These Guidelines outline key issues and make suggestions for integrating OER into higher education. (Commonwealth of Learning)

One of the hardest thing with using the iPad in the classroom is finding the time to go through all of the apps in the iTunes Store listed under the education banner. We have started to list some of the apps we've found under each of the Key Learning Areas.

A tour of some of the great iOS apps available out there for educators (02 March 2012 by Clint Stephens on Prezi).

These guidelines have been designed as a developmental tool for individual staff, schools and faculties to consider how they can progressively increase student engagement in the online environment.

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

A good summary of iPad apps categorised according to these learning objectives: 1. I want my students to record and edit video on the iPad. 2. I want my students to record and / or edit audio on the iPad. 3. I want my students to read class content on the iPad. 4. I want my students to annotate course readings on the iPad 5. I want my students to be able to use audio books on the iPad. 6. I want my students to use the iPad as a digitial notebook / note-taking device. 7. I want my students to use their iPads to create screencasts to share and demonstrate their understanding. 8. I want my students to create presentations on the iPad. 9. I want my students to create digital stories on the iPad. 10. I want my students to be able to study with the iPad. 11. I want to use the iPad as a student response system. 12. I want my students to create written content on the iPad. 13. I want my students to blog on the iPad. 14. I want my students to create ePubs / iBooks to read on the iPad.

A concise list of important tips.

Kieran Mathieson, an Associate Professor at Oakland University who has developed an online site at CoreDogs.com where he publishes lessons, tools, a textbook and more, commented and shared his work.

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

Using gamification for language learning.

Online pinboard - some good ideas for using it here.

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)

Some of these books are available via the QUT Library (both carbon-based & online). Ideas have applications to L&T as well as team meetings/interactions.

How can Twitter, which limits users to 140 characters per tweet, have any relevance to universities and academia, where journal articles are between 3,000-8,000 words long? Can anything of academic value ever be said in just 140 characters? A new Twitter guide published by the LSE Public Policy Group |and the LSE Impact of Social Sciences blog |seeks to answer this question, and show academics and researchers how to get the most out of the micro-blogging site. The Guide is designed to lead the novice through the basics of Twitter but also provide tips on how it can aid the teaching and research of the more experienced academic tweeter.

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.

EDUCAUSE announced today a new initiative to advance analytics at U.S. colleges and universities. EDUCAUSE will work with the higher education community to provide thought leadership and education to develop institutional capability for analytics.

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.

...equipping students for the learning and assessing they will need to do after completing their course and the challenges they will face after graduation.