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excellent survey of e learning pedagogical models by grainne conole

"With each new wave of technological innovation, the traditional way to explore the evolution of the educational model is to focus on how to best integrate the new technology into the learning process without influencing the traditional pedagogical principles and policies imposed by formal educational institutions. Recently, with the rise of new Web 2.0 tools and services (e.g. blogs, wikis, RSS, mashups, social tagging), many researchers are going the same way by exploring how to best include these tools into the traditional academic and corporate learning process. I believe however that in doing so, educational Web 2.0 technologies will go the way of previous technologies (e.g. LMS, LCMS, CMS, LO, LOR); i.e. much hype followed by a slow death. "

"The National Research Council of Canada's Institute for Information Technology (Learning and Collaborative Group) has started a research and development project exploring the Personal Learning Environment. The project researches how new technologies can be used in a personalized informal learning environment and focuses on two dimensions. The first dimension is the pedagogical: given the new affordances offered by web technologies, how can access to a wide variety of learning opportunities best be managed in an online environment? The second dimension is technical. Given a set of desired types of connections, what technologies can be assembled to best provide seamless access to a large variety of educational resources and services? Existing learning management technology (such as the Learning Management System) is centered on the institution that owns and operates it as enterprise software. With the increase of lifelong and student-centered learning, individuals are more frequently enrolling in learning opportunities from multiple institutions and have a need to manage their learning through an entire career. Thus there is a need for a type of application that is centered on the learner and would constitute the person's personal learning record, portfolio, business and educational contacts, communications and creativity tools, library and resource subscription management, and related services. Stephen Downes, the project leader:"

Faculty Development Programming: If We Build It, Will They Come? Added by the EDUCAUSE Librarian Author(s):Ann H. Taylor and Carol McQuiggan View a PDF of this article © 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Quarterly, vol. 31, no. 3 (July-September 2008) Faculty Development Programming: If We Build It, Will They Come? A faculty development survey analyzed what faculty want and need to be successful teaching online By Ann Taylor and Carol McQuiggan The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound. Although many institutions have offered online courses for more than a decade and train their faculty to teach online, the research literature reveals that little is known about how best to prepare faculty to teach in an online environment. Designers of faculty development programs typically rely on commonly held assumptions about what faculty need to know-a constant guessing game regarding what topics to cover and what training formats to use. The resulting seminars, workshops, training materials, and other resources are typically hit-or-miss in terms of faculty participation and acceptance. To provide faculty with the proper training and resources for online teaching requires more information to determine

Spaces for learning The Council is keen to encourage reflection and discussion about effective learning and the design and use of space. In 2008 we commissioned the Space Collaboration report (from Critical Thinking and Bellevue Consulting), looking at space collaboration between universities and colleges. The report draws on practice and case studies from the UK and internationally. It focuses predominantly on space for pedagogic-related purposes (for example, learning and teaching, libraries and learning support) and where appropriate also considers space collaboration in support services (for example, information and guidance and students' association services and facilities). The purpose is to aid institutions considering collaboration in the use of space, with advice on planning, management and implementation.

Web2Rights - the project Web2Rights is a JISC project, funded from 1st November 2007 - 31st March 2009, whose purpose was initially to develop practical, pragmatic and relevant Intellectual Property Rights (IPR) and other legal issues toolkits to support the projects funded within the JISC Users and Innovation Programme (U&I) in their engagement with next generation technologies. The Web2Rights team, comprised of lawyers, consultants, learning technologists and pedagogic experts focussed upon the need to address cultural and practical obstacles in engaging with Web2.0, IPR and other legal issues. Working in close collaboration with JISC Legal and focussing upon the specific issues raised by the U&I community of users, they have created a number of resources to address a variety of legal issues which might arise.