Online Book - The Experience of Learning

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. "

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.

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

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”.

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."

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.

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. "

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."

Academia- Punya Mishra

Punya Mishra:

"Design as pedagogy:
Developing teacher knowledge for technology integration"

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"

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.'
"

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 "

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."

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) "

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"

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."

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."

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"