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SqoolTools is an online service, brought to you by SqoolTechs, LLC, that provides instructional tools for the purpose of "Supporting Quality Online Opportunities for Learning". Specifically, SqoolTools is a virtual learning environment, built on Moodle open source software, that allows K-12 teachers to create interactive websites to either support classroom instruction or to deliver instruction completely online. SqoolTools provides a wide variety of tools that support most instructional and classroom management tasks.

a wiki to host the development of a resource for teachers new to Twitter. Now that the site has begun to take shape, you are hereby invited to share your ideas as a member of the collaborative that will draft this e-learning resource

E Portfolios MOOC VET Sector

Presentation wiki of Elanguage conference in Australia. Nicky Hockly and Mark Pegrum

Mahara is an open source e-portfolio, weblog, resume builder and social networking system, connecting users and creating online learner communities. Mahara is designed to provide users with the tools to demonstrate their life-long learning, skills and development over time to selected audiences.

Moodlerooms, Inc., a global organization that offers optimized solutions that make online teaching and learning effective, has teamed up with Google to develop an integration that allows Moodle users to access Google Apps™ Education Edition from Moodle using a single sign on (SSO). "This integration means that schools and institutions need only load their users into Moodle, and the integration will automatically load these users into their Google Apps Education Edition, providing users with Web-based e-mail, document authoring, spreadsheets, presentations and sites, all integrated with their online learning platform.

"Transforming Assessment is an Australian Learning and Teaching Council Fellowship project looking at the use of e-assessment within web 2.0 and virtual world online learning environments in Higher Education. Enquires relating to this project: Professor Geoffrey Crisp, University of Adelaide. Technical enquires relating to this channel: Dr Mathew Hillier, University of Adelaide. "

"It is pretty much a given these days that students have mobile phones, tablets, and e-readers. Leveraging what your students already have and already know how to use is a smart idea - even if you aren't implementing a full-on BYOD classroom environment. There are many ways to have students use their mobile devices in the classroom in a format geared towards learning rather than for leisure. The infographic in this post takes a look at ten fairly general ways to use devices in the classroom. The general nature of some of the recommendations makes it a great starting point if this is a newer concept for you or for a particular group that you're working. "

This is a great collection of blog posts, references, reports, prognostications, (100 in total) speculating on the future of learning and education. I've read a couple but now have a real task ahead of me to take in the rest, wish me luck.

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Is none better than bad?

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The ideas and concepts apply to tablets (or mobile devices) not just the ipad

This paper describes the findings of an exploratory, qualitative case study and examines problems and impediments faculty members encountered in blended learning environments in Turkish Higher Education system. A total of 117 faculty members from 4 universities responded to 8 interview questions. Findings were based on content analyses of interview transcripts. The results show that faculty members' problems with blended teaching resulted in the identification of three inductive categories: instructional processes, community concerns and technical issues. The eight themes emerged from these three categories include the following: (1) complexity of the instruction, (2) lack of planning and organization, (3) lack of effective communication, (4) need for more time, (5) lack of institutional support, (6) changing roles, (7) difficulty of adoption to new technologies and (8) lack of electronic means. This study indicates that teaching blended courses can be highly complex and have different teaching patterns, which, in turn, impacts successful implementation of the blended college courses.