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“What Can Studies of e-Learning Teach Us About e-Research?” “What Can Studies of e-Learning Teach Us About e-Research?” ist der Titel und die Frage mit dem sich ein Aufsatz von C L. Borgman, University of California, Los Angeles beschäftigt. “e-Research is intended to facilitate collaboration through distributed access to content, tools, and services. Lessons about collaboration are extracted from the findings of two large, long-term digital library research projects. Both the Alexandria Digital Earth Prototype Project (ADEPT) and the Center for Embedded Networked Sensing (CENS) project on data management leverage scientific research data for use in teaching. Two forms of collaboration were studied: (1) direct, in which faculty work together on research projects; and (2) indirect or serial, in which faculty use or contribute content to a common pool, such as teaching resources, concepts and relationships, or research data. Five aspects of collaboration in e-Research are discussed: (1) disciplinary factors, (2) incentives to adopt e-Learning and e-Research technologies, (3) user roles, (4) information sharing, and (5) technical requirements.

Internet use by seniors has increased dramatically since the beginning of the millennium

The main uses of the Internet by people over 60 are email, news, health information, product information, family research, and travel reservations [18, 19]. Less common uses include online purchasing, searching government sites, online gaming, and online photo sharing.

besides practical knowledge, the Internet offers senior learners the opportunity to learn new job skills, access cultures and communities, and satisfy an intellectual curiosity that doesn't die upon retirement.

Programmes at York have always been characterised by a level of flexibility in patterns of study, by a good range of combined programmes and a high degree of choice in options. These characteristics are formalised in a University-wide modular structure, which aims to: Clarify programme structures and requirements through the use of a common currency Maintain flexibility in the way students structure their programmes Provide opportunities for students to take modules outside their main department, numbers permitting A standard workload is represented by 120 credits per year, so students on three-year programmes will accumulate 360 credits, and those on four-year programmes 480 credits.