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"This platform is aimed at supporting university educators and mobility coordinators to organise and run online intercultural exchanges for their students. In these exchanges, students from universities in different countries collaborate together using online communication tools to carry out collaborative projects and to learn about each other's language and culture. By taking part in such projects, students can develop foreign language skills, intercultural awareness, electronic literacies as well as learning more about their particular subject area. If you are a teacher working at a university in Europe or elsewhere, this platform will help you to find partner teachers and classes in other countries, to read about tasks, successful projects and evaluation tools and to exchange questions and experiences with an experienced community of practitioners."

Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success. Please note: In addition to the e-book's core chapters on learning space design principles (chapters 1?13) , this site also offers case studies illustrating those principles (chapters 15?43), including links to examples of innovative learning spaces. The entire collection is complete and available for printing as individual chapters or the entire book.

"Does listening to something, perhaps once, perhaps more than once, perhaps over and over again, mean that it is learned in a way that is useful to the student and that they can retrieve and re-use in an appropriate context at a later date? It is a proposition that seems to conflict with the situated learning theories of researchers like Brown, Collins and Duguid (1989), which assert that learning always lies in the interactions between people rather than in the content itself or in the minds of the individual learners. The general premise that listening is often more engaging than the written word and that diction, intonation and inflection add meaning might be acceptable at face value, but as Hargis and Wilson (2005: 6) point out, 'there are currently no examples which clearly indicate proven foundational pedagogical uses and outcomes for podcasts.'. Though the technology is quite recent, it may tend to lead teachers towards outmoded, didactic approaches to delivery rather than the constructivist, collaborative activities recommended by more recent learning theorists."

Welcome to The Golden Notebook Project. Start reading the book online → Here are answers to some common questions: What is this? It's an experiment in close-reading in which seven women are reading the book and conducting a conversation in the margins. The project went live on Monday 10 November 2008. Why are you doing it? It's part of a long-term effort to encourage and enable a culture of collaborative learning. What do you hope to learn? We don't yet understand how to model a complex conversation in the web's two-dimensional environment and we're hoping this experiment will help us learn some of what we need to do to make this sort of collaboration as successful as possible.

With their ideas as a guide, the EDUCAUSE Learning Initiative is embarking on a collaborative project to create a blueprint for the "classroom" of the future -- realizing, of course, that it may not be a classroom at all. With wikis as our workplace, we're asking the EDUCAUSE community to share their ideas and expertise to help us, as a community, a vision of what the ideal learning environment might look like. Comments will be used to construct simulated course environments, starting with easy-to-implement solutions for rethinking the traditional lecture format and scaling to "blue sky" initiatives that include global collaboration and opportunities to "learn by doing." We hope you'll also take this opportunity to share the unique and innovative ways that your campus is already transforming learning in the classroom, on campus, and in virtual worlds.

The Student Assessment of their Learning Gains (SALG) website allows instructors to gather learning-focused feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course. A baseline instrument allows faculty to compare gains relative to incoming student characteristics. Once registered on the SALG site, you can: * customize the SALG survey to fit your course goals and methods; * search for an existing SALG survey in your discipline; * have students complete the survey on-line; and, * download and review analyses of the students' responses.

the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL, pronounced "able") is a membership organization for the world e-portfolio community that now has established affiliations and collaborations with nearly all world-wide portfolio initiatives, projects and organizations. Members and affiliates help continue the work of educational transformation by focusing on new designs in learning and assessment, on increasing connections among the portfolio community, and on moving toward a more authentic assessment of actual student achievement and progress based on evidence of learning over time.

Lesson study is a simple idea. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? While it may be a simple idea, lesson study is a complex process, supported by collaborative goal setting, careful data collection on student learning, and protocols that enable productive discussion of difficult issues.

What Is Faculty Inquiry? Faculty inquiry is a form of professional development by which teachers identify and investigate questions about their students' learning. The inquiry process is ongoing, informed by evidence of student learning, and undertaken in a collaborative setting. Findings from the process come back in the form of new curricula, new assessments, and new pedagogies, which in turn become subjects for further inquiry. When faculty pursue such inquiry in the company of colleagues and students, they create a "teaching commons" on their campus-a set of interconnected forums where conversations about learning take place, where innovations in curriculum and pedagogy get tried out, and where questions and answers about education are exchanged, critiqued and built upon.

"iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world."

Community, connections, solutions - ePals, the global platform for learning online. ePals is a Global Community of collaborative learners, teachers, and academic experts in 200 countries and territories. ePals provides Connections to students, classes, and school districts worldwide that are safe and secure.

"A Web Whiteboard is touch-friendly whiteboard app that lets you use your computer, tablet or smartphone to easily draw sketches, collaborate with others and share them with the world. Works on all modern browsers, no installation needed."

White paper from the New Media Consortium, produced in conjunction with the Economist Magazine and in collaboration with Apple, Inc. The paper, entitled "The Future of Higher Education: How Technology will Shape Learning " reports the results of a study of nearly 300 CIOs and technology leaders inside and outside of education.

"The Georgia Institute of Technology has stripped, at least for now, more than 10 years of class work from its collaborative-learning Web sites, known as Swikis. Following a student's complaint to the university that his name was listed on the Web site of a public course, Georgia Tech officials decided on Monday to remove all Swikis other than ones from the current semester, said Mark Guzdial, a professor in the School of Interactive Computing, who is a co-creator of the Swikis."

KEYNOTE SPEAKERS Friday, April 3: Barbara Sawhill (Oberlin College) Saturday, April 4: Gus Leonard (CSU Monterey Bay) In addition to the keynote speeches, the conference will consist of various workshops, joint presentations and panels centered around the use of technology and language learning. This collaborative conference, co-located with SWALLT, is designed for the expert and novice alike! April 3-5, 2009

Windows only. Classroom management rather than language lab software, but offers some of same capabilities, such as transmitting video, setting up chats between students, and quizzes. Does offer free trial to test the software.

SynchronEyes software gives you control over your classroom, enabling you to guide your students' attention, discoveries and learning while creating a truly collaborative atmosphere at the same time.

Hello-Hello is a revolutionary interactive online language course with a community of like-minded individuals that help each other in the learning process. And all for free! Our lessons were developed in collaboration with ACTFL.

Social learning platform focusing on vocabulary and dictation. Learners can sign up for free, does spaced review and tracks progress. Can use "courses" already created by the company or create your own.

The purpose of this wiki is to explore, explain and support non-traditional modes of publishing one's creations. In most cases, existing work and creations by others, using these same technologies, can also be used to support teaching and learning. These technologies fall under the broad definition of the "Read-Write-Web" or Web 2.0. There are hundreds of sites and services where you can create, modify and upload your own content, whatever it may be. (Designed for Connecticut College faculty and students.)

Free online tool for managing Q&A in classes. Students can submit questions; answers are given in wiki format (students can all edit 1 student-contributed answer, instructors can edit instructor-contributed answer).