Clouds

Clouds can be anything of relevance to learning and teaching e.g. a description of a learning activity, a case study, a resource or tool, a summary of a presentation.

Title Introduction Comments
R.Sharp's design narrative: Personal study plan  
R1C1 Breadth: Does the curriculum represent society's educational aspirations for its citizens? There are many views about the areas of learning and experience which should be provided by...  
R1C2 Principle: Is the pedagogy consistent with established principles for effective teaching and learning? This challenge concerns the extent to which teacher judgement is informed by deep understanding of...  
R1C3 Congruence: Are forms of assessment fit-for-purpose in terms of overall educational objectives? TLRP’s project on learning environments (Entwistle, 2009) studied ways in which assessment...  
R2C1 Balance: Does the curriculum-as-experienced offer everything which each learner has a right to expect? As HMI (1985) put it: ‘A balanced curriculum should ensure that each area of learning and...  
R2C2 Repertoire: Is the pedagogic expertise sufficiently creative, skilled and wide-ranging to teach all elements of learning? Educational objectives are wide-ranging and the challenges of factors such as classroom space,...  
R2C3 Validity: In terms of learning, do the forms of assessment used really measure what they are intended to measure? Assessing things that are easy to measure is not necessarily the same as assessing things which are...  
R3C1 Connection: Does the curriculum engage with the cultural resources and funds-of-knowledge of families and the community? ‘Only connect – live in fragments no longer’, wrote E. M. Forster. This thought...  
R3C2 Warrant: Are the teaching strategies evidence-informed, convincing and justifiable to stakeholders? The word ‘warrant’ has several meanings associated with forms of authorisation and...  
R3C3 Dependability: Are assessment processes understood and accepted as being robust and reliable? How much confidence can we place in different forms of assessment?  Technically speaking, high...  
R4C1 Coherence: Is there clarity in the purposes, content and organisation of the curriculum and does it provide holistic learning experiences? A coherent curriculum is one that makes sense as a whole; and its parts are unified and connected...  
R4C2 Culture: Does the school support expansive learning by affirming learner contributions, engaging partners and providing attractive opportunities? School culture is often cited as major influence on teaching and learning. In ideal circumstances,...  
R4C3 Expectations: Does the school support high staff and student expectations and aspire for excellence? Learners benefit when significant others in their lives believe in them. Parental and teacher...  
R5C1 Personalisation: does the curriculum resonate with the social and cultural needs of diverse learners and provide appropriate elements of choice? There has been much discussion in England about the meaning of ‘personalised learning’....  
R5C2 Relationships: are teacher-pupil relationships nurtured as the foundation of good behaviour, mutual wellbeing and high standards? ‘Good relationships’ between the teacher and the class are at the heart of pedagogic...  
R5C3 Inclusion: Are all learners treated respectfully and fairly in both formal and informal interaction? Every child certainly does matter, and ensuring that no one is ‘left behind’ is not...  
r5ty45y24  
R6C1 Relevance: Is the curriculum presented in ways which are meaningful to learners and so that it can excite their imagination? School inspectors got this right some time ago. HMI wrote: ‘The curriculum should be seen by...  
R6C2 Engagement: Do the teaching strategies, classroom organisation and consultation enable learners to actively participate in and enjoy their learning? TLRP research on pupil consultation (eg: Rudduck and McIntyre, 2007) and learner identities (eg:...  
R6C3 Authenticity: Do learners recognise routine processes of assessment and feedback as being of personal value? Traditional assessments measure what a student can recall or do in the formal context of testing....  
R7C1 Differentiation: Are curriculum tasks and activities structured appropriately to match the intellectual needs of learners? Curriculum goals must be converted to tasks and activities and then presented to learners in ways...  
R7C2 Dialogue: Does teacher-learner talk scaffold understanding to build on existing knowledge and to strengthen dispositions to learn? ‘Whole-class interactive teaching’ describes structured, teacher-controlled but...  
R7C3 Feedback: Is there a routine flow of constructive, specific, diagnostic feed-back from teacher to learners? Providing appropriate feedback to learners has one of the largest measurable effects of any...  
