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<title><![CDATA[JISC Emerge: Latest blog posts]]></title>
<link>http://elgg.jiscemerge.org.uk/</link>
<description><![CDATA[Latest public blog posts from JISC Emerge]]></description>
<generator><![CDATA[JISC Emerge]]></generator>
<language>en_GB</language>    
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        <title><![CDATA[The last post]]></title>
        <link>http://elgg.jiscemerge.org.uk/george/weblog/2478.html</link>
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        <pubDate>Tue, 31 Mar 2009 21:54:40 +0100</pubDate>
        <description><![CDATA[I will keep this short and sweet. This is the last night of the Emerge project and its Elgg site as has been .18 January 2007 we pitched the bid to the JISC. 26 Months later, I am saying farewell to a beautiful project. As ever it is the people who have made it what it has been. This site will be suspended shortly. For the history, please visit the Emerge Reports site. The Emerge home page will soon redirect here. I would also point you at the Brief valediction to Emerge, which I wrote for NGTiP. Farewell!We have been consulting widely about whether this site should continue past the funding period. My view is that less is more: it is better to exit on a high, burn out don't fade away. The platform can be available until at least March 2011 and probably until 2013.&nbsp; If you have an idea for using an Elgg 0.9 environment - it has a lot of good feature, not least the aggregator. We are working to make this available in Elgg 1.nn. Maybe soon.&nbsp;You might want to watch a brief video from Online Educa  (great editing, Dirk!) {{video:}}&nbsp;So, for me it is over to the Create Support, Synthesis and Benefits Realisation (SSBR) project and the Institutional Innovation Programme.Thank you everyone, who has made Emerge what it has been.Georgegroberts@brookes.ac.uk&nbsp; ]]></description>
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        <title><![CDATA[The Story of the Planet Platform]]></title>
        <link>http://elgg.jiscemerge.org.uk/planet/weblog/2477.html</link>
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        <pubDate>Tue, 31 Mar 2009 19:07:39 +0100</pubDate>
        <description><![CDATA[ True to the dogfood principle, we now have a case study on the development of the Planet platform. An amazing tale on international mystery and intrigue. Well, maybe not - but if you&#8217;re working in a UK HE institure and thinking of launching an ambitious web2.0 project, you might find our experience informative.
Or, if you [...]]]></description>
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        <title><![CDATA[Paying for open access publication charges - RIN guidelines]]></title>
        <link>http://elgg.jiscemerge.org.uk/nicksheppard/weblog/2472.html</link>
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        <pubDate>Tue, 31 Mar 2009 8:33:47 +0100</pubDate>
        <description><![CDATA[ &#8220;The Research Information Network and Universities UK have produced a guide (March 2009) to provide advice on paying open access publication charges: that is, fees levied by some journals for the publication of scholarly articles so that they can be made available free of charge to readers, immediately upon publication. The guide also sets out recommendations for universities [...]]]></description>
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        <title><![CDATA[JISC Goodies]]></title>
        <link>http://elgg.jiscemerge.org.uk/joewilson/weblog/2471.html</link>
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        <pubDate>Tue, 31 Mar 2009 0:22:00 +0100</pubDate>
        <description><![CDATA[ This could be coming to a school or college near you soon . BoB National is a shared off-air recording and media archive service which is available to BUFVC members holding an ERA+ license. This tv scheduling service allows your institution's staff and students to record programmes scheduled to be broadcast over the next seven days as well as retrieving programmes from the last seven days of recorded channels. Users may also search thousands of programmes stored in the growing archive.                    The requester will receive the programme after broadcast as a Flash Video            file they can watch in a web page – in the same way as i-player. BoB National            stores the recorded TV and Radio programmes in the archive and they are            held indefinitely for all users to access.         The archive currently offers thousands of TV and radio programmes covering            all genres and that number is set to grow as more educational institutions join BoB          National.If you would like regular updates on JISC and the services available in Scotland you should subscribe to Newsfeed from the two Scottish Regional Support Centres in Scotland.]]></description>
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        <title><![CDATA[Reflection and Technology]]></title>
        <link>http://elgg.jiscemerge.org.uk/nickbowskill/weblog/2469.html</link>
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        <pubDate>Mon, 30 Mar 2009 19:39:17 +0100</pubDate>
