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Interesting post and some great comments on the role of the Khan Academy in education and whether it pedagogically sound.

Some blog posts on using G+ (and Some other google stuff)

Record everything - students use them, learning improves, marks increase. Based on data presented at ALT-C 2011

"In this wonderful little study by Pierre Gorrisen, delivered at the ALT conference, they cleverly combined usage data with some survey and interview data to come to some clear conclusions."

Scott Wilso at Uni of Bolton has created some Google Wave widget for Moodle. "I've created a Moodle course that uses some widgets, all of which make use of the Wave Gadget API. some of these are Google examples (converted to W3C format) and some are ones we've created."

"Real teaching is not about passing on the 'the material', as if knowledge were some sort of mass-produced commodity that ships from Amazon. Real teaching is about conveying a way of thinking. How can a teacher convey a way of thinking when he doesn't genuinely think that way?"

Excellent piece on the changing digital landscape and what it means for content. "Look around the next time you're sat on a crowded city bus during commuting hours. Most people's headphones are now plugged into their phones. If by some chance they're not listening to music then they're reading the paper, a book, checking twitter, posing on facebook, writing an email, updating their diary or taking a photo and sticking a vintage filter on it while on their phone, or tablet, or e-reader. And they probably are listening to music while doing all the above."

Check out this presentation: Gluing together Blackboard, Facebook, & Twitter http://t.co/JCg9xt6s #RSS #SoMe #LMS (via @slideshare)

Slide 50 Bb-->Fb/twitter flowchart is intriguing (obviously substitute Moodle for Bb)

"At the end of the twentieth century, intellectual property rights collided with everyday life. Expansive copyright laws and digital rights management technologies sought to shut down new forms of copying and remixing made possible by the Internet. International laws expanding patent rights threatened the lives of millions of people around the world living with HIV/AIDS by limiting their access to cheap generic medicines. For decades, governments have tightened the grip of intellectual property law at the bidding of information industries; but recently, groups have emerged around the world to challenge this wave of enclosure with a new counter-politics of "access to knowledge" or "A2K." They include software programmers who took to the streets to defeat software patents in Europe, AIDS activists who forced multinational pharmaceutical companies to permit copies of their medicines to be sold in poor countries, subsistence farmers defending their rights to food security or access to agricultural biotechnology, and college students who created a new "free culture" movement to defend the digital commons. Access to Knowledge in the Age of Intellectual Property maps this emerging field of activism as a series of historical moments, strategies, and concepts. It gathers some of the most important thinkers and advocates in the field to make the stakes and strategies at play in this new domain visible and the terms of intellectual property law intelligible in their political implications around the world. A Creative Commons edition of this work will be freely available online."

The underlying principle of the University benchmark is that all modules can adopt technology to effectively benefit some aspect of the learning, teaching and assessment experience. The University benchmark for the use of technology in modules, which you can find here, is therefore designed to help academic staff to consider new or further developed uses of technology that are appropriate for the contexts within which they teach

A post from Tim Hunt about plagiarism in general and OUs policies for coping with it, and looking at the problem that some folks thing a technological solution is all thats required

A post from Tim Hunt about plagiarism in general and OUs policies for coping with it, and looking at the problem that some folks thing a technological solution is all thats required

RT @VC_UEL: 22% of students influenced by social network of target univ http://j.mp/oWHfoQ (via @JossWinn) #SoMe #highered #yam

Post about using Google Reader. Basic but some handy tips.

Some presentation tools.

good overview of MOOcs including some useful infographics and a great movie poster! 

the Year of the MOOC -excellent summary of MOOCish stuf for 2012 including a timeline of what happened through the year and some history of MOOCs 

Links to some Google Apps resources

"For as long as eLearning has been around, it has been haunted by the voices of those who aim to criticize its authenticity, viability, and quality. But is it true? Do students of traditional institutions boast more success than those who've chosen distance learning? It's time for some of these myths to die."

Some good high level statements but don't like the descriptions so much. Should probably rewrite!

Interesting post on why CC-BY is more valuable than CC-BY-NC, in fact why the latter is seriously restrictive in an academic context.

Criticism of the scramble by universities into moocworld and the rhetoric about them being the saviour of HE. Find some of the argument linking a bit weak.