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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) also suggested SAFARI "a guided expedition through the information world." This resource was developed by the Open University (OU) and looks like a comprehensive tutorial on accessing, finding and reviewing information  -- and not just from the Internet. The recommended time to work through the examples is 10-13.5 hours. TONIC was much more of a beginners guide to the internet but Safari looks an excellent resource for students embarking on a research project.

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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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Wow! You have got to try Doceri Remote for the iPad and Doceri Desktop for the PC/Mac. This app has one feature that I have not found on any other desktop remote. It allows you to annotate on anything. Basically, your iPad, PC/Mac and Projector becomes your digital smart board. There is no need to pay for expensive and bulky smart board systems. Nor any of the wireless pen based whiteboards. Doceri is all you need. Doceri gives you the freedom to teach from anywhere in the classroom. You can annotate, open and close programs, surf the web, play flash video, control and annotate on your power points wirelessly from your iPad. It even allows you to record your annotations and play them back. For more information please visit Doceri.

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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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This seems to me to be one of the most significant presentations seen at this year's JISC Innovating e-Learning (online) Conference. It;s particularly relevant as it aligns closely with our own agenda.

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"Last year it seemed like every new LMS company was trying to position itself as the “Facebook” of online learning. Then Facebook started to make everyone angry (or bored, or both), and we saw that idea dry up pretty quick (well, for the most part). The new catch phrase battle seems to be heating up over the words “open” and “free.” Both Pearson and Blackboard are racing to establish either part or all of their services as open and/or free."

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Probably quite a lot!

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All keynotes and breakout sessions fro the 2011 UK MoodleMoot. Hosted and recorded by the University of :London Computer Centre.

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Demonstrations and best practice guides for the new quiz engine in Moodle 2.1 which was developed at the Open University (OU).

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A source of free tutorials, mostly web design and programming. Worth a longer look certainly. From the About page: "Like I said before, I do not feel that a quality education is something you should have to purchase. There are millions of people around the world that have not had the money, time, or accessibility to pursue a higher education. I am hoping to change all of that. As thenewboston continues to grow, I aim to expand to other topics such as math, sciences, and all core subjects necessary for a quality education. My goal is to eventually create a source that anyone can access worldwide for a free, quality education without ever having to pay a single dime. I want to deliver the tutorials and videos that surpass the quality of even the top colleges and universities around the world. This is my goal, and this is what I believe we can achieve."

Thanks to Richard Parkin for finding this and sharing with me.

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"The Virtual Learning Environment (VLE) is a system/tool that sparks a fair bit of controversy when you mention it in any education setting. Whether you like it or not, use it or not, you will no doubt be involved in one, to some degree." Shared by Helen Davies.

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Douglas Crockford talsk about blocking and no blocking I/O, the history of I/O, Grace Hopper, and the event loop.

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"Objective tests require a user to choose or provide a response to a question whose correct answer is predetermined. Such a question might require a student to :

* select a solution from a set of choices (MCQ, true-false, matching)
* identify an object or position (graphical hotspot) or
* supply brief numeric or text responses (text input)

Because the correct answers to objective test questions are pre-determined, they are well suited to the many forms of CAA that involve automated marking. The electronic marking of the responses is completely non-subjective as no judgement has to be made on the correctness or otherwise of an answer at the time of marking. However, it is worth noting that in terms of in-built bias, an objective test is only as objective as the test's designer makes it. The tutorial below offers an introduction to a selection of question types in popular use with advice on construction and best practice. As the question type most commonly associated with CAA is multiple choice, particular emphasis has been given to this and should be viewed first. The principles detailed within that section should however, be of use when considering other types. "

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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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"Social media is an important technological trend that has big implications for how researchers (and people in general) communicate and collaborate. Researchers have a huge amount to gain from engaging with social media in various aspects of their work."

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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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