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Rolf Arnold; Peter Faulstich; Wilhelm Mader; Ekkehard Nuissl von Rein; Erhard Schlutz: Research Memorandum on Adult and Continuing Education The growing importance of lifelong learning and adult education appears to be a generally accepted fact. Less well known, on the other hand, are the causes, conditions, forms and types of development in all their variety as well as the changing trends and options for solutions to be observed at different levels. This situation requires broad, intensive and sustained empirical research on adult and continuing education. This Research Memorandum - commissioned by the Section for Adult Education at the German Society for Educational Science (Deutsche Gesellschaft für Erziehungswissenschaft, DGfE) - seeks to identify, structure and label focal areas and questions in order to stimulate a more effective, coordinated division of labor in the field of research. This portrayal of the need for empirical research focuses on five fields of research: adult learning, knowledge structures and skill needs, professional action, institutionalization, system and policy. These fields of research are once again broken down into certain focal areas of research or topical areas. Questions are then proposed in order to elucidate the various research options. These questions are by no means exhaustive. Their purpose, rather, is merely to serve as examples. Overlapping between research fields, topics and issues is not random - it is, rather, an inherent aspect of all these phenomena.

An e-Journal from the EINet: "Impact: Journal of Applied Research in Workplace E-learning A publication of the E-learning Network of Australasia (ElNet) *** Inaugural issue published! *** Editor-in-Chief: Mark J.W. Lee Impact has been established to address the paucity of research publication avenues with a particular emphasis on e-learning in organisational and workplace settings. It publishes both refereed and non-refereed contributions from both researchers and practitioners relating to the design, implementation, evaluation and management of workplace e-learning across a range of sectors and industries. One special issue will be published in the journal's first year of operation (2009). This will increase to two issues in 2010, followed by quarterly publication in 2011 and subsequent years. Articles in the first (inaugural) issue will be freely available electronically to the general public as soon as they are published; thereafter, the journal will adopt a delayed open access model, whereby issues published within the last six months will be restricted to viewing by paid subscribers, including financial members of ElNet, while all other content is accessible free-of-charge. Users are required to complete the free registration process in order to view the open access content on this site." So far the published intro! I recommend a view at the Editorial Board. Thanx to http://www.elearning4.de/2009/12/21/pdf-inaugural-issue-journal-of-applied-research-in-workplace-e-learning/ and @elearnity to pint this out in his blog.

If you build it, will they come? How researchers perceive and use web 2.0

elearning-reviews provides those interested in research on elearning with concise and thoughtful reviews of relevant publications. The most important goal is a well-balanced selection of seminal publications as well as interesting up-to-date publications from the various disciplinary perspectives. read more online · download flyer

The presentation will be to debunk some of the myths around the so-called Net Generation by highlighting the lack solid research to support many of the claims. I will present results from research done at BCIT and elsewhere to argue for a more nuanced approach to the use of educational technology to support the needs of this generation of learner.

"Rezension: Albert K. Petersheim Patricia Arnold (2003). Kooperatives telematisches Lernen aus der Perspektive der Lernenden - Qualitative Analyse einer Community of Practice im Fernstudium (Reihe "Medien in der Wissenschaft" der Gesellschaft für Medien in der Wissenschaft, GMW). Münster: Waxmann, 315 Seiten, ISBN 3-83091-262-5, 29,90 EURO Zusammenfassung: Welche Bedeutung kommt dem kooperativen Lernen im Zusammenhang mit dem Fernstudium zu? Kann das Internet dabei eine fördernde, unterstützende Rolle spielen? Diese Fragen untersucht Patricia ARNOLD in ihrer Dissertation, wobei sie sich auf das Fernstudium mit seinen besonderen Bedingungen des Lernens bezieht. In der vorliegenden qualitativ-empirischen Untersuchung einer Gemeinschaft von Fernstudierenden untersucht ARNOLD, wie selbst bestimmtes Lernen innerhalb einer Gruppe kooperativ und online organisiert werden kann. Ausgangslage ihrer Untersuchung ist der aktuelle Stand der Forschung zu kooperativem Lernen im Internet. Die Subjektwissenschaftliche Lerntheorie nach HOLZKAMP (1993) und das situierte Lernen in Communities of Practice nach LAVE und WENIGER (1991) stellen die beiden theoretischen Ankerpunkte in der Studie dar. Im Ergebnis wird eine gegenstandsbezogene Theorie sichtbar, in der sich die Formen des Lernens in einer virtuellen Gemeinschaft zwischen Bewältigung und Gestaltung des Fernstudiums bewegen."

"Fair use is the right, in some circumstances, to quote copyrighted material without asking permission or paying for it. Fair use enables the creation of new culture, and keeps current copyright holders from being private censors. With the Washington College of Law, the Center for Social Media creates tools for creators, teachers, and researchers to better use their fair use rights. Explore your fair use rights by clicking on one of the tabs above. To listen to Center director Pat Aufderheide describe the issues around fair use, click here."

"The research described in this paper is the investigation of interactivity between learners and system in the context of remote access to educational field explorations (field trips). The concept is described generically as remote access field trip (RAFT). The interactivity framework proposed for assessing RAFT considers it within the context of live distance education and needs to be judged in terms of set interaction criteria, e.g. learner & learner, learner & instructor, learner & content and learner & interface. This paper proposes that criteria for distance learning interaction assessment should consider also how the leaner interacts with a pervasive interface. This is particularly relevant in this context because the system involves participants interacting with a pervasive system within a live field trip experience, and creates a unique human-system interaction in the educational domain."

"The past week I spent some time in the virtual reality of Second Life, exploring the possibilities for learning activities arranging and for management of a learning process. Also, I read several research papers sharing the gained experience in teaching and learning in SL. It was found that this virtual world …" introduces Malinka Ivanova in her Blogpost

I found this video on Jim Groom's website set up to support a course on storytelling. Jim says "Here is a fascinating and quick seven minute video that features interviews with a variety of scholars, theorists, activists, and participants in the changing nature of storytelling. How do they frame social media and participatory culture in this equation?" It is particularly good to see that Jim has put the whole course up on an open Wordpress blog. There's lots of explore there - Open Learning at its best!

Journal of Virtual Worlds and Education  Volume 1, Issue 1 Below is the inaugural issue of the Journal of Virtual Worlds and Education. Issues of the Journal of Virtual Worlds and Education are available on a subscription basis. But, as an introductory gesture, the Journal editors have elected to make the full premiere issue of the Journal publicly available as a downloadable PDF file. To peruse our first issue, simply click on the cover image below.