy
The Higher Education Academy is concerned with every aspect of the student experience. It will provide coherence, added value and a powerful emphasis on the needs of stakeholders.
Paul Ramsden, Chief Executive
The Higher Education Academy works with the UK higher education community to enhance the student experience. The Academy will become the first choice of the sector for knowledge, practice and policy related to the student experience in higher education.
This exciting new initiative has a strong stakeholder focus and will help institutions, subject communities, individuals, the Government and funding bodies to provide an exceptional environment for student learning.
Tuesday, March 22, 2005
E-Book - EDUCAUSE
Educating the Net Generation
A New EDUCAUSE e-Book
The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up.
This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included. Professional printing options are available.
Sunday, March 13, 2005
Online Resource - JISC InfoKits
infoKits - a framework for planning and implementing information systems
Our infoKits are a set of on-line resources that consist of a subject overview, a step by step 'how to' guide and a resource layer of templates, toolkits, reports, case studies and other supporting materials.
Organization - JISC InfoNet
Welcome to JISC infoNet
Providing Expertise in Planning and Implementing Information Systems
Whether you are a senior manager leading institutional strategy or you are working in the field of systems, processes or e-learning, JISC infoNet has resources that can help you improve the support for, and quality of, learning and teaching in your institution. Our resources are freely available to institutions and individuals in the further and higher education sectors, with this website the main access route to our services.
infoKits are our core resources, covering key frameworks and topics relating to planning and implementing information systems. These are complemented by applied infoKits which use the generic frameworks and apply them to specific types of implementation. You can access all these resources from the infoKits tab near the top of the page. To accompany the infoKits we run series of events and details of upcoming events (including other major events in the sector) can be found on this site.
A resource directory including links to various sector organisations and resources is also available and an Information Systems Planning Timeline pools together known changes within the UK FE and HE sectors that may have an impact on your information systems. A new improved timeline is currently being compiled. News items are posted regularly as new materials or events strands are launched or undergo major updates; a link is also available to view the News Archive.
Wednesday, March 09, 2005
Project - Encouraging Deep Learning With E-learning
The project aims at empirically establish a set of guidelines for an effective and easy-to-use web-based e-learning environment that is based around digital video material. Teachers that use the guidelines will have available successful e-learning strategies to support student learning and to cope with increasing diversity in students' background. The project focuses on how the teaching strategy and technology can be aligned successfully to support student learning.
The UK nationally endorsed aim to make Higher Education more accessible demands learning environments that are more flexible than before. Students should be able to study at the time and place convenient for them in a format appropriate to their needs. The Virtual Learning Environment (VLE) seems to answer this demand. Although software applications are available (e.g. WebCT, Blackboard) to support these environments, the teachers are left with the more challenging question of how to use these environments effectively.
Monday, March 07, 2005
Organization - Learning Skills and Development Agency
Welcome
LSDA's mission is to improve the quality of post-16 education and training in England, Wales and Northern Ireland. We do this through research to inform policy and practice, through helping to shape and communicate education policy and through improvement and support programmes for organisations that deliver post-16 education and training.
Saturday, March 05, 2005
Learning Technology Group (LTG) - Lancaster
The Learning Technology Group (LTG) has various roles but one of the main services we provide is developing and managing web sites to support teaching and learning. If you are involved in T&L activities at Lancaster University and want to use a web site, LTG should be able to help. We have a portfolio of web site designs that can be set up immediately and if the site is for use in your learning support or your teaching, we'll even do it for free! We currently provide several hundred web sites for many different groups throughout the university.
Most of the web sites that LTG maintain are used for teaching and are not open access. Staff and students use their LAN login and password for access to the sites from anywhere on the Internet, not just on the Lancaster University network. Access controls on LTG web sites are maintained automatically by links with the university student record database (LUSI).
All LTG web sites are 'dynamic' in the sense that new pages are created by people using a web browser, from email messages sent direct to the web site or from external databases. No special skill or special software is required to maintain them.
Centre for Studies in Advanced Learning Technology
C SALT is the Centre for Studies in Advanced Learning Technology. Established in 1992 the Centre for Studies in Advanced Learning Technology (C SALT) at Lancaster University is one of Europe's leading academic research groups in the field of information and communications technology (ICT) applied to adult education and training. The Centre carries out basic and applied research. Its members are also closely involved in the education and professional development of workers in the e-learning industry, and in consultancy.
Our research has a strong focus on adult education especially in higher education and industrial and vocational training. Our interest is not in the technology per se, but in the social psychological and organisational issues which are thrown into sharp relief during the design and introduction of new technology-based learning environments. C SALT is:
- focused on research in advanced learning technology (ALT), networked or e-learning,
- made up of staff with expertise in eg, networked and e-learning, online tutoring, computer supported collaborative learning, multimedia computing, psychology, instructional design, evaluation and video for learning
- running an innovative distance learning programme on the design and use of advanced learning technologies
- based in the RAE grade 5 Department of Educational Research at Lancaster University, UK.
