The Future of Learning Conference will take place at Ashridge Conference Centre (Berkhamsted, Hertfordshire) over 48 hours, starting at 2pm on Wednesday 19 August and closing at lunchtime on Friday 21 August.
Full details of parallel sessions will be available in May 2009 once the review of abstracts submitted to the conference has been completed. The tracks will combine traditional presentations with interactive workshops to create a lively blend of opportunities to listen and engage.
Wednesday 19 August
Registration will be followed by afternoon workshops facilitated by faculty from Ashridge, the University of Cape Town Graduate School of Business Executive Education Unit and Mt Eliza Executive Education. These workshops will showcase innovative work and provide an informative and social introduction to the conference.
Find out more about the Ashridge Experiential Learning workshop here.
The first keynote speaker, Sir Douglas Hague will speak before dinner on the same day.
Thursday 20 August
The second keynote speaker, Emeritus Associate Professor Chris Breen will start the day by addressing the audience in plenary, before progressing to parallel sessions for the rest of the day.
Friday 21 August
The third keynote speaker, Dr. Robert Burke will open the final morning of the conference. Parallel sessions will run for the remainder of the morning. All participants will be invited to stay for lunch after the conference formally closes at 1pm.
Took a bit of finding given the sparsity of information provided by elearningeuropa but I got there in the end!
Sunday, 29 March 2009
Saturday, 28 March 2009
BeFunky
via I want to by philipbradley on 1 January (which just shows you how long I hide things, even from myself)
Funky Ways to Express Yourself
Neat and easy – upload your own pictures. You can then turn them into cartoons, avatars, or even play with video effects. Quite impressive if you're into tinkering with photographs.
Note to my friend Jen in Adelaide
And with the new camera who knows what you might achieve.
Funky Ways to Express Yourself
Neat and easy – upload your own pictures. You can then turn them into cartoons, avatars, or even play with video effects. Quite impressive if you're into tinkering with photographs.
Note to my friend Jen in Adelaide
And with the new camera who knows what you might achieve.
Labour market statistics
via The Scottish Government News Online - Latest on 17 March
Scotland has higher employment rates and lower rates of unemployment than rest of UK.Read the full news release
Monday, 23 March 2009
Does it suck, or does it rock?
via Phil Bradley's weblog by philipbradley on 18 March
Sucks Rocks is a fun resource - not sure that you can call it a search engine really, but we'll let that pass. Throw it a lot of terms or phrases, and it does some complicated maths based on what it finds and if the results link to specific terms such as X sucks, X is lame or X rocks, X is sweet. I did a fun search to compare search engines to libraries and librarians.
Lots of fun can be had with this. Football teams, universities, counties, states, countries even! Not very serious of course, but it could be a nice resource to use to have as an opening icebreaker slide.
Thanks to AltSearchEngines for bringing this one to my attention.
And thanks to Phil for bringing this to me. Great time-waster!
Sucks Rocks is a fun resource - not sure that you can call it a search engine really, but we'll let that pass. Throw it a lot of terms or phrases, and it does some complicated maths based on what it finds and if the results link to specific terms such as X sucks, X is lame or X rocks, X is sweet. I did a fun search to compare search engines to libraries and librarians.
Lots of fun can be had with this. Football teams, universities, counties, states, countries even! Not very serious of course, but it could be a nice resource to use to have as an opening icebreaker slide.
Thanks to AltSearchEngines for bringing this one to my attention.
And thanks to Phil for bringing this to me. Great time-waster!
Sunday, 22 March 2009
Understanding the complexity of electronic government: Implications from the...
an article by Natalie Helbig (Rockefeller College of Public Affairs and Policy, University at Albany), J Ramón Gil-García (Centro de Investigación y Docencia Económicas, Mexico) and Enrico Ferro (Istituto Superiore Mario Boella (ISMB), Italy) in Government Information Quarterly Volume 26 Issue 1 (January 2009)
Abstract
Theoretically and practically E-Government and the digital divide are intertwined social phenomena. Using sophisticated information technologies (IT) in government has little social value if citizens are not able to use services or interact in political processes in meaningful ways. Similarly, understanding the development and use of IT in government without incorporating a demand perspective would potentially lead to partial explanations of a complex social reality. This article argues that studies about E-Government and the digital divide, which have been relatively disconnected research areas, have important parallels and potential intersections. These parallels may be useful in understanding E-Government projects and policies in a more comprehensive way and, consequently, for developing effective digital strategies. The paper reviews trajectories in E-Government and digital divide research and suggests potential implications drawn from the digital divide literature for E-Government research and practice, including model and theory development, understanding users, and some determinants of demand.
Abstract
Theoretically and practically E-Government and the digital divide are intertwined social phenomena. Using sophisticated information technologies (IT) in government has little social value if citizens are not able to use services or interact in political processes in meaningful ways. Similarly, understanding the development and use of IT in government without incorporating a demand perspective would potentially lead to partial explanations of a complex social reality. This article argues that studies about E-Government and the digital divide, which have been relatively disconnected research areas, have important parallels and potential intersections. These parallels may be useful in understanding E-Government projects and policies in a more comprehensive way and, consequently, for developing effective digital strategies. The paper reviews trajectories in E-Government and digital divide research and suggests potential implications drawn from the digital divide literature for E-Government research and practice, including model and theory development, understanding users, and some determinants of demand.
Wednesday, 18 March 2009
Skillstudio Limited
This communication skills training specialist company hooks users in with a free eCourse on job interview skills.
Hazel’s comment:
I picked this up from Internet Resources Newsletter ages ago and sort of, well, erm,
lost it! Thank you to the team at Heriot-Watt University for continuing to produce IRN.
Hazel’s comment:
I picked this up from Internet Resources Newsletter ages ago and sort of, well, erm,
lost it! Thank you to the team at Heriot-Watt University for continuing to produce IRN.
Tuesday, 17 March 2009
Competence and competence frameworks in career guidance: complex and contested concepts
an article by Ronald G Sultana (Euro-Mediterranean Centre for Educational Research, University of Malta) in International Journal for Educational and Vocational Guidance Volume 9 Number 1 (March, 2009)
Abstract
This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field.
Hazel’s comment:
I wanted to hold this back until I'd had the opportunity to read the full article but the hard copy journal wasn&rsquot in the British Library when I visited yesterday and I didn't want to hold on to this any longer.
Abstract
This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field.
Hazel’s comment:
I wanted to hold this back until I'd had the opportunity to read the full article but the hard copy journal wasn&rsquot in the British Library when I visited yesterday and I didn't want to hold on to this any longer.
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