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Twitter is a big part of education and technology. But what happens when it needs to be included in an academic paper? Until now, you had to do your best to guess the proper citation for tweets in academic papers. That all just changed.

Following a successful first run last year, which saw several participants produce their first published paper relating to their work in the area of technology-enhanced learning, Write-TEL (Writing for Publication in Technology-Enhanced Learning) is back!

"The key opportunity for institutions is to take the concepts developed by the MOOC experiment to date and use them to improve the quality of their face-to-face and online provision, and to open up access to higher education. Most importantly, the understanding gained should be used to inform diversification strategies including the development of new business models and pedagogic approaches that take full advantage of digital technologies."

"mooc.org is an edX destination. We're working to help educational institutions, businesses and teachers easily build and host courses for the world to take. mooc.org goes live in the first half of 2014. Are you interested in creating or hosting courses on mooc.org? Complete one of the three forms below and let us know how mooc.org fits into your plans. We'll be in touch as we get closer to launch."

"The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities."

"The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities."

"During the summer of 2013, George Veletsianos approached the editors of Hybrid Pedagogy about publishing a collection of graduate student essays. The collection focused on these students' experiences in a variety of MOOCs -- from EdX, Udacity, and other xMOOCs, to improvisational MOOCs created by the students themselves using open resources on the web. Sean Michael Morris and Chris Friend assisted with the editing process, and the book was designed using GitHub by Kris Shaffer with help from Barry Peddycord III, Jesse Stommel, and Robin "

"This report presents the findings from a UK pilot of selected questions from the National Survey of Student Engagement (NSSE). 8,582 responses were gathered from nine institutions in Spring/Summer 2013. The report includes breakdowns for different groups of students, in addition to findings relating to the validity and reliability of the survey questions."

We use administrative data to estimate the effect of neighbourhood composition on teenagers' educational and behavioural outcomes in England. We exploit a unique research design based on changes over time in neighbourhood composition experienced by residentially immobile students, where these changes arise purely through residential migration among other students in our data set. The complete coverage of our data allows investigating heterogeneity and non-linearities in the effect of neighbourhood composition at an unprecedented level. Our results show that changes in neighbourhood composition have no effects on test scores but some effects on behavioural outcomes, which are heterogeneous for boys and girls

"The Technology Strategy Board and the Department for Business, Innovation & Skills (BIS) are to invest up to £1.1m in exploratory studies into the design of technology-based products and services that will improve learning outcomes. This SBRI competition seeks to stimulate business performance in an already vibrant education technology sector by supporting high-quality design of commercially viable products and services that can be delivered at scale while being affordable and easy to use. See the competition brief"

Seven Principles for Good Practice in Undergraduate Education By Arthur W. Chickering and Zelda F. Gamson. From the March 1987 AAHE Bulletin

"In 2012, Duke University began using MOOCs to promote innovation in teaching and learning within the campus community, with the goal of importing successful new pedagogical ideas into Duke classrooms. Since that time, 30 instructors from 28 departments have developed 31 MOOCs on Coursera, attracting 2.8 million enrollments and issuing more than 72,000 certificates. Various examples show how these instructors changed their teaching approach in both MOOCs and traditional courses, including by improving classroom materials and activities, crafting better measures of student learning, and experimenting with new pedagogies to increase engagement and learning."

"Ruhr-Universität utilizes both Moodle and Blackboard (as a growing number of colleges and higher education institutions are doing) and over the last two weeks was charged with comparing the two LMSs head to head"

While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. How

The OSTRICH repository of Open Educational Resources (OERs) contains a range of learning and teaching materials that have been made available by the Universities of Bath and Derby as part of the OSTRICH project.

Seizing the opportunity of online learning for UK higher education Report to HEFCE by the Online Learning Task Force January 2011

The Higher Education Academy (HEA) is pleased to invite applications to the Learning and Teaching Enhancement Fund for Wales for up to £2,500 per proposal. This is an open call and proposals are welcome any time up to Friday 13 May 2011.

This Blended Learning Toolkit is a free, open resource for educational institutions interested in developing or expanding their blended learning initiatives.

The Higher Education Academy (HEA) is pleased to invite applications to the Learning and Teaching Enhancement Fund for Wales for up to £2,500 per proposal. This is an open call and proposals are welcome any time up to Friday 13 May 2011. Projects need to