This site reflects primarily the interests of C SALT in Educational Research. Other members of the university wide C SALT are part of the Department of Management Learning, in particular the Networked Management Learning research group and the Learning Technology Group.
Teaching and Learning Research Programme
TLRP is a coordinated research initiative. Its overarching purpose is to support and develop educational research leading to improvements in outcomes for learners of all ages, in all sectors and contexts of education, training and lifelong learning throughout the UK. The first projects began work in 2000 and the Programme is scheduled to end in December 2008.
ETL Project
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Wednesday, February 16, 2005
Institution - Oxford Brookes
Why is e-learning important at Brookes?
e-Learning is of strategic importance (MS Word 240Kb) to the achievement of this University’s mission.
We believe in the potential of Information and Communications Technology (ICT) to provide wider, fairer access to higher education and to further enrich the student learning experience by enabling flexible, student-centred learning opportunities.
A key component of e-learning at Brookes is Brookes Virtual, the University’s integrated Virtual Learning Environment (VLE), currently powered by WebCT and associated technologies. Brookes Virtual adds a new dimension to the delivery of the University’s courses to campus-based and distance learners.
How big is e-learning at Brookes?
- Over 10026 students and 398 staff in over 379 courses currently make use of Brookes Virtual.
(Figures accurate at time of publishing: February 2004) - The University’s second-stage e-Learning Strategy, adopted in November 2002, underlines our commitment to and sets targets for e-learning until 2005.
- The Information Processes and Systems Strategy (IPSS) is working to further integrate Brookes Virtual into the University’s business systems.
What about open and distance learning?
Brookes is committed to growth in the provision of flexible off-campus and blended programmes at all levels. A systematic review has been carried out of Open and Distance Learning (ODL) at Brookes to assist in guiding the expansion of the University’s ODL portfolio.
Who is involved?
e-Learning at Brookes is led by the Head of e-Learning. Key players are staff within Learning Resources (both in Computer Services and the Library, the Media Workshop, Graphics Workshop and Oxford Centre for Staff and Learning Development (OCSLD), as well as the e-Learning Champions and Learning Technologists within the Schools. Off-campus e-learning developments are co-ordinated by the Development Director for Off-Campus e-Learning .
Monday, February 07, 2005
Organization - ISETL
International Society for Exploring Teaching and Learning
The purposes of the International Society for Exploring Teaching and Learning are to encourage the study of instruction and principles of learning in order to implement practical, effective methods of teaching and learning, promote the application, development and evaluation of such methods, and foster the scholarship of teaching and learning among practicing post-secondary educators. Society members are drawn from the arts, humanities, social sciences, natural sciences, engineering, nursing, business, education, and other disciplines and share a commitment to improving the quality of their teaching and the quality of their students' learning. ISETL is organized as a nonprofit corporation in the state of Colorado.
Saturday, February 05, 2005
Academia - Gerry Stahl
Gerry's web site
Gerry Stahl
Associate Professor
College of Information Science & Technology
Rush Building -- Room 409
33rd & Market Streets (physical address)
Drexel University (map, directions)
3141 Chestnut Street (mail address)
Philadelphia, PA 19104 USA
215-895-0544 (phone)
215-895-2494 (fax)
http://www.cis.drexel.edu/faculty/gerry (web)
Gerry.Stahl@drexel.edu (email)
Gerry Stahl
Associate Professor
College of Information Science & Technology
Rush Building -- Room 409
33rd & Market Streets (physical address)
Drexel University (map, directions)
3141 Chestnut Street (mail address)
Philadelphia, PA 19104 USA
215-895-0544 (phone)
215-895-2494 (fax)
http://www.cis.drexel.edu/faculty/gerry (web)
Gerry.Stahl@drexel.edu (email)
Friday, January 07, 2005
Online Magazine - Inside Learning Technologies
MAGAZINE OVERVIEW
Inside Learning Technologies is the dedicated publication that supports the Learning Technologies exhibition and conference.
Published three times per year, the magazine contains in-depth articles on the latest learning trends and developments as well as covering all the major issues affecting organisational learning and learning technology.
The magazine articles focus on the following subject areas:
- Blended Learning Solutions
- Content Authoring
- e-Learning Products and Services
- e-Learning Strategy, Technology and Implementation
- Instructor-led Solutions
- Knowledge Systems
- Learning Content
- Learning Management and Methodologies
- Learning Systems and Infrastructure
- Managed Services
- Organisational Learning Strategy
- Training Centre Resources
- Virtual Classroom Technologies
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