Missing affordances – A partial explanation for the quality of University L&T

A friday afternoon rant/story illustrating what I see as a fatal flaw in institutional University L&T systems (at least those I’m experienced within in Australia). This flaw helps explain why the quality of L&T – especially e-learning – leaves something to be desired. Evaluating teaching and learning I’m in the midst of thinking about the

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Reflective Blogging as part of ICT Professional Development to Support Pedagogical Change

I am planning to do some more work on BIM in preparation for using it in teaching this year, including finishing some analysis of how the blogging went in last year’s two offerings. As luck would have it, I skimmed one of my feeds and came across Prestridge (2014). What follows is a summary and

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Challenges in employing complex e-learning strategies in campus-based universities

The following is a summary of McNaught et al (2009). This is one of three papers that from the same institution around the LMS that I’ve looked at recently. The abstract for the paper is Despite the existence of a significant number of established interactive e-learning tools and strategies, the overall adoption of e-learning is

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