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"On 24 April 2015 forty educators from 19 institutions discussed key issues in MOOC design and implementation at a one-day workshop hosted and funded by the University of Reading, a leading member of the FutureLearn MOOC consortium. The workshop offered the opportunity to evaluate practical lessons from the design and delivery of MOOCs, particularly those encouraging skills development. The focus was on problem-based discussion of approaches to teaching and learning, and the extent to which MOOC learning outcomes can be defined, measured, or achieved."

A Survey of Undergraduate Technology Use and Attitudes. Funded by Evaluation of Learners' Experiences of e‐learning Special Interest Group (ELESIG ) Small Grant

This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication,

The aim of this study was to evaluate whether mobile access to learning resources would enhance the students' learning experience on a sport science course.

The Economics Network of the Higher Education Academy invites proposals from the UK Economics community for small projects to be funded in the next academic year. Projects will address the development, implementation and evaluation of innovative approache

Contributions are invited on any aspect of social technology applied to computer science education, including classroom-based empirical studies, intra- or inter-institutional evaluations, instructional cases that inform practice, and theoretical explorati

I asked for suggestions for a replacement for Netskills TONIC and Sam Oakley (@rscsam) suggested the Internet Detective (developed by the University of Bristol and Manchester Metropolitan University from an original tutorial by Marianne Peereboom. Though launched in 2006 it doesn't appear to have been updated since 2009. TONIC was about the internet generally though, not just research.

To inform the work of the Online Learning Task Force (OLTF), HEFCE commissioned the Technology-Assisted Lifelong Learning team at the University of Oxford to carry out a study of the current UK provision of higher education-level online distance learning

To inform the work of the Online Learning Task Force, HEFCE commissioned the National Union of Students to undertake research into the demand, perceptions and training needs of students in both further and higher education. The report's findings and recom