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Emerging Practice in a Digital Age draws on recent JISC reports and case studies and looks at how colleges and universities are continuing to embrace innovation and respond to changes in economic, social and technological circumstances in a fastchanging world. The focus of this guide is on emerging practice rather than emerging technology.

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

Excellent synopsis of the principles of gamification. I particularly liked the game mechanics and exemplars sections - useful for conceptualising how elements of games could work in educational practice.

Okay, so this is good for two reasons: it demonstrates some of the principles of gamification in practice, but also, the little activities she does could be a good icebreaker activity for a learning experience.

A practical resource demonstrating the benefits of a more progressive and less proprietorial approach to knowledge transfer, and makes a strong case for a new, open, technology-enabled approach: - achieving more with less - the importance of a team rather than individualist approach to KT - the benefits of an open innovation approach, for example accessing new knowledge and perspectives through crowd-sourcing (for more see http://www.jiscinfonet.ac.uk/infokits/kt/about)

An easy to read article about motivating learners and getting their attention: page 3 of 5 is the practical stuff.

The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age (September 2011). Sections = Introduction; Strategy; Pedagogy; Implementation; Snapshots; Case Studies

This site serves as a central hub to facilitate and support the research and dissemination of best practices in distance education in the Australian higher education sector. Check out links on http://delicious.com/dehub

Lots of practical and current ideas.

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 aim of Digital Learning Technologies is to provide the students with knowledge and practical experience in the digital technologies in the educational and training environment. This course will: Investigate technological developments influencing education and training; Investigate Online Pedagogy and Tools; Examine Digital Literacy and Networking Technologies; Analyse Social and Ethical Issues.

studies of alternative means of assessment for large classes in engineering

Jan 2009, Steve Dale, Semantix UK

The Innovative Teaching for Effective Learning ITEL project is conceived as a future-oriented and innovation-focused contribution to OECD's work on teachers and teaching. It focuses on the pedagogical knowledge base and competences of teachers and how they should be redefined to be in line with recent developments in understanding effective learning, as for example as hightlighted in publication: The Nature of Learning: Using Research to Inspire Practice.

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.