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we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of 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.

This interdisciplinary journal focuses on the exchange of relevant trends and research results and presents practical experiences gained while developing and testing elements of technology enhanced learning. It bridges the gap between pure academic research journals and more practical publications. So it covers the full range from research, application development to experience reports and product descriptions.

Best Practices in Online Instruction Using Wimba

AeP2 - Stage 2 Final Report (December 2009) ePortfolio use by university students in Australia: Developing a sustainable community of practice The aims of the second stage of the Australian ePortfolio Project were to focus on building the Australian community of practice through an online forum and through further ePortfolio symposium activities

theory and practice in teaching for a digital age Summary of the main learning theories Educators have had to work out how to move from the theoretical position to the practical one of applying these theories within an educational experience. In other words, they have had to develop teaching methods that build on such learning theories. - See more at: http://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/#sthash.xcYNEKOe.dpuf

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.

"The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching "

"Reflect 2.0: Digital storytelling to develop reflective learning with next generation technologies & practice"

scroll down the long page to find best practice guidelines

Useful site with lots of Moodle support resources. This page -Online Strategies and Best Practices for instructors has some useful resources - video interviews under Core Competencies for Online Teaching Success are interesting.

20 February 2011This report provides a comparison of how the higher education (HE) and vocational education and training (VET) sectors are using e-portfolios. ePortfolio use by university students in Australia: Informing excellence in policy and practice (Supplementary Report) is now available and provides a valuable comparison of how the higher education (HE) and vocational education and training (VET) sectors are using e-portfolios.

"Blogger Beware: Teaching with Blogs Best Practices"

"According to the Australian Disability Clearninghouse on Education and Training (ADCET) The number of students with disability in university study has increased from 11,656 in 1995 to 42,111 in 2011 and that one in five people in Australia have one or more disabilities, which is increasing. This means that 1 in 20 students has a disability that impacts on their study. Improving student outcomes requires us to "build-in" equitable policies and practices across the organisation, as statistically as much as 20% of the student-body need it, and have a right to it."

Sharing learning and teaching experiences is good practice.

some great resources on this website (Centre for Research on Learning and Teaching - including flipped classrooom, learning analytics, inclusive practices etc

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.