R8C1 Progression: Does the curriculum-as-delivered provide an appropriate sequence and depth of learning experiences? Teaching which consistently achieves cumulative progression for learners requires high levels of...  
R8C2 Reflection: Is classroom practice based on incremental, evidence-informed and collaborative improvement strategies? This concept represents a commitment to continuing and principled professional improvement....  
R8C3 Development: Does formative feed-back and support enable learners to achieve personal learning goals? Physical, cognitive, social and emotional development all influence and are influenced by...  
R9C1 Effectiveness: Are there improvements in standards, in both basic skills and other areas of curricular attainment, to satisfy society’s educational goals? At the end of the day, teachers need to consider whether or not they have been able to enrich the...  
R9C2 Empowerment: Is the pedagogic repertoire successful in enhancing wellbeing, learning disposition, capabilities and agency? The first of TLRP’s Ten Principles states that: ‘Learning should aim to help people to...  
R9C3 Consequence: Do assessment outcomes lead towards recognised qualifications and a confident sense of personal identity? At the end of the day, teachers need to consider whether or not they have been able to enrich the...  
Racing Academy  
RadioActive: Informal Learning and Employability through Internet Radio and Social Media Presentation by Andrew Ravenscroft at the CALRG 2012 conference.  
Radionica NS  
RAeAT: Review of Advanced e-Assessment Techniques: project RAeAT was a JISC funded project to collect e-assessment project information "to allow the HE...  
RaeNZ: learning journal  
Rafael Morales_Gamboa's learning journal for OLDS-MOOC 1 comment
Raising the Visibility of OER Learn more about using web analytics to increase your site's visibility 1 comment
Rakhiinindia.in Party with on the web beautiful accommodation in Jaipur  
Rakhiinindia.in Purchase On the web Dessert Delicery in Bangalore, Same day accommodation accessible.  
Rakhiinindia.in To offer the shock marriage to your buddy by online sweet distribution in Mumbai  
Raspberry Pi computers and sensor board programming  
Raspberry Pi computers and sensor board programming Set of four lessons teaching the Raspberry Pi microcomputer system  
Raspberry Pi workshop  
RaspberryPi Workshops  
RaspberryPi Workshops and Courses RaspberryPi Workshops for Teachers thinking about using the RaspberryPi in the classroom  
Rationale for Enquiry-Based Learning Outline of a range of benefits for students and staff to adopting enquiry-based approaches  
Rationale for Online Learning Design in FE and Skills-"Learning Design Without Walls"  
re-making careers-work partnerships Everybody accepts the need for partnerships in enabling career management.  Careers-guidance...  
Re-perceiving the present through imagining the future [Richard Sandford Keynote Presentation] Re-perceiving the present through imagining the future Visualising your learners from Richard...  
Reading and discussing literature online: a study on dialogue and online interaction Presentation by Chris Lima at the CALRG 2012 conference.  
Reading as Critical Thinking  
Reading circles - for EFL students students read a text from different perspectives then discuss in in chat/elluminate 3 comments
Reading Design Challenge Evaluation Please give your feedback about Cloudworks  
Reading Group Discourse Kieran O'Halloran at CALRG09  
Real-time results for #mmcop MirandaMod MirandaMod community of practice meeting  
Real-world decision-making To engage students with real-world complexity, have them role play stakeholders in a controversial issue on which a decision is required.  
REALISE This is a test cloud for REALISE.... 6 comments
Realising an Applied Gaming Eco-system: RAGE (LAEP Inventory)  
Realising Dreams, Avoiding Nightmares, Accepting Responsibilities 0113 ALTC 2009 Martin Weller, Brian Kelly 2 comments
Realization of LAMS WZiEU project at the University of Szczecin Marcin Chojnowski presentation at LAMS 2008 Sydney  
Reasoning about Flaws in Software Design: Diagnosis and Recovery Tamara Lopez, Thursday 3rd June, 12:30 pm - 12:45 pm, Student Presentations 2, JLB Meeting Room 1  
Rebecca's Journal  
Recipe Exchange at Spacex Exeter 2 comments
Recognised and rewarded for teaching  
Recognising research problems Research Skills required by PhD students A1: The ability to recognise and validate problems...  
