Action for Children – Introducing collaborative learning using Google Apps for Education

Paul Kendrick, Vocational Trainer for Action Training, has created a bespoke virtual learning environment (VLE) utilising Google Apps for Education. Learners and trainers are now more fulfilled as they have greater ownership of their learning environment and can pick which applications best suit their learning needs. They can also work more collaboratively as they are able to share documents with other learners and trainers between different locations.

Epping Forest College: Use of Xerte to enhance collaborative learning

Souad Kouachi, a Science Lecturer at Epping Forest College has utilised the Xerte Online Toolkit (XOLTK ) to create a collaborative learning environment for her students. Souad briefed her learners on how to use the Xerte Online Toolkit to develop dynamic learning objects. Her learners were soon able to create presentations containing learning objects as well as assessment activities, which they now use in the classroom with their peers to reinforce learning.

Oaklands College: Creating Collaborative Classrooms Online with LAMS (The Learning Activity Management System)

e-Learning Developer, Charlie Williams, has improved efficiencies at Oaklands College with the introduction of LAMS, the Learning Activity Management System. Charlie has worked alongside teachers at the College to create activities for a range of individual tasks, small group work and whole classes, based on online content and collaboration. Since 2010, this blended learning environment has improved retention as students can work at hours that suit them, and has given teachers more time to work on future lessons and other tasks.

The CAMEL Project: Collaborative Approaches to the Management of E-Learning

CAMEL is short for Collaborative Approaches to the Management of e-Learning and was a project funded by the HEFCE Leadership, Governance and Management programme. It set out to explore how institutions who were making effective use of e-learning and who were collaborating in regional lifelong learning partnerships might be able to learn from each other in a Community of Practice based around study visits to each of the partner institutions. This short publication highlights some of the things CAMEL participants found out about e-learning and about each other.

A bioregional classification of the continental shelf of northeastern North America for conservation analysis and planning based on representation

Understanding how well National Marine Sanctuaries and other marine protected areas represent the diversity of species present within and among the biogeographic regions where they occur is essential for assessing their conservation value and identifying gaps in the protection of biological diversity. One of the first steps in any such assessment should be the development of clearly defined and scientifically justified planning boundaries representing distinct oceanographic conditions and faunal assemblages. Here, we propose a set of boundaries for the continental shelf of northeastern North America defined by subdivisions of the Eastern Temperate Province, based on a review and synthesis (i.e. meta-analysis) of the scientific literature. According to this review, the Eastern Temperate Province is generally divided into the Acadian and Virginian Subprovinces. Broad agreement places the Scotian Shelf, Gulf of Maine, and Bay of Fundy within the Acadian Subprovince. The proper association of Georges Bank is less clear; some investigators consider it part of the Acadian and others part of the Virginian. Disparate perspectives emerge from the analysis of different groups of organisms. Further, while some studies suggest a distinction between the Southern New England shelf and the rest of the Mid-Atlantic Bight, others describe the region as a broad transition zone with no unique characteristics of its own. We suggest there exists sufficient evidence to consider the Scotian Shelf, Gulf of Maine, Georges Bank, Southern New England, and Southern Mid-Atlantic Bight as distinct biogeographic regions from a conservation planning perspective, and present a set of proposed mapped boundaries. (PDF contains 23 pages.)

Scenario planning workshop plan

Planning a scenario planning workshop

Case study: A holistic approach to embedding technology in curriculum design and planning processes

Case study on the Heart of Worcestershire College and how they are meeting the FELTAG recommendation of achieving a 10% wholly online component of all programmes from September 2015

Livelihood analysis and development of a planning support for the poor in aquaculture and aquatic resource management. Workshop proceedings. 13-15 February 2001, Thai Nguyen, Vietnam

The workshop was organized to understand and describe the livelihoods of poor people who manage aquatic resources for planning support. The purpose was to support field workers to carry out livelihood analysis and how to use this information. (PDF contains 13 pages)