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WHAT: Webinar - The 'flipped classroom' WHEN: Wednesday, 8 June 2011 at 5:00:00 p.m. NZST. WHERE: https://connect.extension.iastate.edu/flippedclassroom [enter as a guest]

"'The creation of video and the publishing of video is getting to the point where it's almost as easy as creating a written assignment,' says Kyle D. Bowen, Purdue University's director of informatics."s recent experience.

Where Flexible Learning have gone - running Mahara for tertiary.

Article showing where the extremes of copyright are going and why there might be tedious times ahead.

Where to find Audrey Watters writing on Ed Tech now she's left ReadWriteWeb.

"It's all about collaborative learning, where the teacher is less of a 'sage on a stage' who knows all the answers, and more of a 'guide on the side', who encourages the students themselves to ask questions and find the answers from the incredible wealth of resources now instantly available to them on the Web."

"Where governments dream up projects like the European Computer Driving Licence (ECDL), the resistance seeks to grant kids a "Licence to Tinker" - to demystify the technology by providing tools and ideas that enable them to understand how modern networked devices work."

How do you protect your connection to information through the social internet? Civil Defence for your web.

"This user guide is for educational organisations interested in developing open education practices using popular social media. It is based on an analysis of the Otago Polytechnic experience 2006-2009, where a small group of teachers used social media to develop open education practices."

Alpha build of envy built with Google App Engine. Staff & students get equal access rights except where absolutely neccessary.

Worldmapper is a collection of world maps, where territories are re-sized on each map according to the subject of interest. There are now nearly 600 maps. Maps 1-366 are also available as PDF posters.

"AbstractWe present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text-based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalisation and prevent misinterpretation."

Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online1 and to become more flexible in how they operate. It might be tempting to think that such a period of change would lead to a time of consolidation and agreement about approaches and models of operation that suit the 21st century. New technologies continue to appear,2 however, and the changes in attitude indicated by the integration of online activities and social approaches within our lives are accelerating rather than slowing down. How should institutions react to these changes? One part of the answer seems to be to embrace some of the philosophy of the Internet3 and reevaluate how to approach the relationship between those providing education and those seeking to learn. Routes to self-improvement that have no financial links between those providing resources and those using them are becoming more common,4 and the motivation for engaging with formal education as a way to gain recognition of learning is starting to seem less clear.5 What is becoming clear across all business sectors is that maintaining a closed approach leads to missing out on ways to connect with people and locks organizations into less innovative approaches.6 Higher education needs to prepare itself to exist in a more open future, either by accepting that current modes of operation will increasingly provide only one version of education or by embracing openness and the implications for change entailed. In this article we look at what happens when a more open approach to learning is adopted at an institutional level. There has been a gradual increase in universities opening up the content that they provide to their learners. Drawing on the model of open-source software, where explicit permission to freely use and modify code has developed a software industry that rivals commercial approaches, a proposed

Keynote presentation delivered to Instituto Cervantes, Providence, Rhode Island.Social network technologies are reforming the way we communicate with each other inside and outside our learning environments. In this presentation, Stephen Downes offers an inside look at these technologies, how they work, what they can do, and where they will likely lead the future of learning online. Downes will first outline some well-known technologies such as YouTube, Facebook and Twitter, describing how they are used and outlining how they manage online communication in general. [Slides] [Audio]

YouTube doesn't have to be a place where viewers passively watch video. Free annotation tools allow content creators to provide interactive opportunities to engage content. The resulting video can be used as part of a flipped classroom model or to time-shift any kind of instruction.This video tutorial shows you exactly how to create buttons that can be placed on your video to jump forwards and backwards within the timeline.

Futurists like Vernor Vinge and Ray Kurzweil have argued that the world is rapidly approaching a tipping point, where the accelerating pace of smarter and smarter machines will soon outrun all human capabilities.

An image bank where the images are dedicated to the public domain with a CC0 license. All are high quality and well worth a look.

Post by Downes describing his thinking about where Moocs were and what should come next - the PLE. And why MOOCs need to recognise the individual.

Where NZ needs to go to shape its future. Includes mention of digital literacies and education.

List of tools with links. Most not directly relevant where we already have options eg via Moodle. If we have extended online teaching then some of these will be useful for those on the front of the adoption curve.