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"iTunesU, 5-SURE and Emergency Tiles), but of special note are two major, Libraries-specific enhancements: 1. A Library "tile", which allows you to search library holdings via SearchWorks from your iPhone. 2. A Library "Places" overlay in the Maps tile. The iStanford interface looks like this (note the library tile in the bottom left corner): The Library tile takes you straight to a search box, powered by SearchWorks' index and relevancy ranking. Search results show book covers, author, title and availability. iStanford screenshot of SearchWorks search result Individual item records provide additional information, including item location and availability status, as well as links to any online versions. iStanford screenshot of map with There is also an Advanced Search option, and an "Ask A Librarian" page, with integrated email and phone numbers for Campus libraries. The new Maps tile now has a "Places" button in the bottom right corner of the screen, which provides a link to Libraries or Residential and Dining. The Libraries "place" provides a list (or map) of campus libraries. Individual library links include contact information, a link to hours, and a link to the library's web site."

Richard Wallace has 10 years experience in Web design and development. He develops, designs, maintains and hosts numerous Moodle and CMSMS sites for small, medium and large organisations in Australia, the U.S., and Canada. He has presented several papers on educational topics at conferences and training sessions, including the North American Moodle Conference in Edmonton. Speaker at Moodle Symposium 2011

In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 

The frog in the pot of boiling water in An Inconvenient Truth is a cinematic moment that has the desired effect. It is one of the moments from the film that the audience remembers long after the credits roll. I have often thought about how this metaphor applies to change and particularly the way that change operates in schools.

It's interesting how threads emerge from the books we read. An idea springs out at you from one book and then occurs again in another or a link is found between the two. When it turns up a third time in a different place and from an alternate perspective you really take notice. I have had this experience with the concept of emotional or psychological safety.

Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?

We are living in interesting, frightening and rapidly changing times. Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality. These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities.  "All that was 'normal' has now evaporated; we have entered postnormal times, the in-between period where old orthodoxies are dying, new ones have not yet emerged, and nothing really makes sense." But what thinking might guide us through this time of volatility, uncertainty, complexity and ambiguity?

To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.

With our goal of deep-learning in mind where do we begin and what learning opportunities might result in this? Having clarified our key terms of understanding, learning and deep, we can turn to a set of questions which might be of use as we plan the learning our students will engage in along their way.

Research in higher education shows that learning is deeper, more sustainable and satisfying when students become responsible partners in their learning. 

Adapted from-and extending-the recommendations found in Chickering and Gamson's, Seven Principles for Good Practice in Undergraduate Education (San Francisco: Jossey-Bass, 1991), here are some of the most commonly agreed upon best practices for course design and development. They can be applied to both traditional and online courses, however some are particularly crucial to online course development.

As part of the expansion of the Institute of Natural Excellence across the globe, Second Nature UK are holding their first Natural Excellence course in the UK at the Stratford Manor Hotel on the 25th November 2009. During this one day program, Natural Excellence™ Project Management will be introduced, which is the world's leading integrated project management methodology. It incorporates the full range of best practices to realize the comprehensive and successful execution of projects of any size. It places people and business centrally and has six modules that include People Management, Quality Management, Process Management, Content Management, Change Management, Control Management. The course will also cover the new Natural Excellence management theories that help people of all walks of life achieve their maximum potential - the natural way. These revolutionary theories and methods have been incorporated into the i-NE founders very own taxonomy of excellence, (Van Geijn Taxonomy of Natural Excellence) which has been used by many, many people around world. The adoption of Natural Excellence has had a life changing effect on both students and with companies or government organisations who have incorporated them into their management approach. This is the first of many courses that will be delivered by Second Nature Excellence. Others will cover basic, professional and advanced sales; buying new IT systems; achieving ISO accreditation and further project management courses.

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The purpose of this set of learning resources is to help students: explore the educational uses of Web 2.0 tools and services; familiarise themselves with a range of useful applications for study-related purposes; highlight good practice in the use of social software and the internet, in general.

'Inside the Black Box' was written by Black and William in 1998 and in it they describe the classroom as a black box with inputs and outputs but what occurred inside was a mystery. For many teachers the reality has been that what occurs in their classroom has been both private and isolating, a matter between the teacher and his or her students but a task largely tackled alone. But this isolationist view is, in the age of the social media and networking increasingly challenged and more and more teachers are finding their voice, sharing their ideas and gaining valuable insights from a global community of connected educators.

The database contains details of books, articles, conference papers and reports on various aspects of distance and online education, from publishers in Australia and overseas. Material is drawn from the Australian Education Index, produced by Cunningham Library, with additional material sourced from a variety of international organisations and publishers. There are currently 10594 records in the research bank.