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Over the past several weeks UNESCO has been publishing individual titles in its Working Paper Series on Mobile Learning.




Recently the Organization concluded the first phase of the Series by releasing two Global Themes papers.  These papers, unlike previous titles, are not region-specific.  Instead they synthesize information contained in the regional papers to identify salient trends that cut across geographic boundaries.




One paper, Turning on Mobile Learning: Global Themes, highlights issues policy makers and other stakeholders should consider when infusing mobile learning into education systems.  The other paper, Mobile Learning for Teachers: Global Themes, examines characteristics shared by programmes that assist educators, either by aiding their work in schools or by helping them improve their own pedagogical and content knowledge.

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With the rise of Web 2.0, a multitude of new possibilities on how to use these online technologies for active learning has intrigued researchers. While most instructors have used Twitter for in-class discussions, this study explores the teaching practice of Twitter as an active, informal, outside-of-class learning tool. Through a comparative experiment in a small classroom setting, this study asks whether the use of Twitter aids students in learning of a particular subject matter. And if so, in which learning contexts Twitter offers advantages over more traditional teaching methods. This exploratory study showed potential opportunities and pitfalls that Twitter could bring to the e-learning community in higher education.

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"Enquiring Minds explores how students' ideas, interests and experiences can inform the content, processes and outcomes of teaching and learning in schools. At a time of curriculum reform in primary and secondary schools, Enquiring Minds provides guidance and research to help support schools through the process of change. "

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A nonprofit leader in education, CAST works to improve learning opportunities and outcomes for all individuals through Universal Design for Learning. Explore this website to find out more about our research and development, innovative learning tools, and professional services

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The study found that more than 90% of recruiters and hiring managers have visited a potential candidate’s profile on a social network as part of the screening process. And a whopping 69% of recruiters have rejected a candidate based on content found on his or her social networking profiles — an almost equal proportion of recruiters (68%), though, have hired a candidate based on his or her presence on those networks.

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Welcome to the Innovative Teaching and Learning Research project wiki. The main ITL Research website is www.itlresearch.com

The ITL Research project's goal is to contribute to the understanding of how technology can be used most effectively to improve teaching and learning outcomes. The project is sponsored by Microsoft's Partners in Learninggroup.

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"We live in a world of too much information and not enough knowledge. No one feels the strain of that digital-age truism more than journalists, who are asked to ferret out and process information with ever-increasing speed — and often at the expense of providing solid context for the news of the day.




Journalist’s Resource, a new online tool developed at Harvard’s Joan Shorenstein Center on the Press, Politics and Public Policy, aims to put that background knowledge at the fingertips of reporters, bloggers, or even concerned citizens by making the work of academics less opaque and easier to find.




But the website, which curates scholarship on government, economics, society, and the environment, is more than just a reliable shortcut for deadline-driven journalists.




“There is a real need for deepening journalism with verified, high-quality knowledge that informs the kind of serious journalism that makes our democracy work,” said Alex S. Jones, director of the Shorenstein Center and a lecturer in public policy at HKS.
 
“It becomes very difficult for journalists, journalism professors, and students to go through and find the key items that would help them. We’re trying to be a useful filter and curator.”...."

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The Virtual Training Suite is a set of free Internet tutorials to help you develop Internet research skills for your university course.

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Intute provides access to a range of free resources to help students and staff in universities to develop Internet research skills that can support university work, and avoid some of the pitfalls of using the Internet for scholarly work.

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This Green Paper, launched by the South African Minister of Higher Education and Training Dr Blade Nzimande in January 2012, identifies the key challenges facing South African higher education and sets out a path for overcoming these obstacles.

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Does Facebook negatively impact grades?

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New article published: Albanian students’ motives for preferring certain real-life situations for learning mathematics"

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"A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classesmeasured as the difference between treatment and control means, divided by the pooled standard deviationwas larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K12 students. In light of this small corpus, caution is required in generalizing to the K12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)."

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