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aceonlineschools.com/al-learning-experiences-online - Preview

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"This web site synthesises outputs from the JISC Learner Experiences of e-Learning programme. The programme spanned two phases over four years from 2005-2009. It comprised nine research projects in total (two in phase 1 and seven in phase two), employed mixed method approaches, and had the sustained involvement of over 200 learners and more than 3000 survey respondents. Five national workshops were run disseminating the methods and findings.

The programme focussed on the learner voice. Learners allowed us into their worlds and showed us what it is like to study in a technology-rich age. The projects produced a huge collection of rich, detailed data that sheds light on what learners expect from the use of technology in post-compulsory education and the choices they make about using technology to support their study."

mw.brookes.ac.uk/...About - Preview

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"A Radically Different World
If you think our future will require better schools, you're wrong.
The future of education calls for entirely new kinds of learning environments.
If you think we will need better teachers, you're wrong.
Tomorrow’s learners will need guides who take on fundamentally different roles.
As every dimension of our world evolves so rapidly, the education challenges of tomorrow will require solutions that go far beyond today’s answers.
Browse this website to explore the forces shaping our world.
Work with us to explore your organization’s role in creating the future of learning."

futureofed.org - Preview

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www.slideshare.net/...logy-use-across-the-curriculum - Preview

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mfeldstein.com/ervices-the-state-of-the-union - Preview

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chronicle.com/...48776 - Preview

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"This paper describes the implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in Tel Aviv University during a long term study. The paper presents the cost effectiveness analysis of Tel Aviv University campus. Cost and benefit of 3,453 courses were analyzed, exemplifying campus-wide analysis. These courses represent large-scale Web-supported academic instruction processes throughout the campus. The findings were described, referring to students, instructors and university from both the economical and educational perspectives. The cost effectiveness values resulting from the calculations were summarized in four "coins" (efficiency coins=$; quality coins; affective coins; and knowledge management coins) for each of the three actors (students, instructors and university). In order to examine the distribution of those values throughout the campus assessment scales were created on the basis of descriptive statistics. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. "

www.eurodl.org/?article=369 - Preview

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ukwebfocus.wordpress.com/...then-what-else-is-it-not-about - Preview

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www.fullcirc.com/...how-i-use-social-media - Preview

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www.learningdesigns.uow.edu.au - Preview

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www.aare.edu.au/...cha01098.htm - Preview

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marynabadenhorst.globalteacher.org.au/...colour-for-learning - Preview

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The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users’ time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude.

www.digitalhumanities.org/...000049.html - Preview

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edorigami.wikispaces.com/...27s+Digital+taxonomy+v3.01.pdf - Preview

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halfanhour.blogspot.com/...-you-really-need-to-learn.html - Preview

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educationaltechnology.ca/...1480 - Preview

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ro.uow.edu.au/newtech - Preview

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