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Learning and teaching in higher education is experiencing rapid change, in part, as a result of the influences of emerging technologies. These proceedings are the refereed papers of the 2nd Annual Conference on Emerging Technologies conducted by the University of Wollongong's Centre for Educational Development and Interactive Resources (CEDIR) and the Faculty of Education's Research Centre for Interactive Learning Environments (RILE) between 18 - 20 June 2008. The conference provided a showcase for research into these technologies and an insight into the way they can be used to promote meaningful learning in the higher education sector. Papers have undergone a double blind peer refereeing process to Department of Education, Science and Training (DEST) standards. The papers have been assessed as providing information that increases the stock of knowledge and the use of this knowledge to devise new applications; they are original and have the potential to produce results; they represent substantial scholarly activity; and they have validity through a peer validation process. Further details of refereeing are included in the Conference Program available below.

Thanks for posting this. I am trying to get a couple of teachers to set a wiki as the assessment means for an activity in their Humanities & English classrooms- this might make it easier for them to get into the swing of things. Cheers. jude.

Great tool for creating ebooks. Allows for text, images, videos, and audio clips. Could be a great syllabus or as an assessment

2nd ipad workflow for teachers - how to manage a bunch of class blogs and monitor/assess student blogs with a simple, organized setup.

"In self-paced courses, many students appeared to cram most of the homework and chapter exams into the final week of the semester. Few of them bothered to do the ungraded practice problems offered by the online publisher." First, where is the teaching? It sounds more like a case of poorly designed instruction...or a complete lack of instruction. Of course these students are not learning...they are not being taught. Also, if they are in classes which are actively taught by a teacher, then where are the formative assessments by the instructors? That teacher should know long before the final exam if the students know the material or not. A good teacher and a well developed online course would have a number of ways to determine this which do not allow for "cut and paste" or cheating. Finally, does this department test a student's memorization of material or the mastery of the concepts and and understanding of how to apply those concepts? Perhaps, there is also a need to reevaluate the assessments. Good teaching is good teaching. If a student is not learning the material, who is really to blame?

A great online notepad/post it website. Never forget anything again. Assess your notes from any web connected device. http://ictmagic.wikispaces.com/page/edit/ICT+&+Web+Tools

The loss of many of our young students and athelets is due to this. Please take a minute and read. "This form will help you identify those who may be at risk and who will benefit from additional testing to look for conditions that cause SCA. The HCMA offers the Sudden Cardiac Arrest Risk Assessment Form, SCARAF, This form should be distributed to all school age children and families. This 2- page form has the AHA 12 point items addressed and written in a manner that a parent is more likely to provide as clinically relevant data to a physician. This document was created with the assistance of Dr. Robert Campbell and the HCMA. It offers 3 options Yes - No - Unsure. Should the parent/you answers Yes or Unsure to any question they are offered 3 steps to follow: 1. Bring this form to your personal physician and discuss cardiac screening. 2. Seek an evaluation from a cardiac professional including appropriate testing (ECG, echocardiogram and additional if warrented) and consultation. 3. Share this information with your family. This tool creates a clinical indication for testing should the parent identify a risk factor; therefore, the clinical evaluation and testing should be covered by all major insurance programs in the USA. This tool also has the power to move beyond the child and to the parent as it is far more common to see a death under the age of 54 and over the age of 24, therefore the parents are at a similar risk as the child."

...by a a team led by two biologists, Carl T. Bergstrom and Jevin D. West, and a physicist, Martin Rosvall,- "The work builds off the thinking behind the Eigenfactor score, a method of assessing journals' relative influence that Mr. Bergstrom and Mr. West unveiled in 2007. The Eigenfactor algorithm takes into account the source of citations. A citation in a high-profile journal like Nature, for instance, counts for more than a citation from a journal only a handful of people ever see or cite. That's a more nuanced way to evaluate a journal's standing than the widely used impact factor, which tracks how many citations a journal gets but does not weight the sources."

Wow researchers can engage with the human side of research thru viewing connected networks, they can find the patterns in data sets and discover new fields as they converge amongst many possibilities... You can see overview where your research fits in etc too.

This is fascinating. I'm trying to figure out if this is something that could become useful to undergraduates learning about research. It seems like it has potential to reveal connections, trends, and patterns for students just starting in a discipline. It certainly makes disciplines seem less rigid and confined (which I think is a good thing).

Eportfolios are a popular practice the world over.  However, although eportfolios have been in existence for over two decades, the effort to share resources about how to develop, implement, and assess an eportfolio program has been a more recent phenomenon.  What follows is a partial list of such materials.  If you would like to add an item to the list, please send an email to wendebmg [at] gmail [dot] com.  Two references are required for new resources.

Study of what young people, college age, used as criteria in assessing online sources.

Mobile digital devices rocketed to popularity around 10 years ago with the release of the iPod. Mobile computing went mainstream with the release of the iPhone in 2007. With the release of the iPad just one year ago, we are now seeing a significant shift in the dynamics of computer purchase and practice - moving away from desktops and laptops to iPads and other mobile devices. Their cost relative to laptops along with the promise of mobile computing has raised tremendous interest in iPad use in education.

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