Reconstructing the Competence Maze  
Recourse Learing Design Editor 3 comments
ReCourse Tool Institution: University of BoltonTitle of Learning Design or tool: ReCourse Learning Design...  
reference_stuff  
Referencing software 10 comments
Reflect, review, renew: how the eLearning Maturity Model (eMM), a benchmarking tool, encourages reflection feedback and change 0068 ALTC 2009 John Clayton, Adam McMillan 1 comment
Reflecting on Arts Practice 1 comment
Reflecting to Reflect: Jeff Waistell: Sustainability MOOC An outline theoretical framework to guide reflection 2 comments
Reflection  
Reflection  
Reflection on #oldsmooc-w1 Helen Whitehead 2 comments
Reflection on MOOC so far - 29th january  
Reflection on Oldsmooc week 1: Cathy Chen 1 comment
Reflection on oldsmooc_w1 by Arthur Oglesby  
Reflection on oldsmooc_w2 by Arthur Oglesby  
Reflection on the pedagogical patterns summit Mike Spector, 8th Dec, Sydney  
Reflection on Week 1  
Reflection on Week One  
Reflections 27/01/13  
Reflections first week  
Reflections first week  
Reflections on CETIS 2008 Blog post by Andy Powell  
REFLECTIONS ON DEVELOPING A TOOL FOR CREATING VISUAL REPRESENTATIONS OF LEARNING DESIGNS Towards a visual language for learning designs 3 comments
Reflections on LAMS09 conference LAMS 09 conference, 7th July 09  
Reflections on MOOC week 2 (and a bit of 1)  
Reflections on OLDS-MOOC week 3  
Reflections on Play, Pedagogy, and World of Warcraft  
Reflections on the spotlight This week we would like to reflect on the valuable discussions over the last three weeks and also... 1 comment
Reflections on week 1  
Reflections on Week 1  
Reflections: on the Networked Learning Conference 2010 Networked Learning Conference, 3-4th May 2009 16 comments
Reflective Practice Career Illustrations 1 comment
reforming careers-work partnerships the future for careers work - how mainstream educators help - why student fulfillment is key 2 comments
Refreshing CPD How can we deliver CPD on use of technology in education in ways that are engaging? 2 comments
Regional AL Conference 2 April 2011 - Mobile learning workshop  
Regional collaboration visualisation Image of the summary of the regional collaboration session produced using Compendium  
Regional Collaborations 2 comments
Regional collanoration visualisation Image of the summary of the regional collaboration session produced using Compendium  
Regional Implementation of E-portfolio – Pilot and Beyond 0133 ALTC 2009  
Regionality and Globalization in the Caribbean Context  
Registration details  
regressive progression? testing a feel-good progression by asking searching does-it-work questions  
Rejuvenation of Indian medical education system: Was scrapping the Medical council of India necessary? Scrapping of the Medical council of India and other professional councils in India was a kneejerk reaction from the India  
Related projects and topics This Cloud will be used as a space to aggregate related projects and topics on OER/OEP....  
Related projects, topics and resources This cloud provides links to related initiatives of relevance to the EUPT3 project....  
Relating pedagogical and learning space designs in Second Life From Cheney, Amelia and Sanders, Robert eds. Teaching and Learning in 3D Immersive Worlds:...  
Relationship between Students’ Overall Satisfaction from 3D Virtual Learning Spaces and their Individual Design Components IJCSI International Journal of Computer Science Issues, 2010. The effects of certain design...  
ReLive second life conference Aggregation of resources from the 2008 conference  
RELOAD An editor for Learning Design, which supports the full IMS Learning Design specifications for Levels A, B and C.  
Reminder - Learning Design Cross Institutional Network meeting on the 7th of October 2015  
renewing the politics of education how nations have failed education, how cities can liberate it, and how shock will set the agenda  
Report: Becoming literate in new media Report by the Europena Commission  
Report: Best practices in Virtual Worlds Teaching A guide to using problem-based learning in Second Life. Guide written by Simon Bignell (University...  
