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An estimated 6.4 hours per employee are spent looking for information in the workplace each week in the UK. 37% of the searches prove unsuccessful*.

In financial terms, an estimated £3.7 billion is spent on time wasted looking for information that cannot be found.

It’s a staggering amount, so what can be done about it?

The following activities are examples of training materials which will help you save time in finding, using, and organising information at work.

iknow.open.ac.uk/wordpress - Preview

NTUEDU iknow OpenUniversity work-based learning study information literacyskills litskills evaluation online elearning

Desire to protect status and student contact fuels resistance to e-learning. Rebecca Attwood writes

Academics are resistant to e-learning because they feel it threatens their identity as tutors and because they want to protect face-to-face teaching relationships, a study has found.

www.timeshighereducation.co.uk/story.asp - Preview

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The e-Framework for Education and Research is an international initiative that provides information to institutions on investing in and using information technology infrastructure. It advocates service-oriented approaches to facilitate technical interoperability of core infrastructure as well as effective use of available funding.

www.e-framework.org - Preview

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This paper draws on a JISC report, Thriving in the 21st
century: Learning Literacies for the Digital Age, which
explores examples of learning literacies provision in UK
further and higher education.
The nature of work is changing, not just for the growing
numbers of graduates directly employed in the ‘digital’
industries. According to the recent e-skills report
‘Technology Counts’, an estimated 77% of UK jobs involve
some form of Information and Communications Technology
(ICT) competence, requiring skills to be updated as
technology changes.

www.jisc.ac.uk/...bpllidav1.pdf - Preview

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Are you thinking about using web2tools for research, administration or teaching? If so, make a quick start with the web2practice user guides.

The web2practice guides explain how emergent web technologies like RSS, microblogging, podcasting and social media can enhance your working practice. Each guide consists of a short animated video explaining the key concepts (such as microblogging in the example below), supported by a more in-depth guide covering potential uses, risks and how to get started.

www.netskills.ac.uk/...index.html - Preview

NTUEDU elearning online web2.0 tools education video tutorial training learning JISC netskills

I’ve just returned from a fascinating fact-finding mission to the US on OER and online/distance learning. Spending time with colleagues from MIT, CMU, NSF and University of Maryland University College gave us an invaluable opportunity to gain insights into their experiences, attitudes and business/educational models for distance/online learning and their experiences of being involved with the OER movement.

blogs.cetis.ac.uk/...oer-road-trip - Preview

OER JISC CETIC repository open learning online education process development NTUSHARE

<<Education Objects >>



"Any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning." (IEEE's Learning Technology Standards Committee, Learning Object Metadata, Draft Document v3.6). CAREO envisions educational objects as possessing at least:

* Instructional Content

* Associated Metadata

* Curricular contextualization or instructional wrap-around

www.ucalgary.ca/...educobject.htm - Preview

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MERLOT is the place to find online learning materials, web sites and educational digital libraries. Here are other Learning Object Repositories you can access through MERLOT.

Below, you can perform Federated searches of other digital collections.

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merlot sharing INF11 NTUSHARE open education OER online resources multimedia learning teaching NTUEDU

The aim of this study was to evaluate whether mobile access to learning resources would enhance the students’ learning experience on a sport science course. Seven video demonstrations of laboratory experiments were filmed and then loaded onto iPod Touch devices. The same videos were also made available through the Moodle Virtual Learning Environment (VLE) so that they could also be accessed via desktop/laptop computers. The group of students who were given the iPods were asked to login to the VLE using these wi-fi enabled devices and access additional learning resources. This article briefly presents the background research in the area of mobile learning. The research methods employed for the pilot study are then explained, the students’ feedback is analyzed in detail and the pilot is evaluated.

newsletter.alt.ac.uk/e_article001484388.cfm - Preview

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Educational Origami is a blog , and a wiki, about the integration of ICT (Information and Communication Technologies) into the classroom, this is one of the largest challenges that I feel we as teachers face. It's about 21st Century Learning and 21st Century Teaching. Marc Prensky coined the now popular and famous phrase "Digital natives and digital immigrants" in his two papers by the same name. Ian Jukes talks about Digital Children.
The world is not as simple as saying teachers are digital immigrants and students digital natives. In fact people fit into both camps. We know that experience, like using a computer, will change the structure of our brain, This is a concept called Neuroplasticity. We also know that, the more intense the experience, the more profound the change. Our students, who often have a greater exposure to technology, are likely to be more neurologically adapted, but adults can as easily be "Digital Natives".
I made this wiki on request from Miguel Guhlin after I blogged about matching ICT tools to traditional classroom practice and Bloom's Taxonomy.The wiki has grown a little since then.

