Alternative Search Engines covers the cutting-edge of alternative and niche search engines, and is edited by Charles Knight, a respected industry analyst. (more)
Like Intute. Lots of info and research sites on all topics
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the AILA Research Network for Computer-Assisted Language Learning and the Learner, a special interest group dedicated investigating the theory and practice of learning with technology as it relates to the individual and the social context in which learning takes place.
The purpose of this Network is to bring together researchers and interested practitioners to discuss ways in which the use of technology can be made more supportive of the learning process, both inside and outside the classroom. The Network organises events (conferences, roundtables, seminars), publishes research (special issues of journals, proceedings), and facilitates communication between people working in this field
Australian Learning and Teaching Council project. How social software supports networked learning. Really interesting preamble.
Emerging technologies; collaboration webs - flat classroom and more! What's happening next?
Action research can be described as a family of research methodologies which pursue action (or change) and research (or understanding) at the same time. In most of its forms it does this by
* using a cyclic or spiral process which alternates between action and critical reflection and
* in the later cycles, continuously refining methods, data and interpretation in the light of the understanding developed in the earlier cycles.
It is thus an emergent process which takes shape as understanding increases; it is an iterative process which converges towards a better understanding of what happens.
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Personal learning suggests learner autonomy and increased self regulation (Atwell, 2007; Aviram et al., 2008). However, increased responsibility and control on the part of the learner do not necessarily equate to learner motivation (Dede, 1996). Students engaging in networked learning research must be more self-directed. Not only are they navigating a number of web-based applications for the first time, they are also required to take an active role in the learning process by making decisions about how to search, where to search, and why certain content meets a learning objective. No longer is there a smooth, charted path that defines what must be done to get an "A". Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009). Imagine the potential frustration that self-regulated learning holds for students who are quite comfortably accustomed to specific teacher directions with finite expectations.