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This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines.

Loving to Learn Day is an annual event that encourages everyone to celebrate their love of learning. First established at the University of Waterloo in 2006, Loving to Learn Day has subsequently spread to the University of Manitoba, the University of Windsor, the University of Saskatchewan, and several Canadian colleges.

In a world as fast-changing and full of information as our own, every one of us - from schoolchildren to college students to working adults - needs to know how to learn well. Yet evidence suggests that most of us don't use the learning techniques that science has proved most effective. Worse, research finds that learning strategies we do commonly employ, like rereading and highlighting, are among the least effective.

Abstract: 'We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction." 

The Student Assessment of their Learning Gains (SALG) website allows instructors to gather learning-focused feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course. A baseline instrument allows faculty to compare gains relative to incoming student characteristics.

Cloudworks allows you to find other people's learning and teaching ideas, designs and experiences as well as sharing your own. You can also get access to many learning design tools and resources to help you create learning designs.

Wikiversity is a Wikimedia Foundation project devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning.

A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching.

As a follow-up to their study on how professors view online learning, Inside Higher Ed partnered with Babson Survey Research Group to explore how college professors and administrators interact with technology. The survey, summarized in Digital Faculty: Professors, Teaching and Technology, posed questions about digital learning content, e-books, social media, communication, learning management software and a variety of other technology-related issues. Here are a few key points from this excellent report.

Cloudworks allows you to find other people's learning and teaching ideas, designs and experiences as well as sharing your own. You can also get access to many learning design tools and resources to help you create learning designs.

One of my favourite learning objects of all time. I watched it being created by the late Jonathan Swallow with support from then-workstudy student Brad Carson when I was running the Interactive Learning Centre at Trent U. I loved how Jonathan was able to take something in the prof's head and reconceptualize it / build it for students.

This is one of my favourite intros to the potential of ePortfolios from back in the ancient day (2004).

This paper will discuss the concepts of "Electronic Portfolios as Digital Stories of Deep Learning" and "Digital Storytelling as Reflective Portfolio" by linking two dynamic processes to promote deep learning: Portfolio Development and Digital Storytelling. A major challenge today with electronic portfolios is to maintain learner intrinisic motivation to willingly engage in the portfolio process. The use of multimedia tools is one strategy that involves and engages learners; another technology that is engaging young people today is the web log or "blogs" and "wikis." But first, lets look at the issues that are turning learners off about the current approach to electronic portfolios, at least in Teacher Education.

"Learning outcomes are frequently dismissed as a nuisance to be dutifully completed & swiftly put aside, but Frank Furedi believes their prescriptive nature & underlying utilitarian ethos make them an altogether more corrosive influence on higher education. "

Tweets from the 20 most influential people working in the field of learning technologies.

A Taxonomy for Learning, Teaching, and Assessing based on a r evision of Bloom's Taxonomy of Educational Objectives*

In the on-going quest for improved learning in large-class settings, an active-learning approach for an introductory physics course yielded mixed results, according to a new report from the Higher Education Quality Council of Ontario. Evaluating the Effectiveness of Modified Peer Instruction in Large Introductory Physics Classes examined the use of collaborative, multiple-choice format question (MCFQ)-writing activities for students as a supplement to standard peer instruction methods.

"Four Assessment Strategies for the Flipped Learning Environment"