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Open access publishing is rapidly growing in popularity, while materials for re-use in education and training are increasingly being sourced free from the web.  This workshop will equip participants to use open licensing with confidence when they make knowledge available on the Internet, and to understand the key issues for reusing open licensed materials published by others.

"For the 2013 Conference in Orlando, we received nearly 50 full papers. From those 50, we selected a subset of the highest quality papers to publish. All articles went through a rigorous double-blind peer review and editing process. From the selected papers, we published two special issues - one IHR special issue and one JARHE special issue."

Five publishers have withdrawn free access to more than 2500 health and biomedical online journals from institutions in Bangladesh. One research leader has described the situation as "very discouraging." From 4 January Elsevier Journals withdrew access in

Announcement - Research in Learning Technology - Open Access from 2012 From January 2012 our journal will be fully Open Access, produced in partnership with the Swedish publisher Co-Action Publishing. We are about to complete negotiations on the new publi

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!

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

Anthologize is a free, open-source, plugin that transforms WordPress 3.0 into a platform for publishing electronic texts. Grab posts from your WordPress blog, import feeds from external sites, or create new content directly within Anthologize. Then outlin

A new European-funded initiative is advocating an entirely new system of science publishing, in which scientists avoid the hassles of traditional peer review by taking a quietly radical step: post their results on their websites.

Boston University has become the first major US higher education institution to post its academics' research online, bypassing the traditional route of publishing papers in peer-reviewed journals, which it said restricts public access.

An "open-access" future for academic publishing would save money while boosting the profile of research and maximising its economic impact, a study has found.

"The Journal of Perspectives in Applied Academic Practice aims to provide a supportive publishing outlet to allow established and particularly new authors to contribute to the scholarly discourse of academic practice (both generally and in their discipline area) through the publication of papers that are theory-based and supported by evidence, as well as through the publication of Opinion Pieces and 'On the Horizon' papers on emerging work."

"When researchers selectively report significant positive results, and omit non-significant or negative results, the published literature skews in a particular direction. This is called 'reporting bias', and it can cause both casual readers and meta-analysts to develop an inaccurate understanding of the efficacy of an intervention. This paper identifies potential reporting bias in a recent high-profile higher education meta-analysis. It then examines a range of potential factors that may make higher education learning and teaching research particularly susceptible to reporting bias. These include the fuzzy boundaries between learning and teaching research, scholarship and teaching; the positive agendas of 'learning and teaching' funding bodies; methodological issues; and para-academic researchers in roles without tenure or academic freedom. Recommendations are provided for how researchers, journals, funders, ethics committees and universities can reduce reporting bias"

This guide, produced by the HEA, constitutes a revised and updated version of the Pedagogy for Employability publication first published in 2006. This original publication was produced under the auspices of the Higher Education Academy and the Enhancing Student Employability Co-ordination Team (ESECT), and formed part of the Learning and Employability Series, a set of publications offering guidance and information to staff in higher education institutions involved in the enhancement of student employability.

Publishing recordings of lectures and other recorded audio and video teaching materials is a growing practice supported by a loose family of technologies, often awkwardly labeled 'lecture capture'. At this seminar Dr Jon Anderson of the School of City and Regional Planning, Steven Vaughan of Cardiff Law School, and Dr Steve Rutherford of the School of Biosciences presented three contrasting perspectives on how this practice can be used to supplement, or even redefine, teaching practice. The session was well attended, with around 50 members of staff hearing from the speakers and engaging in question and answers and discussion.

AJET 28(Special issue, 6) was published on 15 August 2012. Readers are invited to select file format, window width, font and font size to suit their personal preferences for screen reading comfort. For environmental sustainability purposes, we endeavour to make screen only reading as attractive as we can.

Abstract - Staff and students in the UK often dismiss MCQs (Multiple Choice Questions) as being associated with rote learning, but not understanding. However one of the biggest results ever published in education shows how mistaken this attitude is. The most important aspect of deep learning is probably being concerned with reasons rather than only with conclusions. If you want to test for knowledge of reasons then you can easily design MCQs to give the facts and ask about reasons. More interestingly, you can use MCQs that ask about facts to provoke learners to search for reasons. One method is to have students design MCQs (together with automatic feedback explaining why each response is right or wrong): the PeerWise software can organise this as an assignment in large classes. Another method is to use questions delivered by EVS (electronic voting systems) to catalyse peer discussion, even in huge classes. This talk will discuss some of the big educational results, and also psychological research that partially illuminates the mechanism. Supporting website for a SALT seminar presented by Steve Draper of Glasgow University at Swansea on 23rd November 2011.

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

Published papers and articles on the use of Pebble Pad in Learning & Teaching

"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 "

"A growing number of studies have been carried out to understand learning and teaching activities in online learning environments (OLEs) and to design effective OLEs for meaningful learning in higher education. Although there were a small number of studies to provide research trends in educational technology in regards to research topics, methods, and researchers, more research is necessary to help educators to understand new trends and issues of OLEs in higher education. This study intends to provide an overview of practical and theoretical issues pertaining to OLEs by analyzing literature recently published in peer-reviewed journals. The present study qualitatively analyzed research questions and purposes to identify themes of OLEs in higher education. The OLE research topics were grouped into three major themes: (1) participants, (2) micro-level environments, and (3) macro-level environments. The findings are followed by discussion of an ecological approach as a new theoretical framework to guide future OLE research and practice."