managing learning resources
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Last week CETIS organised a workshop at the repository fringe 2011 #rfringe11 on the Advances in Open Systems for Learning Materials (#rfCETIS ). Phil’s collected blog posts and presentations- here . This post is to briefly capture some of the discussion around the warm up act - our attempt to help the workshop participants, think about some of the different challenges that arise when managing learning materials. Both to help those participants coming from a more general repository background think through any possible differences which managing learning materials might make to their practice and systems, but also to remind participants of the different requirements which emerge from different types of learning materials. The activity was to consider the differences between an OER collection (of any type(s) of material) and a collection of high stakes summative question items (and answers/ rubrics).
Differences in managing learning materials?
Jorum has been listening to its users and stakeholders and is changing to respond to the rapidly evolving Higher Education and technological environment that we inhabit. As we consider the feedback and plan Jorum's future trajectory, it becomes clear that if Jorum is to thrive in the future, we must examine our approaches anew – and with a critical eye. We must now strive towards a new vision where Jorum becomes a shared national service for discovering Open Educational Resources (OER) that also fosters the ecology of reuse of those resources across the sector and beyond. In pursuing this, we are confident that Jorum can become pivotal to the achievement of excellence in learning and teaching and support others with the same aims. Amber Thomas , JISC Programme Manager (Digital Infrastructure), states: "It's great to see that Jorum has been listening to feedback.
Jorum listens: Towards a new vision and approach :: May 2011 :: News :: Mimas
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Learning Management Systems: The wrong place to start elearning
Learning Management Systems: The wrong place to start learning November 22, 2004 George Siemens
Design for learning key outcomes
A selection of key documents and reports from the first phase of activities under the Designing for Learning theme of the e-Learning and Pedagogy programme have been highlighted (10th September 2004). A detailed overview of all the programme activities together with commentary on how the outcomes and recommendations from completed activities may be taken forward is contained in ' Designing for Learning: An update on the Pedagogy strand of the JISC eLearning programme 1 '. Work Package 1aSharing e-Learning Content ITT
JISC wishes to commission an individual or team to review and synthesise the work of various specified projects and programmes engaged in the development, use and sharing of elearning content. We are commissioning this study in order to support JISC in planning future funding calls and to further the dissemination of programme outcomes. The proposed study will be focused on deliverables and reports from a variety of projects and programmes, including the JISC Jorum 1 , the Digital Libraries in the Classroom programme 2 , the Distributed e-Learning programme 3 , the FAIR programme 4 , the Digital Repositories programme 5 , e-Learning Transformational projects 6 (funded by the Scottish Funding Council) and the Exchange for Learning 7 (X4L) staff development resources.
Posted by Tom Foremski - November 2, 2010 Curation is becoming an increasingly important term and for good reason: the online world is increasingly messy, muddled and full of blind alleys. Search used to be the best way to navigate online but today it is only one part of an Internet user's dashboard. Finding things is fine if you know what to look for, but search is increasingly less effective in judging the quality of links, or putting those links into a context. Blekko , the recently launched search engine tries to provide a context for search terms but it's still not curation but aggregation
