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"I've spent an inordinately long time writing a whitepaper on mobile learning trying to expound our thoughts about it and how it might be used in the workplace. I've been doing some research around it and I've documented some of the better links I've come across. Again, as with the links I posted about Games and Simulation, these aren't categorized in any way nor does the order assume any significance. If you're considering mobile learning in any shape or form, I'd suggest you give these a browse. One of the travails of my paper writing (still continues) was that good web resources were quite hard to find, so be spared the ordeal, this is a good place to start."

" Boundary object (BO), originally introduced by Starr (1989), is a concept to refer to objects that serve an interface between different communities of practice. Boundary objects are an entity shared by several different communities but viewed or used differently by each of them. As Star points out, boundary objects in an organization work because they necessarily contain sufficient detail to be understandable by both parties, however, neither party is required to understand the full context of use by the other - boundary objects serve as point of mediation and negotiation around intent. Boundary objects are flexible enough to adapt to local needs and have different distinct identities in different communities, but at the same time robust enough to maintain a common identity across the boundaries to be a place for shared work. Boundary objects are not necessarily physical artifacts such as a map between two people: they can be a set of information, conversations, interests, rules, plans, contracts, or even persons. It is around BOs that Communities of Practice (CoPs) often gather. BOs are 'used' by members of different communities in very different ways, although the representation is shared. BOs are an important class of knowledge artifacts. They are center stage in the dynamics of knowledge exchange. BOs are also known as CISs (common information spaces). Examples: Reports are a classic example of traces as boundary objects that the professionals and other members share. Faxed documents and email massages are also the boundary object among distributed members. Information spaces, where particpants gather to exchange information, co-ordinate activites and create knowledge are another example of BOs A library catalog, an order entry process, travel assistance request form, an organizational knowledge map, i.e. one of the products from your knowledge mapping project! Mapping BOs: Boundary objects are a very useful way to structure and

"E-Learning and Digital Media (formerly E-Learning) is a peer-reviewed international online-only journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. A Policy statement is available. Articles accepted for publication become the copyright of the journal, unless otherwise specifically agreed. All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use non-discriminatory language. All submissions to the journal are peer-refereed (anonymously) so they are published in accordance with international academic standards for research publication. For those who are refereeing articles on behalf of the journal a Referee Report form is available here."

"Welcome to the UK Commission for Employment and Skills Employer Surveys Data Tool. This website provides a unique way to access the data behind the UKCES suite of employer surveys, providing valuable information on business management, recruitment, skills gaps and vacancies in detail and to a worldwide audience. Our surveys are designed to be representative of the employer population across geography and sector, and form a rich source of information for anyone interested in the UK labour market. This website contains the datasets for the National Employer Skills Survey for England (NESS), from 2003, 2004, 2005, 2007 and 2009. The Employer Perspectives Survey 2010 dataset will be loaded this summer, and the UK Employer Skills Survey 2011, being carried out in spring 2011, will follow when available."

"When University College London was founded in the 1820s, the poet Samuel Taylor Coleridge ridiculed it as a "lecture-bazaar": an institution that imparted information but not wisdom. "

Until your students are ready to use their own artistic licence you may want to use this poem template site to get them started. Just input words as prompted to make intriguing poetry. http://ictmagic.wikispaces.com/English

Business transaction should be accounted for according to economic reality and substance reality, and not according to legal reality.

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A superb assessment resource which allows you to gain real-time feed back through tests, quizzes and even allowing students to annotate a document that you upload. Set up your quiz/test using true/false statements, longer text answers or students can draw the answer. You can setup a marking key meaning that the site will mark the answers for you and give instant data on who is correct. Your student can either have there own free account or they can access the material using a link. The site works across a wide range of devices.

The Mobile platform multiplied by many form factors multiplied by high expectations on pace of change and depth of integration equals an app delivery and management nightmare: iOS, Android, Windows Phone and the Web are just the tip of the iceberg.

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Actually, torrenting can be useful for sharing larger files, of course legally, such as a presentations in the form of videos and photos, or for downloading out-of-print books or non-copyrighted files.

If you consider the day to day life of many of our students today, you see that they have very little time that is free from some form of programmed activity. Indeed, it is increasingly the norm for families to fill their children's time with the maximum number of learning, sporting and co-curricular activities. Schools naturally are happy to facilitate this and many see the breadth of programmes that they offer as a measure of success. But is there a consequence to all this activity and constant state of engagement?