Report: Education at a glance Annual report by OECD  
Report: JISC impact report JISC has been compiling evidence of its value and impact on the sector....  
Report: Review of Open Educational Practices (OPAL Project deliverable D3.1 ) Report reviewing OER case studies and identification of associated Open Educational Practices 2 comments
Report: State of the art review of e-learning and learning design Deliverable for the Design-Practice (EUPT3) project  
Report: Technology enhanced learning as a site for interdisciplinary research Team: Gráinne Conole, Eileen Scanlon, Paul Mundin and Rob Farrow 3 comments
Report: The Learning Design Initiative Institutional Project Phase Two Report The report is now available on the Open University Knowledge Network (log-in required)...  
Reporter 2 notes and debate .  
Reporter notes and debate ...  
Reporter Training 20 comments
Reporting experimental measurements to a forum Get students to appreciate the complexity of experimental measurement by having them report measurements to a forum and discuss how they collected them.  
Representing and Supporting Curriculum Design at Task, Module and Programme Levels: ALT-C Presentation 0061 ALTC 2009  
Reputable Packers and Movers Services in the City of Pune  
Reputation and performance within a community of practice is still important in an OER p2p context?  
Research 2.0 - research in an open world Talk by Patrick McAndrew at Researcher 2.0 workshop, 10th January 09 14 comments
Research as Hypermedia Narrative  
Research bids 2.0 Martyn Cooper presentation at reseacher 2.0 workshop  
research ethics for e-learning with popular technologies the ethics of researching or evaluating the educational uses of popular digital technologies 6 comments
Research methods Research Skills required by PhD students A4: Research methods.  
Research Methods Cloudquest Cloudquest for the Research Methods Conference, March 2010  
Research Methods in Applied Linguistics and TESOL (Level 1) LAMS and Learning Design  
Research methods in Second Life 3 comments
Research methods used by ELESIG members (Videos) Research methods used by ELESIG members: Videos of interviews recorded Summer 2008  
Research on learning design focusing on dialogue  
Research paper: The web as Personal Learning Environment Article in International Journal of Emerging Technologies in Learning (iJET), Vol 3 (2008)  
Research poster design Designing effective research posters  
Research practices in transition 1 comment
Research project: Interdisciplinarity and technology-enhanced learning As part of the TLRP TEL programme we are currently undertaking a small research study on...  
Research projects in maths Get students to DO the subject, and not just study it, through an extended research project.  
Research questions on the design and reuse of OER An evolving set of research questions exploring how we can get more effective design and reuse of OER  
Research related to teaching and learning mathematics online and in the open (a literature review)  
Research Skills OER for Jane and Helen's digilit module 2 comments
Research Skills: Academic Literacy and Numeracy Academic literacy and numeracy skills required of excellent PhD or doctoral students  
Research Skills: Analysing Analysis skills required of excellent PhD or doctoral students  
Research Skills: Appropriate Practice Appropriate Practice skills required of excellent PhD or doctoral students  
Research Skills: Argument Construction Argument construction skills required of excellent PhD or doctoral students  
Research Skills: Attribution and Co-authorship Attribution and co-authorship skills required of excellent PhD or doctoral students  
Research Skills: Career Management Career management skills required of excellent PhD or doctoral students  
Research Skills: Collaboration Collaboration skills required of excellent PhD or doctoral students  
Research Skills: Collegiality Collegiality skills required of excellent PhD or doctoral students  
Research Skills: Commitment to Research Commitment to research skills required of excellent PhD or doctoral students  
Research Skills: Communication Media  
Research Skills: Communication Methods Communication methods skills required of excellent PhD or doctoral students  
Research Skills: Continuing Professional Development Continuing professional development skills required of excellent PhD or doctoral students  
Research Skills: Critical Thinking Critical thinking skills required of excellent PhD or doctoral students  
Research Skills: Enterprise  
Research Skills: Enthusiasm Enthusiasm - the skills required of excellent PhD or doctoral students  
Research Skills: Equality and Diversity Equality and diversity skills required of excellent PhD or doctoral students  
Research Skills: Ethics, Principles and Sustainability Ethics, Principles and Sustainability skills required of excellent PhD or doctoral students  
Research Skills: Evaluating  
Research Skills: Financial Management Financial Management skills required of excellent PhD or doctoral students  