        <description><![CDATA[In my PhD research, I interviewed a number of people in Higher Education who remarked that students often only reflect before assessment etc. The students&nbsp;see themselves as rarely having the time to reflect. They dont&nbsp;take the time to reflect. They may not have the skills to reflect, the vocabulary to reflect or a process of reflection. When they write for reflection they are not sure how to write and feel its a performance anyway.In addition, they may not have training or support for reflection. All of which points not to a need for or property of technology but rather the opposite - a need for face to face conversations. Conversations with real people about their concerns and experiences. Conversations where you put aside the computer, the twitter, the blog, the facebook&nbsp;and the mobile phone and sit with someone for a while and just talk to them. I'd even dare to suggest that for most on-campus students and particularly the ones who live in digital connectedness the need is not to move everything into that environment. That does no service at all. Rather it needs support to come away from all that noise and have a conversation.Now what do&nbsp;we mean by reflection and how is it done? How should students be reflecting and what support or training is there for the processes? I think this is important in the context of discussions about learning. I also think its important to think about what you mean by learning. For example is it the learning of facts, processes, acculturation or what? Again this may have implications for reflective processes and definitions etc.The main point is that we&nbsp;must not assume that because a technology is exciting or that students are encultured into it that all learning activity should be located within that environment. They have enough of that every day. They don't have many learning conversations. Now that&nbsp;WOULD be new!Interesting also that when I started typing conversation, discussion&nbsp;and dialogue the tag generator had only dialogue mapping to offer. Interesting!&nbsp;]]></description>
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        <title><![CDATA[Guardian Article Twitter In History Out]]></title>
        <link>http://elgg.jiscemerge.org.uk/nickbowskill/weblog/2468.html</link>
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        <pubDate>Mon, 30 Mar 2009 19:09:18 +0100</pubDate>
        <description><![CDATA[I just read this and was saddened to see such shallow thinking. Why any particular technology should be singled out at all is one thing. Why adopt it as a replacement for understanding culture is dreadful. This is further compounded in a digital context because understanding and working with those from other cultures becomes all the more significant in a connected world. That begins with having some sense of our own cultural heritage in order to be able to compare and communicate and collaborate with other cultures to create&nbsp;new identities and cultures. &nbsp;I love technology and it impacts on all our lives but it doesn't mean that we should throw the past away and just live in ignorance of all that has gone before. And surely as anyone interested in technology knows, a technology in favour today may be over-taken by another at any time. I changed my&nbsp;kids school recently and&nbsp;still see kids from their old school. Its a remarkable difference when you see representatives of the 2 cohorts together. The old school&nbsp;has many kids who can't pay attention for very long, who jump around from one thing to another all the time and who struggle to sit and just talk to&nbsp;each other. The new school&nbsp;rations the&nbsp;use of computers but makes use of them selectively all over the curriculum. The new school focuses on cooperative learning instead. They're far better at working with others on or offline and if they ever use Twitter it won't&nbsp; be&nbsp;instead of studying history or any other subject.&nbsp;&nbsp;Are we really critical enough of technology or does enthusiasm get the better of us?&nbsp;]]></description>
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        <title><![CDATA[Twitter for teaching: don’t believe what you read]]></title>
        <link>http://elgg.jiscemerge.org.uk/neilw/weblog/2470.html</link>
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        <pubDate>Mon, 30 Mar 2009 16:55:14 +0100</pubDate>
        <description><![CDATA[ There&#8217;s been a fair bit published/blogged/tweeted about Sir Jim Rose&#8217;s Blueprint for a new primary curriculum. This report is due out in April 2009 but as been &#8216;leaked&#8217; and reported widely.
The recent press storm and associated knicker wetting is summed up by some great headlines:
Pupils to study Twitter and blogs in primary schools shake-up by the Guardian
Exit Winston Churchill, enter Twitter &#8230; Yes, it&#8217;s the new primary school curriculumby the Daily Mail
Pupils &#8217;should study Twitter&#8217; from the BBC
The use of Twitter as a teaching aid has been proposed by a few stalwarts:
Can we use Twitter for educational activities?
Teaching with Twitter
Twitter - A Teaching and Learning Tool
But lets not get too excited here. Teaching by Twitter? Why?
