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Great resources to add to my reading pile. Now I just need to find the time to read and apply the mountain of information I've accumulated. Sometimes I feel I need to quit the job so that I can get on top of all the streams of information.

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This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.

From the Australian Flexible Learning Framework, this VET page has several archived webinars on using ePortfolios and training people in the use of ePortfolios. Despite it's VET focus the materials are very useful and there's a lot that can be applied to the HE contect.

The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility.

VLC media player is a highly portable multimedia player for various audio and video formats (MPEG-1, MPEG-2, MPEG-4, DivX, mp3, ogg, ...) as well as DVDs, VCDs, and various streaming protocols. It can also be used as a server to stream in unicast or multicast in IPv4 or IPv6 on a high-bandwidth network. It doesn't need any external codec or program to work.

when I need to get to a blocked site, I ask a student for help

Developers love AngularJS. They just really really love it. Don't believe us? Look at the GitHub activity. AngularJS probably has the highest number of contributions than any other competing JavaScript framework. Check out Google searches or even StackOverflow mentions - AngularJS is all over.

Sometimes, it seems everyone who ever went to school is an expert on education and has a plan to make it better. Actual teaching experience, years of professional learning and formal training are all easily swept aside. The result is an ongoing dialog around what schools should do, what teachers need to do more of or less of and how the academic success of the nation is linked to strategy x or y.

Mere substitution is not going to help our learners maximise the affordances of technology. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it. 

The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.

Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their teaching and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead. 

We rely on an assessment measure without taking a close look at what it is measuring and we obfuscate the information we need to evaluate the utility of these measures by reducing the results to numerical values.