Research Skills: Global Citizenship Global Citizenship skills required of excellent PhD or doctoral students  
Research Skills: Health and Safety Health and Safety skills required of excellent PhD or doctoral students  
Research Skills: Income and Funding Generation Income and Funding Generation skills required of excellent PhD or doctoral students  
Research Skills: Influence and Leadership Influence and Leadership skills required of excellent PhD or doctoral students 2 comments
Research Skills: Information Literacy and Management Information Literacy and Management skills required of excellent PhD or doctoral students  
Research Skills: Information Seeking Information Seeking skills required of excellent PhD or doctoral students  
Research Skills: Infrastructure and Resources Infrastructure and Resources skills required of excellent PhD or doctoral students  
Research Skills: Innovation Innovation skills required of excellent PhD or doctoral students  
Research Skills: Inquiring Mind Inquiring Mind - skills required of excellent PhD or doctoral students  
Research Skills: Integrity Integrity - skills required of excellent PhD or doctoral students  
Research Skills: Intellectual Insight Intellectual Insight - skills required of excellent PhD or doctoral students  
Research Skills: Intellectual Risk Intellectual Risk - skills required of excellent PhD or doctoral students  
Research Skills: IPR and Copyright IPR and Copyright skills required of excellent PhD or doctoral students  
Research Skills: Languages Languages - skills required of excellent PhD or doctoral students  
Research Skills: Legal Requirements Legal Requirements - skills required of excellent PhD or doctoral students  
Research Skills: Mentoring Mentoring skills required of excellent PhD or doctoral students  
Research Skills: Networking Networking skills required of excellent PhD or doctoral students  
Research Skills: People Management People Management skills required of excellent PhD or doctoral students  
Research Skills: Perseverance Perseverance - skills required of excellent PhD or doctoral students  
Research Skills: Policy Policy - skills required of excellent PhD or doctoral students  
Research Skills: Preparation and Prioritisation Preparation and Prioritisation skills required of excellent PhD or doctoral students  
Research Skills: Problem Solving Problem Solving skills required of excellent PhD or doctoral students  
Research Skills: Project Planning and Delivery Project Planning and Delivery skills required of excellent PhD or doctoral students  
Research Skills: Public Engagement Public Engagement skills required of excellent PhD or doctoral students  
Research Skills: Publication Publication skills required of excellent PhD or doctoral students  
Research Skills: Reputation and Esteem Reputation and Esteem - skills required of excellent PhD or doctoral students  
Research Skills: Research Method - Practical Application Research Method - Practical Application skills required of excellent PhD or doctoral students  
Research Skills: Research Methods - Theoretical Knowledge Research Methods - Theoretical Knowledge skills required of excellent PhD or doctoral students  
Research Skills: Research Strategy Research Strategy skills required of excellent PhD or doctoral students  
Research Skills: Respect and Confidentiality Respect and Confidentiality - skills required of excellent PhD or doctoral students  
Research Skills: Responsibility Responsibility - skills required of excellent PhD or doctoral students  
Research Skills: Responsiveness to change Responsiveness to change - skills required of excellent PhD or doctoral students  
Research Skills: Responsiveness to Opportunities Responsiveness to Opportunities - skills required of excellent PhD or doctoral students  
Research Skills: Risk Management Risk Management skills required of excellent PhD or doctoral students  
Research Skills: Self-confidence Self-confidence - skills required of excellent PhD or doctoral students  
Research Skills: Self-reflection Self-reflection - skills required of excellent PhD or doctoral students  
Research Skills: Society and Culture Society and Culture - skills required of excellent PhD or doctoral students  
Research Skills: Subject Knowledge Subject Knowledge - skills required of excellent PhD or doctoral students  
Research Skills: Supervision Supervision skills required of excellent PhD or doctoral students  
Research Skills: Synthesising Synthesising skills required of excellent PhD or doctoral students  
Research Skills: Teaching Teaching skills required of excellent PhD or doctoral students  
Research Skills: Team Working Team Working skills required of excellent PhD or doctoral students  
Research Skills: Time management Time management skills required of excellent PhD or doctoral students  
Research Skills: Work-Life Balance Work-Life Balance skills required of excellent PhD or doctoral students  
Research Tools Box By: Dr. Nader Ale Ebrahim 1 comment
Research tools: online tools for arts and humanities Tools recommended by researchers, feel free to comment or add new links...  
