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"Many learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates. Courses that embed core digital skills, as well as subject specific use of technology, enable students to gain the skills and confidence they need to use digital technology not only to support their learning but also in the workplace. We're working with colleges and universities to embed core digital skills into the curriculum. By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements. "

"MOOCs Forum is the only international publication dedicated exclusively to shaping the future development, design, and deployment of massive, open, online courses (MOOCs). Multidisciplinary in scope, this authoritative Forum evaluates the components and modules that are critical in creating a global education system and sustainable revenue models for MOOCs, as well as enforcing the integrity behind the creation and use of these systems."

"This document presents options for open source software for use in the education sector. Some of these may have uses outside of education, but they are presented here in the context of their specific benefits to educational establishments, or their use in the course of teaching and learning. "

"Thirty years ago I attended Prescott College, a small liberal arts college deeply rooted in experiential learning. All of the courses involved writing, and the "journal" was not only a part of the demonstration of competence, but it was used like a physical space for our thinking. It provided us with visible and tangible space to think on. I know "think on" sounds funny, but that is what writing can be. A visible process of thinking."

"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."

A central part of SCORE is its two fellowship schemes, the Short Term Fellowship Residential Course and the SCORE Teaching Fellowships. We expect to fund 36 fellowship projects between 2010 and 2012. Fellows work is expected to inform, influence and impac

If any of the 70 undergraduates in Prof. Bill White's "Organizational Behavior" course here at Northwestern University are late for class, or not paying attention, he will know without having to scan the lecture hall.

CloudCourse is a Course scheduling system.Built entirely on App Engine, CloudCourse allows anyone to create and track learning activities. It also offers calendaring, waitlist management and approval features. CloudCourse is fully integrated with Google

Enrol now for the "WIkiEducator Gives Back" free online workshop - 21 July - 4 August 2010. This free wiki workshop is presented online over 10 working days and requires approximately 15 - 20 minutes per day. The course is presented asynchronously -- so

Professors at CUNY debate the pros and cons after enduring technical problems with the course-management system

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.

"Findings from the Student Academic Experience Survey 2014 commissioned by the Higher Education Academy and the Higher Education Policy Institute show that while full-time undergraduate students in UK universities have high levels of satisfaction - 86% are fairly or very satisfied with their course - wellbeing among some students is lower than in the general population."

"Routledge is pleased to offer the Library & Information Science community free access to a collection of articles highlighting MOOCs and librarianship. Massive Open Online Courses (MOOCs) are free, online classes designed to provide university-level education to a large number of students. As MOOCs become a mainstream part of higher education, libraries will play an important role in the advancement of these innovative learning opportunities."

"This document summarises the key findings of a review of the National Student Survey (NSS). The NSS, first launched in 2005 , collects feedback from undergraduate students in the UK, via a survey, on their experiences of various aspects of their courses. The review was commissioned by the UK Higher Education funding bodies, and undertaken by NatCen Social Research in partnership with the Institute of Education and the Institute for Employment Studies."

"he MOOC space essentially doubled this year. More people signed up for MOOCs in 2015 than they did in the first three years of the "modern" MOOC movement (which started in late 2011-when the first Stanford MOOCs took off). According to data collected by Class Central, the total number of students who signed up for at least one course has crossed 35 million-up from an estimated 16-18 million last year."

"In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants' usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments."