Missed Diana Laurillard's plenary session this morning so it's great being able to access the video. Here it is ... This presentation will showcase examples from Cambridge ESOL’s range of blended learning courses, including the Cambridge B1 Online and a BULATS preparation course. Directors of Studies who have run the courses in their own schools and institutions will then share their experiences of the blended learning model in practice and the steps they took to successfully integrate online and face to face teaching and learning. 
I asked the students to get in small groups to discuss these questions. They got in their groups and just looked at one another with baffled looks on their faces while remaining silent. I tried rewording the questions and providing examples and still got blank looks when they returned to their group discussions. Via Nik Peachey 
Over the last few months I have been working with Bell Educational Services developing online and blended learning courses for English language teacher development. This has been an interesting project and one that has pushed me to review the way I think about online teacher development and the way courses and course interaction is developed using Moodle. Via Nik Peachey 
Considering the rising interest in online education and whether or not educators are truly preparing students, the million dollar question is "How do we improve online learning to better prepare our students?" This issue goes beyond the classroom; workplace learners face the same struggles. Below are five strategies to not only enhance online instruction but also integrate and hone students for the 21st century skills needed to globally compete and succeed. Via Nik Peachey 
This course is in five parts, preceded by an introduction video (to the right). You can preview the modules to see which of them you want or need to complete on its own, or you can complete them all one-by-one in your own time, at your own pace. If you complete them all, we suggest you complete them in order, beginning with Module 1. Via Nik Peachey 
Over the last few years I've done a lot of work developing writing and redeveloping online courses and course materials. In the initial rush to get learning online many organisations got themselves a Moodle platform and then attached a whole load of PDFs and .docs, added some forums and the odd video clip and called it an online course. It's no surprise then that drop out rates for online learning courses have been so high. Via Nik Peachey 
As we teeter on the brink of the new year, we’re left with more questions than answers. In a way, that’s a good thing, considering the makeshift nature of technology in higher education. As we sidle into 2012, the same old questions will greet us. They’re about a world that’s rapidly changing and about our ability or inability to change with it. Let’s face it. The cat’s out of the bag, but some of us are still trying to lure it back in. Via Nik Peachey A live webinar on What is a teacher featuring Scott Thornbury, Chuck Sandy, Luke Meddings, Marcos Benevides, John F. Fanselow and Steven Herder. Modertaed by Shelly Terrell. Saturday Dec 17th. Via Sue Lyon-Jones 
The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. Via Nik Peachey 
e-moderation station - Free monthly webinars on the second or third Sunday of every month at 3pm GMT / 4pm CET Via Sue Lyon-Jones |
The CELTA Online - one year on MACMILLAN SIGNATURE EVENT Speakers: Nicky Hockly, Agnes Kukulska-Hulme plus guest speakers Learning is changing, language is mobile and the way that our students expect to approach their own learning experience is evolving dramatically. This panel discussion will consider the reality of how Mobile Learning is affecting different aspects of education: from language to pedagogy and to investigating the environment that best suits its delivery. 
The evolution of training has continued to accelerate, and broadband and web 2.0 applications have opened up potential for varied social and computer-mediated interactions based around all kinds of mixed-media content. But is this what teachers want and how do we best structure these into our courses? Via Nik Peachey 
With a little planning, many of these potential technology roll out and adoption issues can be avoided. Via Tom D'Amico (@TDOttawa) 
Join the 4th annual connecting online (CO09-CO12) on February 3-5 on WizIQ Live Class: http://connecting-online.ning.com and http://tinyurl.com/789n5am, now ... Via Dr. Nellie Deutsch 
Thanks to Eric Stockmeyer for this one: "Literacy and fluency* have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us. A literate person is perfectly capable of using digital tools. They know how to use them and what to do with them, but the outcome is less likely to match their intention. It is not until that person reaches a level of fluency, however, that they are comfortable with when to use the tools to achieve the desired outcome, and even why the tools they are using are likely to have the desired outcome at all." Via Vance Stevens, Nik Peachey 
One of the implicit goals of any instructional setting is to provide students with the opportunity to interact with the course content, the instructor, and other students. An advantage of the online learning environment is the increased potential for students (individually or in groups) to make personal meaning from course content. Via Nik Peachey 
What we most need right now is to pause before we pontificate and to patiently untangle the many intertwined strands in the arguments for and against ed tech. By separating out different threads in this conversation, we can make better decisions about if, when, and in what situations we can really learn effectively online. Via Nik Peachey 
In recent weeks, news of iTDi have been flying on the internet waves, but who or what is iTDi? We asked its Academic Director, Scott Thornbury, to explain. 
Teaching online often seems daunting to those with no previous experience; however, individuals who are already teaching in a face-to-face format have the most important skills they will need to be successful online educators: subject-matter expertise, the abilities to plan and manage a course, and the expertise to support and mentor students. Via Nik Peachey |
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