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The use of e-assessment is increasing rapidly in the vocational education and training(VET) sector in Australia. Recent national benchmarking surveys, conducted by the Australian Flexible Learning Framework (Framework), revealed that over forty per cent of Registered Training Organisations (RTOs) and more than sixty per cent of teachers and trainers are using some form of e-assessment (Australian Flexible Learning Framework 2010).The most common form of e-assessment appears to be the online quiz (Callan and Clayton, 2010). However the consultations conducted during the development of these guidelines revealed that assessors are using a wide range of e-assessment strategies to collect evidence, provide feedback and record and report assessment outcomes. Both the Framework and the former National Quality Council have been keen to promote e-assessment and to ensure that e-assessment materials and practices are consistent with the principles of good assessment that are embedded in the Australian Quality Training Framework (AQTF).To this end, the Council and the Framework commissioned the development of this set of guidelines. These are designed to: promote quality e-assessment materials and practices that are consistent with the (AQTF), ensure that e-assessment materials are readily accessible across the VET system,and  encourage further innovation in the design and deployment of e-assessment materials and systems.It is envisaged that a range of stakeholders will use the guidelines. For example: enterprise and industry organisations may use the guidelines to check that eassessment materials meet the relevant competency standards, are accessible to all employees and are deployed in the most efficient manner. RTOs may use the guidelines to inform decisions about the acquisition or development of e-assessment materials and systems.  assessors may apply the guidelines in deciding how e-assessment materials and systems may be used to enha

This booklet outlines the results of research the Frameworkcommissioned into how e-learning innovations can be sustained withinorganisations, available athttp://flexiblelearning.net.au/content/benchmarking-and-researchpublications.The research identifies what Australian organisations just like yours, aredoing to build e-learning into how they deliver training now and in thefuture. Their experiences provide some valuable lessons to save yourorganisation time and money in developing more flexible staff trainingsolutions.The booklet summarises the:* evidence for the uptake of e-learning in the delivery of training* benefits of e-learning for employees, employers and training organisations* findings from the Framework funded research into practices that sustain the use of e-learning in training* guidelines around e-learning good practice.

Mobile learning is not pervasive in higher education and yet its potential is enormous. This paper describes a project to instigate mobile learning in a School of Education using a wholeof- school approach to technological literacy and professional learning among academic staff.

This report addresses two critical questions: Q1. What is the evidence around how Australian RTOs are sustaining e-learning?  Q2. Going forward, what factors might guide the achievement of more sustainable  e-learning innovations in the future? 

My presentation at the 2011 NSW E-learning conference to which I was invited to speak.

MIT today announced the launch of an online learning initiative internally called "MITx." MITx will offer a portfolio of MIT courses through an online interactive learning platform that will:organize and present course material to enable students to learn at their own pacefeature interactivity, online laboratories and student-to-student communicationallow for the individual assessment of any student's work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITxoperate on an open-source, scalable software infrastructure in order to make it continuously improving and readily available to other educational institutions.

The purpose of the Learning Design Tool (LDT) is to assist you in the process of choosing and developing a learning design for a learning resource which covers a unit of competence, or elements of a unit, in a Training Package. The LDT has been designed for both experienced and non-experienced users.

A look at tools and technologies to support lifelong learning - based on the elements of Information Literacy.

E-learning strategies

As we sidle into 2012, the same old questions will greet us. They're about a world that's rapidly changing and about our ability or inability to change with it. Let's face it. The cat's out of the bag, but some of us are still trying to lure it back in.

A very exciting example of online learning - nothing static about these pages. Ideas for us perhaps??

The Online Therapy Institute provides a range of services including counselling in virtual worlds and online, web site templates for private therapists to be able to conduct e-counselling and more. Technology is becoming part of the profession. Preparing our learners to use it is vital to their careers.

Not an e-learning resource, but I'd be interested in your comments on this.

Aimed at school classrooms but relevant for all classrooms. Report on how today's educators are personalising the leraning process for students.

coaching in education as "the new leadership skill" 

Wikis in education 12 April, 2012 | Interactive web services at the turn of the 21st century spawned a number of new alluring ways to use online services writes Gerry White in DERN.