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The International Journal of Virtual and Personal Learning Environments provides readers with a comprehensive coverage of developments in learning technologies for an international readership of educators and trainers. The journal is a primary source for academics, professionals, corporate trainers and policy makers in information and communications technologies. The journal publishes work of a high standard on a range of fields associated with Course Management Systems (CMS), Learning Management Systems (LMS), Virtual Learning Environments (VLE), Personalized Learning Environments (PLE), Social Networking Software (SNS), and 3D virtual worlds, including for example Second Life (SL).

Educators have been searching for ways to modularize and share educational content since the inception of online learning. However, for reasons both cultural and technological, the academic community has been slow to accept past attempts to support learning through the use of reusable, stand-alone, digital assets. With the advent of Web 2.0 technologies, widgets, along with a new generation of web-based and mobile content aggregators, provide the key to successfully packaging and delivering web-based educational content. In this Webinar, Marino will share how the production of portable course content in widgets has opened his writing course, and Metros will discuss ways to work with information technology leaders and university administration to deploy and promote widgets as an innovative and supportable learning technology.

This Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.

Ever wanted to learn a foreign language? Need to memorize facts for your biology and chemistry classes? Or maybe you're a history buff or a trivia fiend who just wants to know everything. We've got tools for creating whatever gets your mind excited, and also for getting this information into your head. You can search the Lists area for something you want to learn. Or even better, just make your own list for yourself and for sharing with others.

The only way for all of us to deal with the current challenge to our particular approach to learning - aside from ignoring it completely, which is about as effective as ignoring an oncoming truck - is to seize the wheel and create our own learning network.

Today we officially launched PIVOTE as an open source project. PIVOTE is an outcome of the JISC funded PREVIEW project we've been involved with looking at learning in virtual worlds. PIVOTE allows you to author a learning exercise on the web, and then play it on the web, in a virtual world (or worlds), and even on your phone.

More than 120 attended the 16th annual UD Winter Faculty Institute on Jan. 6. Corresponding to the theme of the month-long program, "The Ecosystem of Learning at the University of Delaware," the day's events demonstrated how teaching tools and learning practices are rich, diverse and highly interconnected.

Twitter is not a tool for people who are new to social media and the use of social media for personal learning and work.

Networked teachers began to use a number of types of tools and connected well beyond what was normal within a "typical" teacher network. Teachers are not just connected WITH these tools, they are connected THROUGH these tools to other humans. The most important part of PLNs, in my opinion, is how they can help us connect to other humans, to help us better understand the world, to negotiate knowledge and meaning, and of course, to help us to learn.

Many of us who integrate technology into our instruction have an especially difficult time staying focused on learning objectives and digging deeply enough for rigor, even if we don't like to admit it. It's the nature of our jobs. Since we work with entertaining, dynamic tools, it's too easy to become playful and veer off the track, overlooking the learning objectives.

Scott Wilson posted this diagram to illustrate one possible conceptual structure for a future personal learning environment (PLE).

Mapping potential processes of informal learning through social media

Over the past couple of years, I've had the opportunity to plan some events that are focused on teaching and learning with technology (lower case since it is about the topic, not the TLT organization). These include the 2007 and 2008 TLT Symposiums and the Learning Design Summer Camp as well as some smaller events.

Instructors' extra time and effort aren't being rewarded financially or professionally, and what's more, online education doesn't translate into better learning outcomes, said respondents in the faculty survey.

Since SDSU's clicker standardization, clicker course enrollment has grown from under 3,000 in fall 2006 to over 12,500 in fall 2008. Learn about SDSU's collaborative approach to standardization and its innovative faculty support program, which combines a faculty community of practice developed through online and in-person peer interactions with hands-on workshops and one-on-one support. With its focus on improving student engagement and learning through effective practices with clickers, the impacts of this effort will be demonstrated through analysis of feedback data gathered each semester from thousands of students.

Open teaching is described as the facilitation of learning experiences that are open, transparent, collaborative, and social. Open teachers are advocates of a free and open knowledge society, and support their students in the critical consumption, production, connection, and synthesis of knowledge through the shared development of learning networks.

George Bradford and I presented a poster session at the 2008 Sloan ALN Conference entitled Social Bookmarking Lessons Learned: Harnessing the Power of Networked Bibliographic Resources for Web 2.0 Learning.

Have you ever wanted to change your life? Make it easier or, at least, get rid of the tough stuff? Have you ever simply asked yourself, "What if?" Anyone who wants a void filled, a problem solved, or a question answered, can learn to innovate. And it doesn't matter how much education you have or how high you sit on the corporate ladder. If you think that learning innovation means reading boring instructional manuals and paying a fortune for classes, you're wrong.

The Open Source Portfolio (OSP) software for eportfolio learning and assessment has seen widespread adoption over the last five years. This article surveys the current state of OSP development and use and shares results of research on its effectiveness, conducted through the Inter/National Coalition for Electronic Portfolio Research.

One of the strategic initiatives approved last fall by the Strategic Planning Council, the Academy has goals that include enhancing professional development for faculty, assisting in the formation of graduate students as scholar-teachers and promoting the scholarship of teaching and learning through new areas of research.