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Description: It took tens of thousands of years for writing to emerge after speech, thousands more before the printing press was invented, and a few hundred more for the telegraph to arrive. Today, new ways of relating are constantly created and a new communication medium emerges every time someone creates a web application-a Flickr here, a Twitter there. How can we use new media to foster the kinds of communication and community we desire in education? This presentation will discuss both successful and unsuccessful attempts to integrate emerging technologies into the classroom to create a rich virtual learning environment.

Australian Learning and Teaching Council, formerly CARRICK. A number of recent reports available including Learning leaders in times of change: Academic leadership capabilities for Australian higher education and The RED report: the contribution of sessional teachers to higher education

Over time the learner has been the explorer of knowledge, its accumulator and skilled 'access-or'. In the 21st century challenges and demands are expanding and changing again. Our new society's environment is one of rapid communication, action and change, of intricate social activity and a huge potential for new knowledge. What are the models of the learner for this brave new world? How can higher education create these models and support the learners who aspire to them? This paper postulates four models of the learner of the future: * the collaborator: for whom networks of knowledge, skills and ideas are the source of learning * the free agent: utilising flexible, continuous, open-ended and life-long styles and systems of learning to the full * the wise analyser: able to gather, scrutinise and use evidence of effective activity and apply conclusions to new problems * the creative synthesiser: able to connect across themes and disciplines, cross-fertilise ideas, integrate disparate concepts and create new vision and practice. The paper describes an example of these kinds of learning and considers what they might imply for the development of learning in higher education in the coming century

The Google Public Data Explorer makes large datasets easy to explore, visualize and communicate. As the charts and maps animate over time, the changes in the world become easier to understand. You don't have to be a data expert to navigate between different views, make your own comparisons, and share your findings.

Description of setting up a Google custom search engine than can have its source sites dynamically updated via xml.

Tony Hirst embeds the real-time twitter backchannel discussion into the JISC10 conference keynotes (or if you prefer your video without subtitles http://www.jisc.ac.uk/events/2010/04/jisc10/keynotes.aspx). Something for WCeLfest2011?

"...this is the first time e-learning has been used in the UK higher education sector to develop study skills for pre-entry learners."

"...what is now an opportunity is also becoming an urgency: if students don't need to come to class to get informational content delivery, if they can get it easily on their own, we need to transform how we use our classroom time such that it continues to be relevant and valuable."

A free online course on Python - written by a UMich professor and released as CC remix. Includes slides and lecture audio and or video from last time he taught this course on campus.

Another tablet device , this time from a music (mp3) stable but wireless, android email, web etc too.

"This report analyses tertiary sector e-learning provision at a system, sub-sector and course level from 2004 to 2008. The sub-sectors focused on in the report are universities and polytechnics and the course levels bachelors degrees and certificates (Levels 1-4). Participation in e-learning course at these levels over the same time period is analysed by focusing on the following learner groups: 18-19 year olds, the 40+ age group, Māori, Pasifika and European and females and males Author: Peter Guiney, Tertiary Sector Performance Analysis team (Ministry of Education) Date Published: May 2011"

Blogging can be quite a process. First you may have to do some research, then put your thoughts together, and of course add any necessary screenshots and images. Let's not forget the optimization part (SEO, keywords, etc) and sharing your content on the Web so that others will read it and hopefully share it. With all of these steps involved, blogging can be quite time-consuming and many bloggers get burnt out rather quickly doing these things on a daily basis.

Downes with at times quite a dense description of digital literacy

Martin Jorgensen talks about using video to give meaningful, in time, feedback. Exactly what we're trying to push. (And cites Hattie and Carless!)

Critique of the Khan Academy model inasmuch as who has told the teachers what to do with the freed up class time?

"When I heard a teacher tell me that they were creating recorded lectures for courses as homework assignments and spending classroom time on discussions and more active learning, I knew right then the value of the lecture capture tools."

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