Wcel_Team

"... wearable computers allow people to do things like google information straight into their eyeballs while chatting on the street corner - or project a map overlay on the street in front of them, labeling every store. Or turn the local vacant lot into a wonderland filled with Pokemon characters ready to do battle. This is an augmented reality scenario. Now our technology can actually do this, using smart phones as a crude mobile interface. In these demo videos below, we're getting a first glimpse of what happens when the internet comes out of the box and into the real world"

"Expanding copyright law to bar online access to copyrighted materials without the copyright holder's consent, or to bar linking to or paraphrasing copyrighted materials without the copyright holder's consent . . ." No linking, no paraphrasing - make it illegal says judge

Wenmoth quotes Bradwell's report 'The Edgeless University', one we should look at since it deals with change the unis need to embrace.

A report on the future of learning institutions, particularly universities.

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."

A University of Toronto professor who got students to grade their peers' work has seen the practice blocked by the Ontario Superior Court of Justice.

Putting Blooms revised taxonomy into a digital context. (PDF)

This wiki is set up to catalog university-based open educational resources projects. Currently we are focusing only English-speaking OER projects.

Stephen Downes lists the 10 most important skills that learners (and us all) need.

An examination of 31st century skills and how they have changed for HE

We need pokens!

Chronicle report on talk by Jim Groom on using blogs to teach online. Chronicle comes over as apologists for Blackboard (you wouldn't want to read their stuff regularly!) and doesn't really explore the opportunities that Groom would have been highlighting.

This web site synthesises outputs from the JISC Learner Experiences of e-Learning programme. The programme spanned two phases over four years from 2005-2009. It comprised nine research projects in total (two in phase 1 and seven in phase two), employed mixed method approaches, and had the sustained involvement of over 200 learners and more than 3000 survey respondents. The programme focussed on the learner voice. Learners allowed us into their worlds and showed us what it is like to study in a technology-rich age. The projects produced a huge collection of rich, detailed data that sheds light on what learners expect from the use of technology in post-compulsory education and the choices they make about using technology to support their study.

Derek Morrison writes on some new UK reports and initiatives aand whether they have legs are are just more hot air posturing by govt ministries. Good links to some key reports.

Twapper Keeper "Allows you to archive and organize your tweets based upon hash tags. Why would you do this? Say you are holding an event and would like a snapshot of all the tweets during the event and organize them based upon topics. That is what the Twapper Keeper is all about."

wonder if Te Taka is working on a Te Reo version?

A guide to running meetings small and large in Second Life

The NZ Creative Commons site

Best Practices for Marking Content with CC Licensing

Nature's blog report on the comparison of Wikipedia and Encyclopedia Britannica