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	<title>Quotes and References</title>
	<link>http://quotes.internetl.net</link>
	<description>What I read!</description>
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	<item>
		<title>video to enhance students’ reflection (in dance education)</title>
		<description><![CDATA[
 * * * * *
Leijen, A., Lama, I., Wildschutb, L., Simonsa, P.R.  &#038; Admiraalc, W. (2009). Streaming video to enhance students&#8217; reflection in dance education. Computers &#038; Education archive. 52 (1). P 169-176
	
To support dance students’ reflections processes
	
Online peer feedback activity
	
The results revealed that students in both courses considered steaming video as effective for [...]]]></description>
		<link>http://quotes.internetl.net/?p=206</link>
			</item>
	<item>
		<title>Innovation</title>
		<description><![CDATA[
Rogers, E. M. (1962). Diffusion of Innovations. New York: The Free Press.Our problem is to learn, why, given one hundred innovations conceived of at the same time - innovations in the form of words, in mythological ideas, in industrial processes, etc. - ten will spread abroad while ninety will be forgotten. Gabriel Tarde, 1903, p. [...]]]></description>
		<link>http://quotes.internetl.net/?p=205</link>
			</item>
	<item>
		<title>Universal Instructional Design Principles</title>
		<description><![CDATA[UID



]]></description>
		<link>http://quotes.internetl.net/?p=204</link>
			</item>
	<item>
		<title>Designing Video for Open and Flexible Learning</title>
		<description><![CDATA[
Koumi, J. (2006). Designing Video and Multimedia for Open and Flexible Learning (First ed.). Oxon: Routledge

  ]]></description>
		<link>http://quotes.internetl.net/?p=203</link>
			</item>
	<item>
		<title>Toolkit development</title>
		<description><![CDATA[
Nadolski, R., buy generic viagra buy cialis online order cialis professional buy cheap viagra Hummel, H., Van den Brink, H., Hoefakker, R., Slootmaker, A., Kurvers, H., and Storm, J. (2008). EMERGO: A methodology and toolkit for developing serious games in higher education. Simulation &#038; Gaming, Vol. 39, No. 3,  Pp 338-352. Retrieved August 22, 2008, [...]]]></description>
		<link>http://quotes.internetl.net/?p=202</link>
			</item>
	<item>
		<title>Initiating e-learning</title>
		<description><![CDATA[
Luckin, R., Shurville, S and Browne, T. (2006), Initiating e-learning by stealth, participation and consultation in a late majority institution. Journal of Organisational Transformation and Social Change 3: 3, pp. 317-332, doi: 10.1386/jots.3.3.317/1

The extent to which opportunities afforded by e-learning are embraced by an institution can depend in large measure on whether it is perceived [...]]]></description>
		<link>http://quotes.internetl.net/?p=201</link>
			</item>
	<item>
		<title>eLearning Strategies</title>
		<description><![CDATA[
Department for education and skills (2003). Towards a Unified e-Learning Strategy, Nottingham: DfES Publications. Retrieved on October 2008, from http://www.dcsf.gov.uk/consultations/downloadableDocs/towards%20a%20unified%20e-learning%20strategy.pdf 
Proposed e-learning strategy – taking us to the 21st century education system: learners empowered, creativity and innovation, flexible provision, better value for learners, a professional workforce. ii
Objectives of Current DfES strategies: Raising standards, Improving quality, [...]]]></description>
		<link>http://quotes.internetl.net/?p=200</link>
			</item>
	<item>
		<title>Tensions between innovation and policy</title>
		<description><![CDATA[
Stiles, M and Yorke, J. (2006). “Technology supported learning – Tensions between innovation, and control and organisational and professional cultures”. Journal of Organisational Transformation and Social Change 3: 3, pp 251-267,  doi: 10.1386/jots.3.3.251/1

Institutions normally start with strategies aimed at introducing these innovations, but there is much about the organisational and cultural nature of educational institutions [...]]]></description>
		<link>http://quotes.internetl.net/?p=199</link>
			</item>
	<item>
		<title>Toolkits</title>
		<description><![CDATA[
Conole, G. Oliver, M. (2002). Embedding Theory into Learning Practice with Toolkits. Journal of Interactive Media in Education, No. 8. 

Expert and theoretical knowledge about the use of learning technology is not always available to practitioners. 1
… practitioners can be supported in the process of engaging with theory in order to underpin practical applications in [...]]]></description>
		<link>http://quotes.internetl.net/?p=198</link>
			</item>
	<item>
		<title>Engaging student and teachers through video</title>
		<description><![CDATA[
Chia, A. (2008). Engaging student and teachers through video. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 347-350). Chesapeake, VA: AACE

Literature has shown that video production promotes learning at each stage of the video production process. 347


… students learn to be more media literate, respect intellectual property rights, and put [...]]]></description>
		<link>http://quotes.internetl.net/?p=197</link>
			</item>
	<item>
		<title>Digital natives (?)</title>
		<description><![CDATA[
Bennett, S., Maton, K., and Kervin, L. (2008). The digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology.  Retrieved on July 2008 from http://www3.interscience.wiley.com/journal/120173667/abstract?CRETRY=1&#038;SRETRY=0 