Research tools: online tools for educators and educational technologists Online tools recommended by social scientists. Links are provided below. Feel free to add your own... 2 comments
Research tools: online tools for maths, computing and technology Tools recommended by researchers, feel free to comment or add new links  
Research tools: online tools for medical researchers Tools recommended by researchers, feel free to comment or add new links......  
Research tools: online tools for social scientists Online tools recommended by social scientists. Links are provided below. Feel free to add your own...  
Research, policy and practice in widening participation: the evidence from Aimhigher in the OU in the North West  
research, theories, models and performance indicators Innovation is a journey from finding out how things are changing, to figuring out what we can now... 2 comments
Researcher 2.0 Discussion Area 2 comments
Researcher 2.0 workshop agenda Outline agenda for workshop on 10th February 2009 1 comment
Researcher 2.0: digital scholarship in science Eileen Scanlon presentation at Researcher 2.0 workshop, 10th February 09  
Researcher 2.0: presenters and titles List of likely speakers at the Researcher 2.0 workshop 10 Feb 2009 3 comments
Researching inequalities conference - Links to powerpoint presentations  
Researching next generation technology enhanced learning  
Researching Reuse of Open Educational Resources Patrick McAndrew and Tina Wilson at CALRG09  
Researching the student experience: an action implementation cycle [Lee Harvey, Presentation] Researching the student experience: an action implementation cycle [Lee Harvey, Presentation]  
Researching the transitional experience of non-traditional and mature students during their first year at University 0241 ALTC 2009  
Researching up-to-date case studies To keep course content cutting-edge in a fast-moving professional field, get students to research their own case studies.  
Resilience as a dimension of learning power 'Dependent and fragile learners are more easily disheartened when they get stuck or make mistakes....  
Resistance, barriers and empowerment in the pedagogical use of emerging technologies: a comparative study 0257 ALTC 2009 Conboy & Younie  
Resource Questionnaires Find out what resources are actually being used:  Determining how much time is spent on each...  
Resource-based learning in a rapidly-changing field Where a topic is new and still developing, students’ activities can include locating and analysing resources for themselves.  
Resource: A matrix for mapping technological tools against learning characteristics  
Resource: An introduction to cloudworks A set of resources providing an introduction to cloudworks  
Resource: An OER design cycle Olnet away day 1st - 2nd July 09 1 comment
Resource: Cloudworks leaflet An introductory leaflet. Updated March 2010.... 3 comments
Resource: Cloudworks the Movie Movie submitted to JISC 9th October 2009 2 comments
Resource: Cmap concept mapping tool  
Resource: Course dimensions A design representation showing course dimensions 2 comments
Resource: Course map Version 2. As part of our Learning Design/Course Business Models work we have been developing a number of... 1 comment
Resource: Course performance  
Resource: Curriculum mapping  
Resource: Design decision assistant  
Resource: Design Lifecycle Grainne Conole's Design Lifecycle diagram  
Resource: Designing learning activities diagram Grainne Conole's learning activities diagram  
Resource: Digital Literacies, Digital Writing and Social Media 1 comment
Resource: Digital Literacy Facilitation cards These cards build on the Information Literacy Facilitation Cards developed by the Open University's Library Services Unit 7 comments
Resource: Doing more with CompendiumLD This guide is one step on from Getting started with CompendiumLD....  