 (more&#8230;)]]></description>
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        <title><![CDATA[Public or Public Facing? #jiscri]]></title>
        <link>http://elgg.jiscemerge.org.uk/ajcann/weblog/2467.html</link>
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        <pubDate>Sun, 29 Mar 2009 9:00:00 +0100</pubDate>
        <description><![CDATA[  I've been chatting to Joss Winn on Twitter about his JISCRI bid, WriteToReply: Supporting Document Based Public Consultations on the Web. The conversation arose from my failure to grasp the purpose of the JISCRI BuddyPress site, (see Writing in Public Spaces).It's hard to make an intellectual case against open access these days, but open access is concerned with the publication of what are essentially finished products. Open development of ideas is a much more challenging concept for most people (paralleled in the open science debate). While I think Joss' bid to develop WriteToReply is admirable in principle and worthy of JISC support (if JISC was a democracy, he'd have my vote ;-), I'm stumbling over the practicalities of developing competitive bids in public.Last week someone commented on the culture of openness at UoL. We raised a wry smile and pointed out that the group of us who choose to engage with public channels such as blogs and Twitter are very much a minority, and the jury is still out as to whether this will be a beneficial career move :-)The reality is that we carefully self-edit our public-facing personas. We constantly fight our Twitterette syndrome tendency to say exactly what we think of our students, our colleagues and our senior managers, because that's as undesirable as Tourette's itself. But when we're stumbling towards the formation of an idea or a bid, the problem is more complex, for we are in competition with others for the same inadequate resource pot. How do we establish priority of ideas and prevent intellectual plagiarism?Joss thinks there should be two stages of bid marking, once by the community before submission and finally by referees after submission. Sounds dangerously close to democracy to me:majority rule is often described as a characteristic feature of democracy, but without responsible government it is possible for the rights of a minority to be abused by the tyranny of the majorityRemember that in the Greek city states democracy was for the citizens - the slaves didn't vote. What if my owner decides my ideas are theirs? Who gets the money? Who does the work?]]></description>
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        <title><![CDATA[Intrallect conference 2009]]></title>
        <link>http://elgg.jiscemerge.org.uk/nicksheppard/weblog/2466.html</link>
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        <pubDate>Fri, 27 Mar 2009 16:02:03 +0000</pubDate>
        <description><![CDATA[ The title of this year&#8217;s conference was Open Educational Resources: share, improve, reuse and  Wendy and I were invited by Intrallect to talk about the work we have been doing to repurpose intraLibrary as an OA research repository. We travelled through the stunning Northumbrian countryside up to Edinburgh on Wednesday morning so unfortunately we [...]]]></description>
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        <title><![CDATA[Is there evidence of the use of Web2.0 to do deep learning?]]></title>
        <link>http://elgg.jiscemerge.org.uk/george/weblog/2449.html</link>
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        <pubDate>Thu, 26 Mar 2009 17:33:36 +0000</pubDate>
        <description><![CDATA[ It is sometimes asserted that while students are using web 2 tools extensively there is no evidence that they are using them to do deep learning. I believe this assertion should be questioned.
There is some evidence to suggest that contemporary undergraduates in the normal age cohort (not mature learners) are not particularly critical or reflective and are highly strategic in their approach to learning. This is argued in the JISC&#8217;s Google generation report:
&#8220;&#8230; although young people demonstrate an ease and familiarity with computers, they rely on the most basic search tools and do not possess the critical and analytical skills to asses the information that they find on the web&#8221;.
For another example, see Pascarella (2008, 251):
&#8220;As new literacies flourish, teachers face a group of learners who have already engaged in the remaking, remixing, and renaming of their world in virtual reality and in their everyday one. However, although students may enjoy partial or full membership in a participatory culture facilitated by new media environments (i.e. YouTube, MySpace, Friendster, Facebook, ad infinitum) and digital media devices (cell phones that capture still and video images, play MP3s, read and send e-mails, make online purchases, etc.), many learners lack the abilities of critical analyses and evaluation of the social and institutional rules, regulations, and norms embedded in those environments and cultural practices&#8221;.
But, on the other hand there is not no evidence on the other side.
There is evidence in two directions:

 that the question of whether learning and learners have changed as a consequence of ICTs may be improperly conceived.
 that there is, at least in some places, evidence that new ICTs (Web2.0) are being used to effect deep learning; and, the evidence body is growing.

In respect of the first, e.g. Bawden and Robinson (2009) argue, I think quite wisely, that:
&#8220;&#8230; new ‘pathologies of information’ will emerge as the information environment changes, primarily under the influence of new technologies: New solutions will always be needed, although it will be vital to be selective in determining which new patterns and modes of information communication and use are truly problems in need of solutions.&#8221;
A long way of saying plus ca change&#8230;
Also very useful in setting out a definition of critical digital literacy without the anxiety about whether or not young people today are any more or less critical than they ever were is Merchant (2007). Even Prensky seems to be recanting from the Digital Native v Immigrant position.
