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"Learning Space as Creation Space The next generation of learning spaces will take all the characteristics of an active learning environment-flexibility, collaboration, team-based, project-based-and add the capability of creating and making. Project teams will be both interdisciplinary and transdisciplinary and will likely need access to a broad array of technologies. High-speed networks, video-based collaboration, high-resolution visualization, and 3-D printing are but a few of the digital tools that will find their way into the learning space. The ability to rearrange furniture and technology quickly and easily will be highly desirable. Some project activities will need nothing more than comfortable furniture, food, and caffeine. Others will require sophisticated computational analysis and the ability to do rapid prototyping. Acoustics will be a concern and will need to accommodate a wide range of activities. It seems likely that such space will support more than one team or activity simultaneously. That will be a highly desirable trait, fostering serendipitous discovery and innovation. The ability to quickly and easily capture the group's activities and progress will also be desirable. An emerging class of powerful and effective collaboration tools enables project teams to save and store project elements, resources, concepts, plans, designs, models, and renderings-in short, all the "stuff" that a team might find or make."

Looks a good resource but looks like its school level. "The Chemistry Collective is a collection of virtual labs, scenario-based learning activities, and concepts tests which can be incorporated into a variety of teaching approaches as pre-labs, alternatives to textbook homework, and in-class activities for individuals or teams. It is organized by a group of faculty and staff at Carnegie Mellon University for college and high school teachers who are interested in using, assessing, and/or creating engaging online activities for chemistry education"

"There is a large amount of research attesting to the benefits of active learning." Muddiest Point

Gavin Henrick has written a fairly straightforward description of creating a Moodle activity using groupings.

Testing a gamified course against a normal course. (I think this isn't really gamification but just reward. I think for it to be gamified there has to be a challenge intrinsic to the activity not just marking activities as complete.)

"Chilling Effects aims to help you understand the protections that the First Amendment and intellectual property laws give to your online activities. We are excited about the new opportunities the Internet offers individuals to express their views, parody politicians, celebrate their favorite movie stars, or criticize businesses. But we've noticed that not everyone feels the same way. Anecdotal evidence suggests that some individuals and corporations are using intellectual property and other laws to silence other online users. Chilling Effects encourages respect for intellectual property law, while frowning on its misuse to "chill" legitimate activity. The website offers background material and explanations of the law for people whose websites deal with topics such as Fan Fiction, Copyright, Domain Names and Trademarks, Anonymous Speech, and Defamation."

Retrospective analysis of existing curriculum according to an activity taxonomy

The purpose of this study was to explore group forming strategies by examining participation behaviours during whole class discussions associated with active participation in a following small group activity. In-class behaviour correlated with online behaviour.

Queen's University Belfast have a website which is provided for students to show evidence of learning and skills learnt from extra-curricular activities and achievements. "Many activities you participate in - whether you serve as a Course Rep or have a part-time job or are engaged in voluntary work - may be allowing you to acquire important employability skills such as teamwork, leadership, communication and commercial awareness.  The Degree Plus Award allows these skills and this experience to be formally recognised" The Award is awarded by the University and is a 'value added' item which students can get in addition to their formal qualification. 

This could be a useful addition. "The Progress Bar is a time-management tool for students.It visually shows what activities/resources a student is supposed to interact with in a course.It is colour coded so students can quickly see what they have and have not completed/viewed.The teacher selects which pre-existing activities/resources are to be included in the Progress Bar and when they should be completed/viewed."

eStudy, a German open source LMS, features student-created activities and courses. Courses can be ordered by the number of activities using clouds. Via Prof Zinke.

This resource aims to help those making decisions about their use of freely available 'Web 2.0' interactive and collaborate e-learning tools. Each product, site or service described in these pages can be searched or browsed by a specific Activity or the usability/accessibility checks that it passed. The applications have short descriptions and comments regarding their ease of use and functionality. If you are involved in teaching and learning and are wanting to make more use of Web 2.0 services in your e-learning activities, or if you are interested in how Web 2.0 can supplement your existing methods, this section may be useful to you.

Short presentation on having students create podcasts as a class activity

Enterprise immersive software is a collection of collaboration, communication, and productivity tools unified via a 3D or pseudo-3D visual environment. In this computer-generated environment, one or more people engage in work activities like meetings, conferences, and learning and training. The software provides a shared, interactive, multichannel experience through presence awareness, voice chat, active speaker indication, text chat, and many other features, often including avatars. The Enterprise Immersive Software Decision-Making Guide is a use case-based guide designed to aid business decision makers in the enterprise immersive software selection process. In this report, we present "if/then" scenarios and highlight good-fit vendors for common situations, with a focus on the most prevalent use cases: meetings, conferences, and learning and training. The report offers guidance on how to: 1) ask core business questions to frame the discussion, 2) choose a research-and-demo, do-it-yourself, or combination approach, 3) identify requirements based on your use case, and 4) filter your options based on important limiters.

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

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

Case studies & simulations, concept maps and one minute papers.

"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."

you can upload videos for this web page activity -as well as link to Youtube or use existing videos already in the Vialogues library

"The Research Communications Strategy work is a JISC funded activity to investigate and coordinate many of the emerging themes, ideas and developments in the field of research communications at a strategic level."