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Recognizing the failures of traditional Technology Enhanced Learning (TEL) initiatives to achieve performance improvement, we need to rethink how we design new TEL models that can respond to the learning requirements of the 21st century and mirror the characteristics of knowledge and learning which are fundamentally personal, social, distributed, ubiquitous, flexible, dynamic, and complex in nature. In this paper, we discuss the 3P learning model; a vision of learning characterized by the convergence of lifelong, informal, and personalized learning within a social context. The 3P learning model encompasses three core elements: Personalization, Participation, and Knowledge-Pull. We then present the social software supported learning framework as a framework that illustrates the 3P learning model in action, based on Web 2.0 concepts and social software technologies.

"The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation." The ten innovations are: Assessment for learning Badges to accredit learning Learning analytics MOOCs New pedagogy for e-books Personal inquiry learning Publisher led mini-courses Rebirth of academic publishing Rhizomatic learning Seamless learning

Matt Bower, John G. Hedberg & Andreas Kuswara (2010): A framework for Web 2.0 learning design, Educational Media International, 47:3, 177-198 This paper describes an approach to conceptualising and performing Web 2.0-enabled learning design. Based on the Technological, Pedagogical and Content Knowledge model of educational practice, the approach conceptualises Web 2.0 learning design by relating Anderson and Krathwohl's Taxonomy of Learning, Teaching and Assessing, and different types of constructive and negotiated pedagogies to a range of contemporary Web 2.0-based learning technologies. The learning design process can then be based upon the extent to which different Web 2.0 technologies support the content, pedagogical, modality and synchronicity requirements of the learning tasks.

The E-Primer series: #1 - E-learning in context - An introduction to e-learning and the international experience; definitions of terms; a theory for e-learning; technologies; benefits #2 - E-education and faculty - Education theory and e-learning; the changing role of faculty; workload issues; quality #3 - Designing for e-learning - Instructional design; learning objects; constructing a hybrid course #4 - Online discourse - Synchronous and asynchronous communications; designing online discourse; online facilitation. #5 - Extending e-possibilities - Web 2.0; ePortfolios; virtual worlds; lifelong learning, etc A blog updating various elements of the E-Primers is being kept at http://e-ako.blogspot.com/

At the core of connected learning are three values: 1. Equity -- when educational opportunity is available and accessible to all young people, it elevates the world we all live in. 2. Full Participation -- learning environments, communities, and civic life thrive when all members actively engage and contribute. 3. Social connection -- learning is meaningful when it is part of valued social relationships and shared practice, culture, and identity. Also see videos at http://connectedlearning.tv/what-is-connected-learning

(View webinar archive and support resources) - Next Generation Learning Challenges has identified six essential dimensions of next-generation learning: - learning goals focused on deeper, more comprehensive outcomes - measurement of progress through embedded and adaptive assessment - learning designs that are personalized, competency-based, and supportive - blended and open-source implementation and change management - conditions that enable "breakthrough models" to succeed - broad and rapid scaling to match the widespread need

The project was commissioned in 2000 by the AUTC to explore the use of Information and Communication Technologies (ICTs) to facilitate flexible learning opportunities for students by identifying learning designs that have been demonstrated to contribute to high quality learning experiences and determining which learning designs may be redeveloped in a more generic form.

"A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching." (Randy Bass (bassr@georgetown.edu) is Associate Provost and Executive Director of the Center for New Designs in Learning and Scholarship at Georgetown University. )

Seems to mirror the approach LDs take to academic development. Steel, Caroline and Andrews, Trish (2012). Re-imagining teaching for technology - Enriched learning spaces: An academic development model. In Mike Keppell, Kay Souter and Matthew Riddle (Ed.), Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment (pp. 242-265) Hershey, PA, U.S.A.: Information Science Reference.

Will produce 5 five stand-alone reports focusing on: part-time learners and learning; employer engagement and work-based learning; new pedagogical ideas; technology-enhanced learning; institutional systems and infrastructures.

The presenters will describe their work over the past two years with 53 researchers in blended learning from all over the world. The result of the project was the book Blended Learning Research Perspectives: Volume II.

Seems like a new tool from AFLF that may have some application to higher ed and summarise some important LD ideas. A PDF Guide is also available: http://ldt.eworks.edu.au/documents/Learning%20Design%20Tool_Paper%20Guide.pdf

What do we know about how people learn? How do young people's motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.

Alternative classroom designs have emerged that support collaborative learning and shift the focus away from lecture-based formats.

April 3-4 2013: ...we will engage the teaching and learning community in exploring this new online course model. Tour institutional examples of MOOCs, various instructional designs and delivery models, processes, methodologies for setting up and evaluating the model, and implications for teaching and learning.

Excellent exa,mple of game theory, or indeed problem based learning in a university course.

The LMS was once the undisputed center of the digital learning ecosystem. But on many campuses, the situation has changed such that the campus online learning environment might be better viewed as a continuum, with the LMS at one end and a student's own collection of applications, tools, and websites at the other.

This project developed a report called "Taking the Lead: Strategic management for e-Learning" for Chief Executives and senior executive officers of New Zealand's tertiary education institutions and organisations. It is designed to help them consider the contribution they can make to the strategic development and management of e-learning in their institutions.

This blog follows CSU's investigation into mobile learning including iPad trials. Also see http://www.csu.edu.au/division/landt/resources/mobilelearning