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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.

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.

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.

"University of the Future", an Ernst & Young report released a week ago is a six month study on the changes in Australian and international universities. According to the study Higher education institutions will need to fundamentally transform their business models to survive; "Over the next 10-15 years, the current public university model in Australia will prove unviable in all but a few cases...".

July 30-August 1 = a free, online program of webinars, activities, resources, and discussions focused on the transformative elements of MOOCs-connectedness, scale, data, and new models-and IT's role.

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.

(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 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.

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.