Bundlenut is a simple service for organizing a set of links and sharing them with others. To use the service just visit Bundlenut and start entering the links that you want to include in your bundle. You can include comments about each of the links. When you have added all of links that you want to include in your bundle, Bundlenut will assign a unique url to your bundle. Anyone with access to that url will be able to see all of your links and comments about those links.

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.

How to Protect Your Data in the Event of a Webapp Shutdown (and Prevent the Problem in the Future)

Learning Analytics, where do you stand? For? Against? Not bovvered? Don't understand the question?

For those of you that were unable to make it to our inaugural UK User Conference, the videos below should help you play catch up. From Professor Mazur's excellent keynote on Peer Instruction to Paul Burt's practical tips for the deployment of ResponseWare, you'll end up furnished with masses of knowledge.

Guardian live chat panelists from universities including Cornell, Bath, MIT and Glasgow Caledonia suggest how to successfully extend the classroom into virtual environments

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.

JISC elevator is a new way to find and fund innovative ways to use technology to improve universities and colleges. Anyone employed in UK higher or further education can submit an idea. If your idea proves popular then JISC will consider it for funding. The elevator is for small, practical projects with up to £10,000 available for successful ideas.

n the learning technology field there is no shortage of research questions- but there is a shortage of research funding. Learning technology researchers are increasingly being required to address issues of impact in order to attract funding. At the beginning of the project, they must anticipate the potential impact of their research on end users, beyond the realms of scholarly citations, and put in place measures to demonstrate that impact. This is a particular challenge, especially in a field that in its infancy was prone to adopt a non-critical 'evangelical' stance to learning technology. The field is maturing however, both in its methodological and theoretical approaches, and it would seem pertinent (if not imperative!) that learning technology researchers be proactive rather than reactive with regards to mapping out what impact means in the context of learning technology research.

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.

This blog is written by Jane Hart, Founder of the Centre for Learning & Performance Technologies and the Social Learning Centre

This paper reports on a study at a research intensive University in the North of the UK exploring academics' perceptions of the potential of Web 2.0 for their teaching and any influences shaping those perceptions. It looks at the perceptions of academics 'on the ground' as well as those leading teaching and learning strategies at the University. The study identifies a range of perceptions among academics. These are influenced predominantly by academics' beliefs of what constitutes good teaching in their contexts. The paper concludes with an exploration of ways in which the range of perceptions evidenced may inform discussion of Web 2.0, arguing that academics' perceptions are crucial to context-based understandings of its potential.

Academic support is a vital component of higher education. Not only does it ensure that students are able to succeed in completing their degree, but it provides them with the confidence to develop their skills and give them a sense of belonging within the institution.

JISC infokit on cloud computing in education

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