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The Higher Education Achievement Report (HEAR) is designed to encourage a more sophisticated approach to recording student achievement, which acknowledges fully the range of opportunities that higher education institutions in the UK offer to their students. The HEAR has the potential to bring a wide range of benefits to students, employers and higher education institutions. The HEAR can also been seen as a symbolic and practical expression of the UK's student-centred and quality-focussed higher education culture. It is anticipated that the HEAR will become a key feature in differentiating and distinguishing the UK higher education system. This website is an information and resources portal for those involved in: * implementing and managing the HEAR at an institutional level; * creating and making the most of the HEAR at a personal level for students; or  * understanding and utilising the HEAR at a recruitment level for employers.

data is from 2005 - 2009 and has some statistics specifically relating to NZ. Seems a long time to wait to publish the results...

"Despite pockets of good practice across the disciplines, wide-scale adoption of e-portfolios across further and higher education institutions has been less commonly achieved..." <--Oh really? Does that make us feel better?

"Based upon the results of this study, for the advanced learner there is no significant difference in achievement whether you show the course navigation continually or not, and no significant difference in the amount of time to complete the course."

"How often do we read about the importance of teachers in education? It must be every day, it seems. We are told about 'strong empirical evidence that teachers are the most important school-based determinant of student achievement' again and again."

Queen's University Belfast have a website which is provided for students to show evidence of learning and skills learnt from extra-curricular activities and achievements. "Many activities you participate in - whether you serve as a Course Rep or have a part-time job or are engaged in voluntary work - may be allowing you to acquire important employability skills such as teamwork, leadership, communication and commercial awareness.  The Degree Plus Award allows these skills and this experience to be formally recognised" The Award is awarded by the University and is a 'value added' item which students can get in addition to their formal qualification. 

"Still images, moving images and sound adviceJISC Digital Media exists to help the UK's FE and HE communities embrace and maximise the use of digital media - and to achieve solutions that are innovative, practical and cost effective."

"New psychological research suggests that university students who download a podcast lecture achieve substantially higher exam results than those who attend the lecture in person." Would have been nice to cite this morning ;-)

"This report is based on evidence from a small-scale survey carried out between April and July 2009 in 35 maintained schools in England. It evaluates the extent to which the schools taught pupils to adopt safe and responsible practices in using new technologies, and how they achieved this. It also assesses the extent and quality of the training the schools provided for their staff."

"Literacy and fluency have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us."

"Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically.  DIF involves Internet search skills that start with understanding how digital information is different from print information, knowing how to use specialized tools for finding digital information and strengthening the dispositions needed in the digital information environment.  As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs."

Spaces for Knowledge Generation is an ALTC project which was undertaken as a partnership between La Trobe University as lead institution, Charles Sturt University, Apple and Kneeler Design Architects. The context of the learning experience necessarily changes over time, with technological, economic and social developments influencing the types of learning spaces learners and teachers require to achieve their learning outcomes, and this $220,000 project was designed to inform, guide and support sustainable development of learning and teaching spaces and practices, maximising flexibility so as to be used by as many disciplines as feasible. The project was based on the philosophy that constructivist approaches to learning, as well as to research and study, should make use of technologies and approaches that students favour, and that learning spaces should therefore be organised to accommodate learner-generated aspects of learning. Spaces for Knowledge Generation provides a model for designing student learning environments that is future-focused and sustainable for the medium term.

Crystal's relaxed style and unassuming manner are at the forefront as he discusses the impact of texts and tweets on written language use. Crystal is actually quite positive about their impact and discusses findings relating the number of texts a student sends and their attainment in formal testing - contrary to conventional wisdom texting is actually positively related to school achievement. 

One of the activities we are currently all engaged with is mapping our existing curriculum design processes and developing a baseline document of curriculum design which we can use as a benchmark of progress achieved on the projects. A key issue for all of us is how to represent curriculum design - what representations might be useful, for what purposes and for whom?

" In this article we provide a compact summary of two courses with innovative curricula integrating (1) Web 2.0 as the course subject, and (2) Web 2.0 as tools to support teaching/learning. We particularly focus on pedagogical approaches, applied methodologies and evaluation outcomes, indicating achieved impacts and possible ways to transform practice in higher education"

Heterogeneous teams achieve more and have a higher potential for innovation.

Very good article about achieving what is possible and what the cost of closedown is to our students. Read beyond the headline!

Briefing paper on what we know, and what we assume about the impact that ICT has on learning. Some useful stuff here.