And, there is some good evidence that learners do use Web2.0 technologies to do deep learning. An example from the undergraduate physics curriculum comes from Higdon and Topaz (2009). Perhaps less weighty, giving they were doing an MA in Information Technology in Education, is Churchill (2009). Less peer reviewed, but I believe credible is the work Alan Cann is doing in biology at Leicester, e.g &#8220;Web 2.0 and Information literacy&#8220;. There are many good examples from champions that shouldn&#8217;t be dismissed just because they are from champions. There does need to be validation of a both the assertions and counter assertions.
Web2.0 in education is a relatively novel phenomenon and only now are research results beginning to appear. There is not much evidence either way regarding participatory media use in education, but some of it is encouraging regarding deep learning.
References

David Bawden and Lyn Robinson (2009) &#8220;The dark side of information: overload, anxiety and other paradoxes and pathologies&#8221;. Journal of Information Science, 35 (2): 180-191
A J Cann Using Web 2.0 to Cultivate Information Literacy via Construction of Personal Learning Environments: Final Project Report
Daniel Churchill (2009)&#8221;Educational applications of Web 2.0: Using blogs to support teaching and learning&#8221;. British Journal of Educational Technology, 40 (1): 179–183
Jude Higdon and Guy Topaz (2009), &#8220;Blogs and Wikis as Instructional Tools: A Social Software Adaptation of Just-in-Time Teaching&#8221;. College Teaching; 57 (2): 105-110
Guy Merchant (2007), &#8220;Writing the future in the digital age&#8221;. Literacy 41 (3): 118-128
John Pascarella (2008) &#8220;Confronting the Challenges of Critical Digital Literacy: An Essay Review&#8221;. Educational Studies, 43: 246–255
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        <title><![CDATA[Hash # from Intrallect conference in Edinburgh]]></title>
        <link>http://elgg.jiscemerge.org.uk/nicksheppard/weblog/2448.html</link>
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        <pubDate>Thu, 26 Mar 2009 12:46:46 +0000</pubDate>
        <description><![CDATA[ WiFi problems on Wednesday but plenty of discussion off and on-line today:

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        <title><![CDATA[PedR Superstar?]]></title>
        <link>http://elgg.jiscemerge.org.uk/ajcann/weblog/2447.html</link>
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        <pubDate>Thu, 26 Mar 2009 9:01:00 +0000</pubDate>
        <description><![CDATA[  Following on from Tuesday's Pedagogic Research in the Biosciences event, yesterday I left a drive-by comment on Jo's blog about the connection (or rather, disconnect) between teaching and pedagogic research.Clearly, you don't need to teach to do PedR, and I can think of a few PedR superstars who have never taught. But if you do teach, and you do PedR, what then? I don't feel we got to the bottom of this in the ethics discussion on Tuesday.Those who can, teach. Those who can't, research?]]></description>
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        <title><![CDATA[Links for 2009-03-25 [del.icio.us]]]></title>
        <link>http://elgg.jiscemerge.org.uk/joewilson/weblog/2446.html</link>
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        <pubDate>Thu, 26 Mar 2009 7:00:00 +0000</pubDate>
        <description><![CDATA[ 
What's the size of your Twitter e-Penis?
