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Article on how the Finnish Equity not Excellence approach to education actually produces both and makes them a leading education nation.

"But I think there are two important things that online universities bring to the table: (1) Broadening access to higher education, and (2) Leveraging technology to explore new approaches to learning."

"During the fall of 1999,  two colleagues and I taught an unusual class, 'The American Experience in Vietnam.'   Neither the subject nor the approach of team-teaching were new; instead what we developed was a pedagogy using a variety of information technologies to organize one class simultaneously across three campuses and disciplines."

Article on the 21C Learning inquiry (NZ). Comments by Niki Davis & Derek Wenmoth

Post describing the use of a Connectivist approach to aggregating, curating and learning from content created as part of the Future of Learning event at Harvard. Very promising stuff.

Excellent article on a different approach to getting teachers engaged with elearning (and any pedagogical innovation). I think we've already bed this overall idea i.e. that we need teachers to participate in the design of their courses but this provides structure around it and also theoretical underpinning.

Some commentary on data presented about UPenn Moocs and why the approach wasn't too helpful.

Jenny Mackness compares and contrasts the different MOOC approaches from cMOOC to xMOOC.

"OpenStax College offers students free textbooks that meet scope and sequence requirements for most courses. These are peer-reviewed texts written by professional content developers. Adopt a book today for a turnkey classroom solution or modify it to suit your teaching approach. Free online and low-cost in print, OpenStax College books are built for today's student budgets."

Donald Clark on why he thinks ASU have got the right approach to growing research and both access to and quality of teaching.

SAMR is the wrong approach.

Universal Design For Learning - supporting the diversity of learners.

Good article on the principles of allowing data to be owned and distributed easily by the generator of the data and how companies could approach having a data portability policy.

"TRADITIONAL textbooks will be put on the endangered list next year as the University of Adelaide's Faculty of Science becomes the first tertiary institution to embrace a new approach to online learning." Ahh you need an iPad to do elearning in science, that's the problem.

"Writing the future: genres, professions and texts" * moving towards learning outcomes: curriculum design, teaching methodology, materials, feedback & dialogue * evaluating & advancing approaches to teaching writing * the path from teaching or researching to presenting and publishing * the creative writing continuum * the critical analysis/critical thinking continuum"

thought you'z might be interested in this..

This study is an exploratory case study aimed at analysing one academic's teaching in terms of conceptions of teaching and its effect on student involvement or engagement. The research has been done by drawing on Gonzalez' dimensions of online teaching and data generated by the LMS and data analytics in general. There is growing interest in the use of academic analytics. However, most of the reported work is being done at the level of institutions/groupings of courses. Improving teaching can only be done through changing the conceptions of teaching/learning held by the academics. Can individual teaching staff, reflecting on their courses, learn anything important from examining their courses through analytics? How can this be done effectively? What do they find? This study uses an academic's approach to teaching + use as an indicator of involvement, therefore, an improvement of teaching.

Looks a good resource but looks like its school level. "The Chemistry Collective is a collection of virtual labs, scenario-based learning activities, and concepts tests which can be incorporated into a variety of teaching approaches as pre-labs, alternatives to textbook homework, and in-class activities for individuals or teams. It is organized by a group of faculty and staff at Carnegie Mellon University for college and high school teachers who are interested in using, assessing, and/or creating engaging online activities for chemistry education"

In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop 'schema' or approaches to thinking about how we can best harness the benefits these new technologies confer.