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In 2007, videotaped lectures from 10 courses were added to the Stanford iTunes site. The content on the site consisted solely of audio and video files until January 2012, when Apple launched the iTunes U app. This app allowed professors to upload additional materials such as homework assignments and class handouts, giving remote students more of a comprehensive course experience. While remote students can now participate in a course by completing homework assignments and even taking exams, they are still not able to ask questions in class, receive feedback on homework and exams or collaborate with classmates. Several iTunes U courses have attempted to bridge this gap through Piazza, an online forum that allows students from around the world to ask and answer questions and discuss the course. Remote students are able to register on Piazza to discuss the lectures and assignments with other students, although Hegarty says that iTunes U students often reach out to him for help instead. https://piazza.com/ The (Free) Efficient Way to Manage Class Q&A How is this better than email, newsgroups, and discussion forums? Students actually use Piazza, they love it. This difference stems from how we built Piazza. We've personally met with and spoken to thousands of students and instructors. The result is a beautifully intuitive and simple product that students love and use.

Hi Ashley, would this article reference suffice as 'research reference' per our meeting with Director? Thanks for your input on the Emailer. I'm working on it now.

Something to note on some protection worth mentioning to educators when we bring them on board to the iBooks platform. "Books submitted to the iBookstore using a Paid Books Account can be protected by Apple's proprietary FairPlay DRM (digital rights management) system, which helps prevent unauthorized duplication of your book. (Movies and audio included in HTML5 widgets are not DRM-protected.)"

Bernard thanks for sharing this. Will keep Chew Hung informed.

register2.html web content will be switched over on 13.01.2013 (thanks Bernard) Content for vetting by Eveleen and Dr Ashley. During 17.12.2013 meeting it was suggested that we 'manage' the NIE-Others ratio by stating along this line: Priority will be given to educators (after a certain percentage of registration is hit). Note also that since admission is free, people who sign up may not attend.

A must-read for all involved in LMS.

Teens find ways to privatised their Facebook.

Another glimpse of LMS provided by local vendor partner with Moodle plus SCORM 2004 3rd edition compliant, a requirement by MOE. Singtel is also the partner.

that's my ex-employer :)

Learning Activity Management System (LAMS)

Access Gmail on iOS4 device. For Chee to set up new iPad. First step is critical (enable IMAP). Otherwise, use older instructions from link in same page.

Thanks for sharing. I tried last night, and it works for just do the usual Gmail set up. Chee managed to do that as well.

Thanks Ashley for your instant info and advise. I reset my Linksys wireless router IP Address back to 192.168.1.1 default and manage to connect to the Internet and setup the Gmail account instantly. I also thanks Sally for the help and tips!

For team leads and Choo: Some solutions to the apps for iPads issue that was raised at lunch.

When I think about "infrastructure", I normally think about roads, wires, sewerage and so on. But how about educational technology and instructional design? From reading Don Norman's musings about infrastructure, I realized that if we want our technological implementations to be successfully adopted, very often it's essential to also consider the infrastructure needed to support our tech designs and implementations. Personally, I think infrastructure for education and instructional design need not always be physical things. They could be intangibles such as having to update a database, notify the relevant people in charge, call this person or that to come unlock the computer lab, etc. My mum's been a teacher for 40+ years. She's great. But she really hates the computer. Not because of the learning needed to use Microsoft Word. She's quite fine with it. But it's all the non-Microsoft Word things that she has to do - reboot, turn the computer on, manage the files, etc... - that makes her scream.  "It is time to work on infrastructure. It threatens to dominate our lives with ugliness, frustration, and work. We need to spend more time on the designs for infrastructure. We need to make it more attractive, more accessible, and easier to maintain. Infrastructure is intended to be hidden, to provide the foundation for everyday life. If we do not respond, it will dominate our lives, preventing us attending to our priory concerns and interests and instead, just keeping ahead of the maintenance demands." - Don Norman Food for thought: What are some underlying "infrastructure" (tangible and intangible) that I may encounter in an educational technology project? Are there existing infrastructure that I can take advantage of to minimize time and $? How can we minimize the amount of infrastructure maintenance needed?

The author of this short article is perpetuating a harmful myth for business reasons. An LMS is not the only or best way of enabling social learning.

Another option of LMS, beside Google Sites, Edmodo and Moodle.