"I am feeling really happy.I finally got my PhD on Saturday 15 May, 2010. It was truly a SUCCESS!" Hala is a woman from Sudan, another webhead whose active work I admire, and she just reported on Facebook. I think that her learning trajectory would be of interest as an example to many of us in this group

Guldberg, Project Aalborg: Towards a Networked Community_of_Learners_and_Carers An interesting project - in the field of autism pedagogy , Aalborg University

The Present and Future of Educational Technology: An Interview with Christopher Dede Christopher Dede Christopher Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard University, where he conducts research on "emerging technologies for learning and infusing technology into large-scale educational improvement." He holds a Ph. D. in education from the University of Massachusetts at Amherst. Interview Topics Scientifically rigorous data on educational technology Most effective uses of technology to enhance learning Examples of technology in K-12 education: Simcalc and Biologica Studies that show technology effectiveness and 'the conditions for success' Adapting educational technology for use in the classroom Creating conditions for success and Milwaukee's Curriculum Design Assistant How technology can expand and replace current forms of student-learning assessment Universal design Dede's research on interfaces between people and technology: Milwaukee and Internet 2 The virtual world of "River City" Ubiquitous computing: Innovative uses for handhelds

Innovation Communication in Multicultural Networks: Deficits in Inter-cultural Capability and Affect-based Trust as Barriers to New Idea Sharing in Inter-Cultural Relationships..

Cultivating Communities of Practice: A Guide to Managing Knowledge - Seven Principles for Cultivating Communities of Practice. Book resume

This paper deals with matters like learning styles, attention span and how most e-learning is designed in ways that for many learners would appear as boring.

From summary of thesis: The issues discussed in the current thesis grow out of many years of practical work in various development projects within the field of labour market politics. The explicit aim of many of these projects is to change or adjust current work practices. However, I have often encountered a mismatch between the well-documented experiences of success within a project on one hand, and the fact that project experiences are only rarely and to a limited extent successfully transferred to and applicable outside the project. This schism formed the initial backdrop for the work presented in this thesis. The aim has been firstly to develop a better understanding for the learning processes made possible through development projects, secondly to clarify why problems occur when this new learning is to be implemented in and brought back to those labour market organisations (job centres, unemployment funds, educational institutions, local authorities etc.) that the development project targeted. In the thesis, implementation is therefore primarily discussed in terms of these labour market institutions, that is, they form the primary horizon for the experiences and the learning resulting from the project. The thesis contains an empirical and theoretical analysis of the process establishing a specific development project, the learning of the participants through the project, and the implementation of their experiences both in the day-to-day work and within the organisation at large. Yrjö Engeström is, therefore, introduced since his concept of expansive learning precisely captures the combination of novel practice and different forms of learning. With their notion of community of practice Jean Lave and Etienne Wenger provide, furthermore, an analytical concept of immediate relevance for project work. I have been much inspired by their approach while collecting empirical material documenting the later part of the project. I have, however, come to realise that t