NOTE: updated high-quality visualisations of these taxonomies are available here. I think being able to visualise things is important. Faculty […]
In my last posting I suggested that a module specification could usefully have four sections, clearly articulated, for Intended Learning
MOOCs, self generated OER based curricula, kite-marking schemes, and elaborate credit transfer schemes are a reality in increasingly complex higher
An online discussion forum should be an effective way of engaging students in careful and considered reflection, yet often they
We really need to know what we each believe about learning, our personal epistemologies, before we start learning and teaching.
1% of the World’s Population has a College education? I’ve been looking recently at some of the policy declarations around
The EdMediaShare site from JISC Digital Media is developing some serious traction to support useful and usable video content. I
The education press fizzed this week, having caught up with an end of 2011 TED talk from former Snapfish CEO
The Society for Research into Higher Education (www.srhe.ac.uk/) or SRHE, held the inaugural meeting if the new Digital University Network,
Delighted to be joining the International Board of JIME – Journal of Interactive Media in Education http://jime.open.ac.uk in 2012. Looking
There is something slightly disturbing about checking the web for uses of your work. One finds the odd undergraduate presentation
Version 2.3 of the SOLE toolkit (August 2011) introduced a ‘dashboard’ allowing the course designer to see the distribution of
The challenge faced by the Open Educational Resources University is not translation, context or learning styles, it is not a
“In search of the virtual class: education in an information society” published in 1995 by John Tiffin and Lalita Rajasingham
There is no such thing as blended-learning. Or rather there has never been anything except ‘blended’ learning. Of course we
It was a real shame (I’m rarely disappointed) to have had to miss the JISC/CETIS Design Bash in Oxford today.
It’s a long way from the staff workload issue that the SOLE model and toolkit sought to answer, but perhaps
Can one know too much about the learning we design? Why is it we appear to know so little? It’s