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If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.

Managed learning helps reduce the workload of the internal learning and development team, speed up the learner lifecycle, and provide quality learning experiences.

A virtual learning environment is a medium of learning where learners go through courses, study materials and learning aids through an online medium. It can be browser-based or a virtual training session through Zoom. Virtual learning offers activities, interactions, and resources within a course structure and provides different levels of assessment. Given this context, learners can access learning materials through peer-to-peer collaboration networks such as forums. As social learning is a continuous process of learning from other people within and outside the organization, it can be integrated into virtual learning through various means.

In an ideal world, every time your company rolls out a new application or a major upgrade on an existing application, full-time trainers would handle the duties of educating end users. In the real world, however, help desk analysts not only provide support for these applications but are often asked to train users on them as well.

Whether you are an administrator, educator or learner, you will find Quickclass easy to use due to its graphical user interface which we are all familiar with.

Whether you are an administrator, educator or learner, you will find Quickclass easy to use due to its graphical user interface which we are all familiar with.

At the start of each year we arrive back from our break hopefully rested and energised. The new year brings many new opportunities including new students, new team members and new teaching programmes. We begin again the climb up the hill with a fresh group of learners arriving at our doors full of excitement who will rely on us to meet their learning needs in the year ahead. All of this means we are at risk of starting the year with a certain level of panic. There is so much to do, our students are not accustomed to our routines, we don't know each other well, there are parents to meet, assessments to be done and before we know it we are back to being busy. 

In teaching it is often the little things we do on a daily basis that have the largest cumulative effect. While the events, festivals, camps and more spectacular lessons may stand out in our memories these moments have less overall impact across the time that our students spend in our company. Getting these little details right however is a complex business that demands we bring our best to every interaction, every lesson and every opportunity we have to shape the minds and dispositions of our learners. The result is that there are no easy lessons, no easy days.

Nowadays internet changed everything in e-learning and the internet now plays an important role in online education the way that we learners of all ages.

Nowadays internet changed everything in e-learning and the internet now plays an important role in online education the way that we learners of all ages.

Providing Learners with Feedback-Part 1: Research-based recommendations for training, education, and e-learning.

Providing Learners with Feedback - Part 2: Peer-reviewed research compiled for training, education, and e-learning

Students often become engaged learners when technology is a seamless part of their curriculum

In autumn 2006, Sarah Jones, a part time adult education teacher living in South Wales, attended a part time evening course called 'Developing Self Evaluation Techniques for Adult Learners'. The course was sponsored by the European Commission Grundvig programme funded ASSIPA project and included participants form different European countries. I was one of the participants on the course you can see a short video where the participants introduce themselves. The teacher, Jenny Hughes, asked participants to keep a diary of their work on the course. Sarah decided to use her web log as her diary. The course was videoed and Sarah added the links to the different videos in her web log. She also added links to the handouts from the course.

Booklet on how to motivate online learners in a synchronous learning environment.

Zendo not only creates flashcards from user notes, but it also tracks how well the learner knows the content of the flashcards.

A good cross-curricular site with downloadable resources for teachers of young learners of 5-9 years old. http://ictmagic.wikispaces.com/Early+Years

Some statements stand out in your memory for the power with which they resonate through you mind. I recall the first time I encountered the question posed by Alan November "Who owns the learning?" on the cover of his book of the same name. In four words, Alan poses a question that strikes at the heart of education and encourages us to re-think our approach. If we believe that the learner should own the learning, what are the implications of this for our teaching? Like a stone dropped on the surface of a calm pond, the ripples from a powerful idea spread, expand and gain strength. 

Mere substitution is not going to help our learners maximise the affordances of technology. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it.