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There are particular behaviours and a mindset that accompanies effective reflective practice. Understanding and applying these allows us to become reflective practitioners.

In this issue we present articles that push the boundaries of research on digital cultures, teaching, and technologies in fruitful and generative directions.  Researchers and practitioners in this issue present case studies and analysis of practical classroom use of copyright literacies, learning management systems, mobile/cell phones, social video, Twitter, and Google Reader.  The articles demonstrate how the affordances of digital culture have shifted our understandings of how pupils learn as content can be accessed, designed, and shared.  Despite the affordances of digital culture, teaching and learning-with and through digital technologies-requires effective pedagogy.  Digital technologies are not 'teacher-proof' tools; they require thoughtful and thorough integration into pedagogy, in a manner that reflects carefully articulated instructional and learning goals

Our goal is to increase the quality of our students' writing skills by sharing knowledge among experts and practitioners.

From PBS This is the first program in a series "Program: Digital Media - New Learners Of The 21st Century Episode: Full Show Featuring the foremost thought leaders, innovators and practitioners in the field, Digital Media is a startling preview of a 21st Century education revolution."

The purpose of the Video Standards Report - 2011 is to provide information to help  e-learning content developers make informed decisions about the use of video formats, codecs and delivery systems for e-learning video content. The report is intended to be used in conjunction with the current VET standards, which are available at: http://e-standards.flexiblelearning.net.au/topics/formats.htmWhere possible, this report aims to ensure that VET video standards support current and future needs of VET e-learning practitioners, particularly given the fast-changing digital media landscape. It acknowledges that content items need to:  have a long life span   operate across a broad range of potential platforms and applications   run on a wide range of devices, including portable media-browsing devices. 

According to recent research findings, e-learning has reached the point in the Australian Vocational Education and Training (VET) sector where it has tipped over into the mainstream with 50% of employers and 51% of Registered Training Organisations (RTOs) saying they use some online learning activities with learners. 90% of trainees say they want it. Yet for the past four surveys, practitioners are rapidly losing confidence in the ability of e-learning to improve learning outcomes for students. What's going on?

In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media.