Resource: ELearn magazine Online magazine with articles on elearning  
Resource: Finance view 1 comment
Resource: Five-category course map representation Version 1 of the Course map. Developed as part of the OU Course Business Models project and Learning Design Initiative 2 comments
Resource: Flashcard Exchange  
Resource: Getting Started With CompendiumLD A slide & video show to help people get started  
Resource: Glogster . OER Module storyboard  
Resource: Handbook: Writing and using good learning outcomes (David Baume)  
Resource: Information about Open Exeter  
Resource: Information Literacy Facilitation cards  
Resource: Instructional Design Models  
Resource: JISC Design Studio - Digital Literacy Resources  
Resource: Learn About Learning Design Guide A brief introduction to learning design 3 comments
Resource: Links to OER repositories All your OER repositories in one place 8 comments
Resource: Map of technologies to activities Page from the Phoebe web site with a few minor edits  
Resource: Mindmap - Context and Learning Design  
Resource: Navigating the site Tips for navigating around Cloudworks 2 comments
Resource: Pedagogy (including assessment) Resources from Brunel University 5 comments
Resource: Seven top tips for designs Ideas for effective learning design 12 comments
Resource: Six C's of motivation  
Resource: Task swim-line representation  
Resource: TELL Pedagogical Patterns book A book of pedagogical patterns for teachers and educational designers 1 comment
Resource: The Phoebe teaching and technology guidance Information on different teaching approached and how technologies can be used in teaching  
Resource: Three Dimensional 3-D Curriculum Design A new model of curriculum design that truly embraces the mediums associated with the internet 8 comments
Resource: Viewpoints cards: Assessment and Feedback 2 comments
Resource: Viewpoints cards: Learner engagement 2 comments
Resource: Wide Learning Design Template 2 comments
Resource: Wiki on Instructional and Learning Design Models  
Resource/Tool: The 3E Framework-Edinburgh Napier University  
Resources  
Resources about research methods  
Resources for helping teachers to use Bloom's taxonomy Blog post by Larry Ferlazzo & great set of links  
resources for the MobiLearnFest  
Resources from "Open Educator as DJ" talk  
Resources on OER and social inclusion 1 comment
resources, links and sundry 5 comments
Resources: Ethical & pedagogic issues in the use of digital technologies in HE  
Resources: for prototyping mobile learning apps  
Resources: Help and guidance on using CompendiumLD  
Resources: Tools and approaches for supporting the design and reuse of OER Olnet away day 1st - 2nd July 09 1 comment
Response to Week 1 - TWTWTW  
Responsible Approaches to Student Generated Podcasts 0247 ALTC 2009  
restoring the politics of education  
restoring the politics of education  
Results of Mobile Learning Mini-Survey  
Retention  
Rethinking Pedagogy: Neil Hopkins  
Retirement planning  
Retirement planning  
Reusable Learning Object CETL A Centre of Excellent for Teaching and Learning (CETL) focusing on developing reusable learning objects  
Review of 4SPPIces and E-design template  
Review of 4T Model and Web Collage methods of Representation  
Review of e-design Template and Design Narrative  
Review of e-learning A review of over 200 e-learning case studies produced by IPTS  
Review of ISiS and SCenEdit  
Review of representations  
Review of Representations - 4Ts and e-learning Template  
Review of representations h800 15b b2w8/9 a1b - Mandy Honeyman  
Review of the Ascilite 2009 conference Ascilite 2009 conference, Auckland Dec 2009  
Review of Web Collage and e-Design Template representations  
Review the Continual Professional Development available to careers professionals  
Review the initial training available within the careers profession  
Review: Botturi and Stubbs, 2008  
Review: Lockyer et al., 2008  
Review: Spector et al., 2008  
Reviewer Badge 3 comments
REVIVE workshop at the EDEN 2010 conference  
RezWorld  
RGB Light Strips- Flexible and Durable Ones  
Rhona's learning journal (OLDS MOOC)  
Rhonda Riachi's OLDS MOOC journal  
Ricardo Carvalho Learning Journal Reflect  
Ricardo design 5 comments
Rich services in interoperable Learning Designs: can the circle be squared? Dai Griffiths at LAMS09  
Rich virtual lectures Media-rich records of lectures engage students more than PowerPoint bullet lists.  
