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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.

Information technologies are having a significant impact on how people work, play, gain information, and collaborate. Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines. With the growing availability of tools to connect learners and scholars all over the world - online collaborative workspaces, social networking tools, mobiles, voice-over-IP, and more - teaching and scholarship are transcending traditional borders more and more all the time. (Emphasis mine.)

The LMS market today faces a strange contradiction - few teachers truly *love* their current LMS but at the same time no one wants to endure the pain of switching to a new LMS. The LMS vendors are slowly cloning each other's features and innovation is slowing. At the same time how people teach and how people learn using technology is constantly changing and evolving. Teachers continuously experiment with technologies outside of the LMS system with varying levels of success

To stimulate conversation and get people thinking about educational technologies, we gave each participants a set of stickers representing different topics, technologies, interests, etc., along with a sheet of instruction with their nametag.

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).

Future generations of learners will no doubt look back at the global economic crisis of 2008-9 and reflect on which institutions were agile enough to make a difference by bringing the wisdom of their scholars together with the acumen of their technology officers and the ingenuity and determination of their university leaders.

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.

observations at a specific urban university in the mid-west, shows vast variation in terms of faculty who choose to utilize online instructional technologies and a significant lag in desired online development.

If we are to equip students to navigate a digital world, education ought to be based on assessing students' individual strengths and weaknesses rather than making glib generalisations that mistake using Facebook for technological savvy.

Emerging technology for active learning. Our discussion will build upon ideas from provocative popular authors along with emerging research from higher education.

Apparently Baby Boomers aren't exactly the technology Luddites that people think they are. In fact, more than 60 percent of those in this generational group actively consume socially created content like blogs, videos, podcasts, and forums.

List of poster presenters at a Baylor U. Teaching with Technology event.

In the era of technology students do not pass notes or try and whisper quietly to one another, they send text messages from their cell phones or Facebook messages to one another if on a computer during class. These actions are done silently and do not cause a disruption in the classroom. But is it distracting? Maybe. Is it beneficial? I think so.

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.

As you may have heard, a number of contributors in the Sakai community have begun talking about, and even working on, something being called Sakai 3. Sakai 3 would be a new version of Sakai representing significant change to the end-user experience and, likely, the underlying technology.

For years, workplace experts have touted the value of multitasking. But today, it's common to hear people complain about the inability to stay on track long enough to read a simple news story. The Internet is a snacking medium; people only consume bits and pieces. Prensky believes employers need to change their workplace culture in order to take advantage of the skills today's techno-savvy employees bring to the table.

Teachers are learners. If they're not, they shouldn't be teachers. In a world where we can engage in our passions through the affordances of connective technologies online, we need to be thinking about how to personalize the learning of the adults in the room as well as the kids.