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Clark looks at one of Blooms less known findings (as well as the taxonomy) where he compared the lecture, formative feedback lecture and one-to-one tuition.

website that links to a lecturer's laptop giving a score for how many students are confused - a 'confusometer'. Students can click the 'understood' button if they understand the followup explanation. Works with iPhone, laptop or tablet browser. 

Post referencing some research on the difference between student expectations of their teachers and their experiences. Some comments includes useful formative strategies.

"How about this infographic from Turnitin to start the week? From a survey of nearly 900 educators (Plagiarism Today) Turnitin are trying to "understand what kinds of plagiarism were the most common in academia and, equally importantly, which were viewed as being the most problematic"."

"If you want people to find and read your research, build up a digital presence in your discipline, and use it to promote your work when you have something interesting to share. It's pretty darn obvious, really" The huge benefit of tweeting about your research.

Twanking - retweeting mentions of yourself.

Start of a project at Bolton Uni to data warehouse with Linked Data components.

A few months ago, I discovered MentorMob (MM), which allows any user to create "learning playlists" to share or open up to other fellow learners who might want to add or edit the content in the playlist. The end product is the ultimate learning tool for students, especially when the playlist is populated with high-quality content, including visual, audio and interactive elements. MM playlists make sense because they "scaffold" learning in a very visual and intuitive way. The lists are simple to make, follow, edit, co-author and collaborate. "

LOOC = Little Open Online Course free courses with capped small numbers of enrolments

Auckland 11-13 July, ~$40

"Dropping expensive technology into classrooms without changing the rules, models, methods, or content of the learning experience."<--Orewa anyone?

"One explanation is that students who plagiarized did not have high confidence that the system would detect the plagiarism in their writing," he says. "A second explanation is that the students who plagiarized were, for lack of a better word, desperate." n=bugger all (via @Dakvid)

Steve Wheeler with short hints on building a PLN

Route updates to social networks