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"The BT Digital Archives was created through a collaborative project between Coventry University, BT and The National Archives. It was funded by Jisc as part of their Content programme between November 2011 and July 2013."

"This website provides an introduction to digital collections designed for education. They are mainly aimed at university students, researchers and librarians but many of the online archives are open to anyone. The collections cover areas such as history, social sciences, or science and engineering and include, for example, journals, newspapers and images."

"Providing an innovative, research-focused approach to nineteenth-century disability studies, undergraduate history students at Swansea University combine the use of archival resources with blogging to publicly disseminate their work. Here, Professor David Turner reflects on the multiple teaching and learning approaches to 'Researching and Re-telling the Past'."

"Welcome to a new, innovative way to teach in the archives! Based on an award-winning project at Brooklyn Historical Society, TeachArchives.org shares our teaching philosophy and findings with a global audience of instructors, administrators, librarians, archivists, and museum educators. Use this site to teach students ranging from middle school to graduate school."

The E-Learning Group for Museums, Libraries and Archives (ELG) is an informal, rapidly growing group through which those interested in projects using digital technology share ideas, help and inspiration. There are currently about 200 members and around 60

"Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs)"

"Sixty-two percent of teens set their profiles to private (friends only) on social media sites, according to results from a recent study by Pew Internet entitled "Teens, kindness and cruelty on social networking sites." Nineteen percent set their profiles to partially private, and 17% leave their profiles completely public"

Whether or not you take a constructivist view of education, feedback on performance is inevitably seen as a crucial component of the process. However, experience shows that students (and academic staff) often struggle with feedback, which all too often fails to translate into feed-forward actions leading to educational gains. Problems get worse as student cohort sizes increase. By building on the well-established principle of separating marks from feedback and by using a social network approach to amplify peer discussion of assessed tasks, this paper describes an efficient system for interactive student feedback. Although the majority of students remain passive recipients in this system, they are still exposed to deeper reflection on assessed tasks than in traditional one-to-one feedback processes.

Students, educators and others interested in finding the best published content, events and experts for learning new things will be heartened to learn that a new metadata markup standard is in the works to make discovery of learning materials easier than ever. Perhaps more importantly, it will make those materials easier for machines to find. Once finding the right content is a solved problem, many new things could become possible

So, what else could we do with the handsets. Well, lots. For Economics, how about a simulation where different teams play the Treasury, Bank of England, Banks etc in a simulation of the economy. Controlling machinery in Engineering. Determining the functioning of the human body in medicine.

"In part 1, I looked at the shifting definition of educational (or learning) technology; in the second part, I looked at a brief history of educational technology; part 3 explored the rise of the "new professional"; the fourth part discussed the "bipolarisation" of the "new professional". This is the fifth in a series of short posts concerning the field of educational (or learning) technology and the people who are practitioners and theoreticians within the field."

"When I got an iPhone, my life changed forever. I consider it the greatest thing to happen to the blind for a very long time, possibly ever. It offers unparalleled access to properly made applications, and changed my life in twenty-four hours"

Ruth Clark's book on Evidence Based Training Methods. It provides some excellent provocative thinking, especially around the whole industry that's arisen around the notion of learning styles.

Here's the first of a series of posts to document an evolving participatory geography project. Year 8 students will annotate their local area with QR codes that link to web-based work exploring their relationship with place.

In the age of the internet with information flying around the globe in unprecedented quantity at unprecedented speeds, what exactly happens to history?

Best practice & advice on running webinars [Free white paper download]

Last week, twelve scholars came together at the Center for History and New Media at George Mason University to participate in the inaugural One Week, One Tool program. Supported by the National Endowment for the Humanities, their mandate was to build some

Groundbreaking work to try to enable computers to describe visual content on web pages begun this month with the formation of a new UK academic research network.

Wikinomics author Don Tapscott looks at the future, or not, of universities