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These web2practice guides explain how emergent web technologies like RSS, microbloging, podcasting and social media can enhance your working practice.

Each available guide currently consists of a short animated video explaining the key concepts, supported by a more in-depth overview of the topic, including potential uses, risks and how to get started. Each guide will soon also have a supporting A5 version for download and printing.

web2practice.jiscinvolve.org - Preview

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This paper describes how a system comprising a learning environment and digital repository is being embedded into the Design Engineering teaching and learning. It then maps out the issues that have been encountered, how these have been overcome and how they will affect other departments or institutions as such tools are scaled up and rolled out. These issues are categorised as technological, pedagogical and cultural and include the adequate provision of support, creating a critical mass of resources, ensuring quality and integration with other technologies. Successful embedding and sustainability requires that senior managers reflect on these key issues at a departmental and/or institutional level before implementation.

www.csfic.ecs.soton.ac.uk/Breslin.pdf - Preview

NTUSHARE repository lessonslearned learning environment change digital sharing elearning online NTUEDU

the portal for practitioners at all levels within the learning and skills sector in England. Here you can access an unrivalled breadth of resources, inspire innovation and share good practice. With quality improvement at its core, the Excellence Gateway offers you support and advice, and opportunities to participate.

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Jorum is a free online service providing access to teaching and learning resources, for teaching and support staff in UK Further and Higher Education Institutions.

www.jorum.ac.uk - Preview

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Last year, Nick Carr wrote a forceful article for the Atlantic magazine, arguing that Google was making us stupid. It's not just Google, of course, but the whole chaotic wave of technology that seems to be sweeping us into the future, surrounded and sometimes battered by the flotsam and wreckage of old certainties. And that was before Twitter hit the big time.

This month's issue of the magazine has a riposte by Jamais Cascio, who has spent a long time in the future, and who believes that technology has already made us enormously smarter. This won't happen, he says, because of the kind of dramatic stuff that crops up in conventional speculation, like digital brain implants. No, it is all around us already, in the web and all the things that it lets us do. The trouble is the things the web lets us do aren't actually all that intelligent. Cascio gets round this by redefining intelligence as "fluid".

www.guardian.co.uk/...d-me-first-google-intelligence - Preview

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Creativity is a much coveted asset for a very simple reason: an idea that transcends orthodoxy has the power to bring wealth, fame and status. Commercial, scientific, educational and artistic organisations, therefore, often talk about how they want to foster creativity.

Unfortunately groups only rarely foment great ideas because people in them are powerfully shaped by group norms: the unwritten rules which describe how individuals in a group 'are' and how they 'ought' to behave. Norms influence what people believe is right and wrong just as surely as real laws, but with none of the permanence or transparency of written regulations.

www.spring.org.uk/...roup-norms-kill-creativity.php - Preview

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British Universities have world-class reputations and they are vital to our social and economic future. But they are in a tight spot. The huge public investment that sustained much of the sector is in jeopardy and the current way of working is not sustainable. Some are predicting the end of the university as we have known it.

The Edgeless University argues that this can be a moment of rebirth for universities. Technology is changing universities as they become just one source among many for ideas, knowledge and innovation. But online tools and open access also offer the means for their survival. Their expertise and value is needed more than ever to validate and support learning and research.

www.jisc.ac.uk/edge09 - Preview

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100 Open Technology Courses You Should Have Taken in College

You may have already graduated from college, but that doesn’t mean you have to stop learning. For many people, taking advantage of open courseware can be a great way to build skills that can be applied directly to the workplace. Whether you went to college before computers were prevalent, or ended up working a more technologically-focused field than you anticipated, these courses can help you learn about a myriad of technological topics.

www.onlineuniversities.com/...u-should-have-taken-in-college - Preview

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