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shared by Roger Harrison on 24 Apr 13 - No Cached

engage productively in relevant online communities" and "influence others in an increasingly digital world". So the importance of these forms of engagement is being established but what is not yet clear is how we actually support this in practice.
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to communicate to learners what the possible benefits of having a presence and sharing practice online could be
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It's not commonly perceived as an evolving practice in which personal views are openly shared and in which students' opinions become a valued part of a communal learning experience.
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and the ability to visibly collaborate on the web, can appear daunting, risky and potentially a huge distraction from the "real" curriculum for many learners
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What are the implications for learning and teaching when we move from perceiving the web as a collection of tools to thinking of it as a series of overlapping spaces?
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shared by Roger Harrison on 10 Apr 13 - No Cached

shared by Roger Harrison on 04 May 13 - No Cached

Feedback from the 2009 MLE Evaluation highlighted that Edinburgh Napier students expect all their modules to be supported online, and that they value a balance of face-to-face contact with
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online interaction. While few modules or programmes can be taught fully online, an underlying principle of the benchmark is that all modules can adopt technology to benefit some aspect of the learning, teaching and assessment experience. This could involve the use of technology to:
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