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"Web-based lecture technologies cover a range of technologies, including iLecture/Lectopia, for digitally recording lectures for delivery to students online." The other report quoted in the "Online study kills uni" article.

"The push towards web-based learning at universities has halved student attendance rates in some courses and dramatically increased working hours for lecturers, a survey of academics has found." Oh dear!

How transparent should you be on the web - a stimulating perspective - quote in keynote from Chris Wilson at Northern Voice 2011

"Learning in Networks of Knowledge is a new paradigm for higher education, based on the changing nature and form of knowledge work in contemporary digital networked conditions. The LINK site explores and supports this knowledge - network - learning approach. LINK contains dozens of ideas about teaching and learning via the Internet, as well as tools (freely available web-based applications) that you can use."

Rapid change means we need to work differently. HE Teachers should understand some learning theory!

"The BehaviourComposer is a web-based tool designed to support teachers, learners and researchers, including those with little or no programming experience, to build, share, and discuss computer models."

Whirlwind tour through Social Media in pictures. Killer quote is that in late 2010 & 2011, the world went mobile.

Delicious taking a lot of flak on social media after the relaunch. Will they get it right or fizzle out? More arguments for local storage with web services to join people and artifacts.

TwapperKeeper could be a community project for NZ. This shows an outcome in the ability to analyse event tweets. ALT-C2011.

"OpenMeetings is a free browser-based software that allows you to instantly set up a conference in the Web. You can use your microphone or Webcam, share documents on a white board, share your screen or record meetings."

The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users' time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude.

"The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users' time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude."

The opportunities which can be provided by the Social Web are now widely acknowledged, ... We now need to address a range of concerns including those which have been raised at various workshops organised by UKOLN and delivered through MLA Regional Agencies and Renaissance Hubs. Such concerns include a lack of understanding (of what the Social Web is about); concerns over legal issues, technical challenges (such as interoperability, reliability issues), business challenges (such as sustainability) and related resourcing issues.

"Dave Elchoness of GoWeb3D who's one of the early pioneers in the Augmented Reality (AR, but not to be confused with Analyst Relations) industry. In this above video he gives a demonstration of how information (often from the Web) can be over layed on top of physical locations"

The W3C recommendations for improving user experience of the Web on mobile devices. They have been abstracted to allow them to be device and language independent.

Slides on things the OU has done to mobilise web and VLE - based around student input. See graph slide 5 on changes in mobile web access.

Blending physical & virtual spaces Queensland University of Technology is currently developing OWL, a new web-based student response system, which blends the physical space with a virtual learning environment to create a live collaborative experience. Main Features: * Post comments* Reply to comments* "Like" comments* Poll students* Review archived sessions

RT @transformassess: Webinar recording: Mash-up > web2 student assessments for games & interactive media studies http://bit.ly/TA1J2011 #yam

comprehensive series of 'how to' web pages and short videos for Moodle 2 

Article on the difficulty of getting any change out of copyright 'holders' (not artists but record labels, etc)