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"Often, the word competency and skill are used interchangeably. While they are related, they are not the same. A competency is a demonstrated ability to perform a particular job or task. A competency includes skills, but also behaviors and the ability to apply those skills in order to perform a job or task. For example, a teacher may know how to use a computer and productivity software (skill), but may not know how to use those skills to increase collaboration and critical thinking in their students (competency)."

"Engaging busy healthcare providers in online continuing education interventions is challenging... We found that email reminders dramatically increased participation."

"What does the future hold for higher education? How is American academia changing under the impact of continuous technological transformation?"

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

Nowadays, the digital version of print magazines and newspapers are becoming increasingly popular among publishers as they can save printing and postage costs as well as they are able to reach a whole new audience in the online world. The continuing interest of digital in the adaptation of digital replica editions of newspapers and magazines encourages web developers to create websites that are offering service to allow anyone to create their own digital magazine and newspaper. Some of these websites are very easy to use, simple and provide you with unlimited access to their resources for free.

Continuing the series of posts on redesigning a learning platform.

"If you are asking this question, you should probably continue teaching f2f.  However, you might not be able to teach f2f,"

List of Apps for the iPod Touch or iPhone. Some free, some paid - all with links to download.

Resources and tutorials on using Google Apps (and more) with students.

"It's a general overview of the eMM work in universities, and probably a good introduction to the eMM for those who don't want to search through the website." Stephen Marshall

Across Europe, Ministries of Education and other providers of educational content are now offering a wide-range of catalogues and large repositories of online learning resources to schools. However, as the number of resources in these repositories continues to expand, educational budgets are struggling to cope with the increasing demand for better quality metadata that will enable teachers and learners to quickly and easily find the specific learning materials they need. The MELT project has been specifically designed to address this issue by: * Enhancing the precision of the metadata applied to educational content * Helping educational content providers meet the growing challenge of volume metadata creation.