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Bucky Roberts (thenewboston.com) introduces the HTML5 family of features and APIs in this YouTube playlist of 53 (so far) 4-5 minute tutorials. As Bucky Says, HTML5 is an evolution of the "HTML Burrito" of HTML, CSS and JavaScript and he has earlier video courses on these as well. I've only watched two episodes, but they seem good quality to me.

Thanks to mrparkin for the recommendation.

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I asked for suggestions for a replacement for Netskills TONIC and Chris Hall (@chris_hall) passed on this recommendation from one of his students: BBC WebWise. This is a beginner's course aimed at adults who are new to computers and the internet. It has a very wide brief which seems to be the closest to TONIC in it's range of topics. Very high-quality resources as well as you'd expect from the BBC. Although not a direct replacement, WebWise was the best alternative that I have come across so far, and is the one I will be using with my EG-152 class this year (I will be linking to the Internet Detective and OU Safari too).

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I asked for suggestions for a replacement for Netskills TONIC and Sam Oakley (@rscsam) suggested the Internet Detective (developed by the University of Bristol and Manchester Metropolitan University from an original tutorial by Marianne Peereboom. Though launched in 2006 it doesn't appear to have been updated since 2009. TONIC was about the internet generally though, not just research.

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Abstract - Staff and students in the UK often dismiss MCQs (Multiple Choice Questions) as being associated with rote learning, but not understanding. However one of the biggest results ever published in education shows how mistaken this attitude is. The most important aspect of deep learning is probably being concerned with reasons rather than only with conclusions. If you want to test for knowledge of reasons then you can easily design MCQs to give the facts and ask about reasons. More interestingly, you can use MCQs that ask about facts to provoke learners to search for reasons. One method is to have students design MCQs (together with automatic feedback explaining why each response is right or wrong): the PeerWise software can organise this as an assignment in large classes. Another method is to use questions delivered by EVS (electronic voting systems) to catalyse peer discussion, even in huge classes. This talk will discuss some of the big educational results, and also psychological research that partially illuminates the mechanism.

Supporting website for a SALT seminar presented by Steve Draper of Glasgow University at Swansea on 23rd November 2011.

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"The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.

It presents five goals with recommendations for states, districts, the federal government, and other stakeholders. Each goal addresses one of the five essential components of learning powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity.
"

US policy education technology schools tel

Cited by Paul Latreille in his SALT Seminar on Large Group Assessment and Feedback, 25th February 2011.

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Open Educational Resources (OERs) are increasingly being made available by Further Education (FE) and Higher Education (HE) institutions. They are resources licensed in a way such that they can be re-used, re-purposed, re-mixed and re-distributed. There are a number of license options for individuals or organisations considering releasing OERs, perhaps the most common being various iterations of the Creative Commons license. This infoKit, as with the whole of the JISC infoNet website, is itself released under a Creative Commons Attribution-Share Alike license.



There are a number of considerations to take into account when dealing with OERs. These range from specific technical issues to barriers and enablers to institutional adoption. This infoKit aims to both inform and explain OERs and the issues surrounding them for managers, academics and those in learning support. It is aimed at senior managers, learning technologists, technical staff and educators with an interest in releasing OERs to the
educational community.
The Pilot Programme: OER Release Outputs contains links to the relevant project pages and resource.

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The emergence of the networked information economy is unleashing two powerful forces. On one hand, easy access to high-speed networks is empowering individuals. People can now discover and consume information resources and services globally from their homes. Further, new social computing approaches are inviting people to share in the creation and edification of information on the Internet. Empowerment of the individual—or consumerization—is reducing the individual's reliance on traditional brick-and-mortar institutions in favor of new and emerging virtual ones. Second, ubiquitous access to high-speed networks along with network standards, open standards and content, and techniques for virtualizing hardware, software, and services is making it possible to leverage scale economies in unprecedented ways. What appears to be emerging is industrial-scale computing—a standardized infrastructure for delivering computing power, network bandwidth, data storage and protection, and services. Consumerization and industrialization beg the question "Is this the end of the middle?"; that is, what will be the role of "enterprise" IT in the future? Indeed, the bigger question is what will become of all of our intermediating institutions? This volume examines the impact of IT on higher education and on the IT organization in higher education.

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[#Education] Bloom taxonomy revised:The Differentiator http://ow.ly/3gFxq

Education

Number 25, October 2010, (Special Issue on Critical Mathematics Education). See: Hilary Povey Teaching for Equity, Teaching for Mathematical Engagement.

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Another curated collection of Free Learning Tools that you can use to build your own PLE or recommend to students building theirs. From Zaid Ali Alsagoff, @zaidlearn.

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If you visit this site you'll see on the home page the famous Web2.0 tools image that has become a cliche in e-Learning presentations. Nonetheless, this comprehensive collection of free to use tools, curated by Paul Andrews, is a useful resource for people wishing to build a PLE or inform students what tools they might want to use in their own PLEs. \n\nThanks to PLENK2010 link gopher @pgsimoes for tweeting this. It was new to me, but looking at the Facebook likes page not new to my colleagues at Swansea - and Paul only lives 50 miles down the road in Newport Wales!

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Next best thing to being at the 2nd-day ALT-C Keynote. Says pretty much the same as was said in Nottingham but with TED's excellent production values. In a word inspirational!

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Home page for Sugata Mitra's influential "hole in the wall" project. Mentioned in the 2nd Day Keynote at ALT-C 2010.

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