Richard Feynman lectures at University of Auckland The Douglas Robb Memorial Lectures at the University of Auckland 1979  
Richard Harrison 'To be or not to be: The outcomes of research into the policy and practice of widening participation in drama'  
Richard Heffer H800 Design Narrative  
Richard Windle (Nottingham) - The Health of OER Reuse; The Reuse of Health OER  
Richardus Eko Indrajit (ABFI Institute, Perbanas, Jakarta) - Developing the Open Education Ecosystem: based on the study of 350 higher learning institutions Presentation from Cambridge 2012 1 comment
Ridgmond Training  
Ridvan Ata, University of Sheffield  
Ridvan Ata, University of Sheffield, UK  
Rima, my dream: Learning design project proposal  
riots 2011 - unspoken quotes and thresholds of help  
Risk Management System Video  
risk my status in the NFL  
River Rising: a simulation of floods in the UK 3 comments
Rob Ennals - Dispute Finder I work at Intel Labs Berkeley on a project called Dispute Finder. The aim of Dispute Finder is to...  
Rob Farrow's design narrative: Visualising OER Research 2 comments
Rob Farrow's Response to 'Comparing Representations'  
Rob Moore's design Narrative: From MOD to Renewable Energy  
Rob Paddock's respresentations  
Rob Paddock’s design narrative – Strategy in the trenches 1 comment
Rob's plenk This cloud is my first port of call for the course Personal Learning Environments, Network and...  
Robert Avery Design Narrative Developing a Blended Learning Module for Physiotherapy Assistants  
Robert Avery's Design Representations  
ROCMN Wiki-idee voor Arjen Schouten  
Rog, Bob & Sue on ethics 2 comments
Roger C's OLDS MOOC - Learning Journal  
Roger Handyside: Blended Learning Units for pre-University courses Here is my proposal for a project for this MOOC 2 comments
Roger's OLDS MOOC Journal (Roger Handyside) Where I will place links etc. to the MOOC 1 comment
Roger's OLDS MOOC Learning Journal  
RogerM's learning journal  
Roland Lubett: Collaborative and appropriate learning methods in holistic community work  
Role models - what's in a story  
Role play in environmental debate Extended role play can help students develop the skills for professional debate and action.  
Role play with final vote  
Role Playing and Collaborative Writing in Response to Literature  
Ronda Zelezny-Green, Royal Holloway, University of London  
Ronline Site for teachers to add innovative activities  
Rosalina's OLDS MOOC learning journal  
Rose H's Learning Journal  
Rose Heaney Week 2 scenario  
Rose Heaney: Rethinking the design of a Distance Learning programme as it switches VLE 2 comments
Rosie Earl's Design Narrative: Making DPA Interesting  
Rosie Earl's review of learning design models  
Ross Harley design narrative - large-scale group tutorials in an FE college: or how I learned to stop worrying and wear the penis costume  
Roundtable Discussion: Environmental Decision Making 1 comment
Roundtable Discussion: Pain Education 1 comment
ROUNDTABLE Session - Table 1, round 1 notes  
ROUNDTABLE Session - Table 1, round 1 notes NOTES FROM TABLE SCRIBE SHOULD BE ADDED IN THIS AREA...  
ROUNDTABLE Session - topic overview (by table) This activity will provide attendees with the opportunity to sit in on two rounds of moderated...  
ROUNDTABLE SESSION ACTIVITY - TOPIC OVERVIEW  
Roundup and outlook by Sonia Livingstone, London School of Economics, London, UK 3 comments
Rowanscribbles Cloudquest! 13 comments
RSS Feed 5 comments
Rubrics / Mark schemes for various activities Marking grids / rubrics  
Rubrics for Assessing Meaningful Learning with Technology Jonassen et al's rubrics for assessing meaningful learning with technology - adapted for informal learning  
Ruling the virtual world European Journal of Cultural Studies European Journal of Cultural Studies, 2008. Code and...  
Rute Antunes: My dream: MOOC's for secretaries My dream is to help secretaries to develop their knowledges.  
Ruth Findlater's design narrative: teaching navigation 6 comments
Ruth Geer: Further dream - eportfolios  
Ruth Geer: My Dream- Virtual Classroom 1 comment
Ruth Rominger interview Ruth Rominger interview at Hewlett Monterey meeting, 5th March 2009  
Ruth's reflections