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Some interesting tools to start the process of developing automated feedback. This is an area of interest for UoD Academics that completed the POF survey

This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets

Great set of resources from an online learning programme for researchers at Warwick

useful as O~ER for our student induction

Free tools to help plan activities online

This report addresses the question of pedagogy within the Massive Open Online Course (MOOC): what kinds of MOOCs are currently offered in the UK; what it means to 'teach' in the open and at massive scale; and what kinds of demands and expectations are experienced by academics who teach MOOCs

"A Simulation Experience in an Online Learning Environment that Meets Good Teaching Practices and a Low Threshold Application"

alternative readability tests

As a longtime faculty member at a major research institution and now an executive academic officer at an OPM, I believe faculty are the richest resource for preserving an institution's core values, especially in times of intense change.

Anecdotal accounts from teachers have long suggested the possibility that virtual teaching experiences have a positive impact on face-to-face teaching practices, a so-called "reverse impact" phenomenon. Survey and focus group data collected as part of a statewide evaluation of a virtual school offered an opportunity to explore this impact. Findings from a study of teacher perceptions indicate that three quarters of teachers who teach in both virtual and traditional environments felt that virtual experiences improved their practice in face-to-face classrooms. The authors discuss three types of impact reflected in teacher comments and discuss tentative implications for teacher preparation programs and for bolstering the rationale for using technology in education. (

We offer a review of recent research and opinions. We include more formal research-based and "grey" literature around transformation in education - at a watershed moment of challenge, change and turmoil - for the UK Higher Education sector and its relationship with Europe. Juxtaposed on the changes in the UK and European political and educational ecologies, is the turbulence of the morphing of Open and Distance Learning into the much higher profile Online and Digital Education, and its place and contribution to achieving preferred and viable futures in the world. We explore the wicked problem of defence and stasis in the university sector despite the huge drivers for change. We explore ways in which learning with and from the future can be encouraged. We anticipate opportunities for universities to reimagine and adopt their roles in changing environments and to make challenging, developing and disruptive contributions to the online world and to offer advantage, benefit and foresight to their students and staff.