For the teckkie bloke who delights  to much in the size of their digital footprint
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        <title><![CDATA[Evaluation Study … part 1]]></title>
        <link>http://elgg.jiscemerge.org.uk/streamline/weblog/2445.html</link>
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        <pubDate>Wed, 25 Mar 2009 20:39:03 +0000</pubDate>
        <description><![CDATA[ Over the last few days I have been testing the metadata generator with some willing participants (3 in total). There were four parts to this study. The first task set comprised of a series of find and complete tasks aimed at testing the intuitiveness of the interface and terminology. Participants at this stage weren’t privy to [...]]]></description>
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        <title><![CDATA[It’s amazing what you find ..]]></title>
        <link>http://elgg.jiscemerge.org.uk/streamline/weblog/2444.html</link>
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        <pubDate>Wed, 25 Mar 2009 16:57:26 +0000</pubDate>
        <description><![CDATA[ &#8230; as deadlines loom. Have no idea why I haven’t previously bloged these, possibly intended to use in some report some where. Regardless, early on I went on a hunt to see what independent tools already existed out there regarding metadata. During this I came across a couple of interesting reports from CETIS: 

 Learning [...]]]></description>
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        <title><![CDATA[Backing up, Dashwire and a sense of liberation.]]></title>
        <link>http://elgg.jiscemerge.org.uk/andyramsden/weblog/2441.html</link>
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        <pubDate>Wed, 25 Mar 2009 14:49:59 +0000</pubDate>
        <description><![CDATA[ This post is all about admin.A few weeks ago I was left in the unfortunate position of having to hard reset my little old device. This has resulted in me having to start to work up the contacts (I didn&rsquo;t integrate with Outlook, as I don&rsquo;t]]></description>
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        <title><![CDATA[Mulling over Google Latitude]]></title>
        <link>http://elgg.jiscemerge.org.uk/andyramsden/weblog/2442.html</link>
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        <pubDate>Wed, 25 Mar 2009 14:49:59 +0000</pubDate>
        <description><![CDATA[ I&rsquo;ve just spent 20 minutes exploring Google Latitude () with Nitin Parmar at the University of Bath. This is part of the Google Map set up. For those who are new (including me, about 2 hours ago). It let]]></description>
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        <title><![CDATA[Thanks, team!]]></title>
        <link>http://elgg.jiscemerge.org.uk/leedsmetbob/weblog/2443.html</link>
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        <pubDate>Wed, 25 Mar 2009 13:04:00 +0000</pubDate>
        <description><![CDATA[ Now that the formal part of the project is over and the final report is pretty much ready to go, it's time to acknowledge that it's been a team effort and thank everyone.Sounds Good has involved many people, staff and students, all of whom helped the project to succeed in one way or another. Thanks are particularly due to JISC, for the funding and also for consistent encouragement and support, most obviously from Lawrie Phipps, Programme Manager for the Users and Innovation Programme. My line manager, Prof Sally Brown, Pro-Vice-Chancellor for Assessment, Learning and Teaching at Leeds Met, deserves an accolade for allowing me to run the project as I wished and to give it more time than budgeted for. Simon Thomson, Sounds Good’s Deputy Project Manager, has been a valuable ally, sounding board and source of advice. I am also grateful to my main contacts at the three partner institutions for Sounds Good 2: Bob Ridge-Stearn at Newman University College, Caroline Stainton and Katie Jackson at the University of Northampton and Simon Sweeney at York St John University. Peter Chatterton, the project’s ‘critical friend’, provided reassurance and an extra forum for discussion as well as provoking productive thought. Isobel Falconer, our external evaluator, negotiated sensitively on how to review the project and then worked with colleagues before producing her helpful insights and perspectives. It has also been fun to get to know Will Stewart, leader of the ASEL project at the University of Bradford, and to share experiences with him. To all these people, and to others too numerous to mention, I much appreciate your contributions.What a team!]]></description>
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        <title><![CDATA[Links for 2009-03-24 [del.icio.us]]]></title>
        <link>http://elgg.jiscemerge.org.uk/joewilson/weblog/2440.html</link>
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        <pubDate>Wed, 25 Mar 2009 7:00:00 +0000</pubDate>
        <description><![CDATA[ 
Islay HS School of Ambition
great presentation
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        <title><![CDATA[JISC09 Last Post Open Learning Resources]]></title>
        <link>http://elgg.jiscemerge.org.uk/joewilson/weblog/2439.html</link>
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        <pubDate>Tue, 24 Mar 2009 23:15:00 +0000</pubDate>
        <description><![CDATA[ Another subject close to my heart..organisations and teachers need to get out there and share publically all your learning materials. Learners don't come to you for your notes they come to you for the human service experience. Let's give knowledge away free. If you open your resources you open your doors to new forms of partnership and working with communities locally and globally. JISC have mapped out a way forward on this.JISC is about to publish a range of open learning materials . See JISC Open Educational Content:Pilot Phase for details. There are already a number of global initiatives.Open University (UK) Open Content InitiativeRice ConnexionsCarnegie Mellon Open Learning InitiativeUNESCO Open Training PlatformMIT OCWNational Repository of Online CoursesThe JISC materials will be released through JORUM (national repository). These will be open access learning materials in open formats with open licences. You can re-mix , re-edit and use in ways you need them.I am about to do whole presentation . They are all available at  . I was ambushed by Mike Coulter at end of day .. academics have been looking at elearning for a very long time  statement haunts me a bit .. but there is some briliant global practice that needs to be adopted outside HE.]]></description>
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