Online learning exists even outside HE :) Maybe it is worth checking few tips and tricks.

When writing for online module or reflection on your own work it is worth following best practices. Pro Blogger is one of resources I like.

Whether "Death by Power Point" or "Not So Busy it Made me Dizzy" presentations have to serve their purpose. There is no point of doing them just for the sake of themselves. My project presentations will try to aim at goals set in the post. Seth Godin in my view is worth following.

Online learning environments and blend learning are more accessible due to clouds in addition to other changes in technology. How to find and use them more efficiently in variety of aspects is revealed in this article.

Guidance how to use web to learn new things. Would that qualify for Community Of Practice?

A discussion around potential risks to exposure to social media. Our interaction online even in controlled Virtual Learning Environments should take into account this as well.

A tool for keeping social bookmarks. Another one worth trying would be MENDELEY.

Have you ever incorporated Wikipedia into classroom assignments or discussions?

In a recent webcast, "The Future of Wikipedia in Education," Jake Orlowitz asked this question to our attendees. Half of the 325 respondents took a negative approach to Wikipedia, with 23% saying they never incorporated it and that it's pretty much banned from being used or mentioned, and 26% talk about Wikipedia only to suggest how unreliable and unprofessional it is. The other half of the attendees take a more positive approach, with 24% talking about Wikipedia as an example of collaboration and discourse, 24% use it as a source to evaluate its neutrality and compare it to other sources, and 2% actually have students contribute to a Wikipedia article. One cutting-edge educator even built an entire semester around learning and contributing to Wikipedia.

Like it or not, students rely on Wikipedia when it comes to their writing and research. In Turnitin's 2012 research reports that covered the top sources in student writing in secondary and higher education across 156 million content matches from 38 million student papers, Wikipedia was the number one matched source, and the encyclopedia category comprised 11-14% of all matches.

Want to learn more about using Wikipedia in your classes? Watch these two great webcasts:


The Future of Wikipedia in Education
Watch NowWhat's Wrong with Wikipedia?
Watch Now

Have you ever incorporated Wikipedia into classroom assignments or discussions?

In a recent webcast, "The Future of Wikipedia in Education," Jake Orlowitz asked this question to our attendees. Half of the 325 respondents took a negative approach to Wikipedia, with 23% saying they never incorporated it and that it's pretty much banned from being used or mentioned, and 26% talk about Wikipedia only to suggest how unreliable and unprofessional it is. The other half of the attendees take a more positive approach, with 24% talking about Wikipedia as an example of collaboration and discourse, 24% use it as a source to evaluate its neutrality and compare it to other sources, and 2% actually have students contribute to a Wikipedia article. One cutting-edge educator even built an entire semester around learning and contributing to Wikipedia.

Like it or not, students rely on Wikipedia when it comes to their writing and research. In Turnitin's 2012 research reports that covered the top sources in student writing in secondary and higher education across 156 million content matches from 38 million student papers, Wikipedia was the number one matched source, and the encyclopedia category comprised 11-14% of all matches.

Want to learn more about using Wikipedia in your classes? Watch these two great webcasts:


The Future of Wikipedia in Education
Watch NowWhat's Wrong with Wikipedia?
Watch Now

I am not sure how is this going to help but have a look. I found ideas of using technology in Learning very usefull and in line with our current topic.

I can see ideas for good Online Community practice here!

The highly regarded Wellcome Library in the United Kingdom has released a new web site with over 100,000 digital images for viewing, and in some cases, downloading. The images include "manuscripts, paintings, etchings, early photography and advertisements," as well as contemporary images. Available art images include etchings by Vincent Van Gogh and Francisco Goya. Eadweard Muybridge's studies of motion are there as well, as are photographs covering a wide array of topics. This new trove of online images is clearly a treasure.

Pinterest might be another way to promote the sense of online community. Would you agree?

Salmon, Gilly et al (2009) How to create
podcasts for education Open University Press
(Maidenhead & McGraw-Hill, New York
www.openup.co.uk) ISBN 978-0-33523534-6
30 pp £4.99
How to create Podcasts for education is a very
informative and useful little (sic) book for
anyone wanting to enhance student learning
with audio and/or video and one which is
easily accessible to the average computer user.
Its practical advice with explanations of the
technology and surrounding technical jargon,
as well as its pedagogical tips, makes this work
ideal for teachers who are experimenting with
digital audio and video. The text is clearly
written and makes a substantial case for using
podcasts, enhanced podcasts (audio podcasts
with images, forming a sort of slide-show-
Editor), and vodcasts in teaching and learning.
Based on seminal work undertaken as the
technology emerged early this century, it
includes
* a step-by-step guide to creating podcasts;
* information on the software and computing
accessories necessary; and
* sound advice about the approaches to ensur-
ing pedagogical usefulness and technical
quality.
There is evidence of positive student feedback;
this adds well to the discussion, as do the refer-
ences to hosting podcasts, both from within an
institutional VLE and more informally.
The first chapter provides a useful chronology
of the development of podcasting techniques
and technologies with some future-gazing
and realistic identification of limitations and
barriers, while the second chapter presents a
practitioner's guide arranged around screen
grabs for a commonly used audio recording
software system. Almost any user, regardless
of confidence or experience, could begin to
produce reasonable audio files in a short
period.
In addition the glossary and the discussion of
copyright issues prompt thinking about issues
often overlooked in the rush to add new items
to the learner's toolkit.
I recommend this little book to anyone inter-
ested in enhancing learning through the use of
simply created, effective sound or sound and
vision files.
Dr Robyn Smyth (received February 2009)
Senior Lecturer Academic Developer, School
of Rural Medicine University of New England,
Australia
rsmyth@une.edu.au

Highlights * We explore factors affecting students' engagement with Moodle and Facebook. * Students were not interested in using Moodle, yet active on Facebook. * We use Activity Theory as a lens for data interpretation. * Factors are categorized as technological, individual, and community levels.

Insight in how the knowledge is former through interraction and added value from number of users. Rhizomatic learning which is "...[k]nowledge constructed by self-aware communities adapting to environmental conditions."

Different elements of good communication nowadays and before. Do they apply the same way to onlinc communications as well?

I have had Twitter account for some time but this is my first encounter with its potential application in Research.

Would a certain stage of online communities building allow us to use Instagram? Having in mind that we are all different some of us who are visual types might even like a photo from time to time instead of several dozen lines of text.

Useful guide in our attempt to put to good use the knowledge related to online communities.