Commentators on education are arguing that a new generation of learners is entering our educational institutions, one which has grown up with information and communication technology  [...]]]></description>
		<link>http://quotes.internetl.net/?p=196</link>
			</item>
	<item>
		<title>Epistemic fluency, epistemic forms and epistemic games</title>
		<description><![CDATA[
Goodyear, P. (2001). Psychological Foundations for Networked Learning. In: Networked learning, Steeples, Christine pp 49-75. Springer. (4.3.3 Critical Being and Reflexivity)

It is important to be realistic about what an account of learning can and cannot be expected to do. It cannot be expected to provide rules or algorithms for optimizing learning. Interpretative work must be [...]]]></description>
		<link>http://quotes.internetl.net/?p=195</link>
			</item>
	<item>
		<title>Multimedia lecture system (CALL)</title>
		<description><![CDATA[
Chen, H. Y., Liu, K. Y., (2008). Web-based synchronized multimedia lecture system design for teaching learning Chinese as second language. In Computers and Education No. 50. Elsevier. Pp 693-702.

For language instruction
Technical issues are addressed from two perspectives to meet the pedagogical ppaorahces of teaching and learning foreign languages: (1) the synchronized multimedia tutoring and the [...]]]></description>
		<link>http://quotes.internetl.net/?p=194</link>
			</item>
	<item>
		<title>Remote labs</title>
		<description><![CDATA[
Nickerson, J., Corter, J. E., Esche, S. K., Chassapis, C., (2007). A model for evaluating the effectiveness of remote engineering laboratorios and simulation in education. In Computers and Education No. 49. Elsevier. Pp 708-725.

Economic pressures on university and the emergence of new technologies have spurred the creation of new systems for delivering engineering laboratories in [...]]]></description>
		<link>http://quotes.internetl.net/?p=193</link>
			</item>
	<item>
		<title>Toolkits</title>
		<description><![CDATA[
Conole, G., Dyke, M., Oliver, M., and Seale, J. (2004). Mapping pedagogy and tools for effective learning design. In Computers and Education No. 43. Elsevier. Pp. 17-33

A number of pedagogies and approaches are often quoted in the e-learning literature –constructivism, communities of practice, collaboration – but we suggest that much of what is described could [...]]]></description>
		<link>http://quotes.internetl.net/?p=192</link>
			</item>
	<item>
		<title>Computer mediated groups</title>
		<description><![CDATA[
Nowak, K., Watt, J., Walther, J. b., Pascal, C., Hill, S., &#038; Lynch, M. (2004). Contrasting time mode and sensory modality in the performance of computer mediated groups using asynchronous videoconferencing. In 37th Annuyal Hawaii International Conference on System Sciences, Vol. 1. Washington, DC: IEEE Computer Society. 

This research examined the question of whether perceptions [...]]]></description>
		<link>http://quotes.internetl.net/?p=191</link>
			</item>
	<item>
		<title>Successful implementation</title>
		<description><![CDATA[
Sime, J.A. &#038; Kemp, B. (2008). A 3D Multi-User Virtual Laboratory: Is Successful implementation Enough? In Proceedings of ED-MEDIA 2008, World Conference on Educational Multimedia, Hypermedia &#038; Telecomunications, 30 June- 4 July 2008. Vienna, Austria, AACE. 

Successful implementation – Hiltz and Johnson 1989
Learners experience a sense of presence (Sime &#038; Kemp, 2008)
Transactional distance (Gale)
Successful implementation [...]]]></description>
		<link>http://quotes.internetl.net/?p=190</link>
			</item>
	<item>
		<title>Writing in Theatre Courses</title>
		<description><![CDATA[
Roost, A. (2003). Writing Intensive Courses in Theatre. Theatre Topics - Volume 13, Number 2, September 2003, pp. 225-233

Most professors believe writing matters. Through writing our students are better able to synthesize ideas, communicate those ideas, and make connections across fields. While it can take significant time to grade all the assignments, it can threaten [...]]]></description>
		<link>http://quotes.internetl.net/?p=189</link>
			</item>
	<item>
		<title>Learner-Centred Design</title>
		<description><![CDATA[
Parchoma, G. (2003). Learner-Centred Instructional Design and development: Two Examples of Success. In Journal of Distance Education. Canadian Association for Distance Education. Vol. 18, No. 2. Canada.
Benefits of Learner Centred development LCDPaper is here
An Instructional Design created by Richard Schwier.
Varied levels of success
The importance of human capital will continue to grow
Comparative research on the effectiveness [...]]]></description>
		<link>http://quotes.internetl.net/?p=188</link>
			</item>
	<item>
		<title>Digital Natives and Digital Immigrants</title>
		<description><![CDATA[
Prensky, M. (October 2001) Digital Natives Digital Immigrants. On the Horizon. NCB University Press, Vol. 9 No. 5. Retrieved on May 2008 from http://pre2005.flexiblelearning.net.au/projects/resources/Digital_Natives_Digital_Immigrants.pdf

Today’s students are no longer the people our educational system was designed to teach.
Today’s students – K through college – represent the first generations to grow up with this new technology. They [...]]]></description>
		<link>http://quotes.internetl.net/?p=187</link>
			</item>
	<item>
		<title>E-learning 2.0</title>
		<description><![CDATA[
Downes, S. (October 16, 2005) E-learning 2.0. eLearn Magazine  (C - Publications in Trade Journals (invited article)) Association for Computing Machinery. Retrieved May 2008 from  http://elearnmag.org/subpage.cfm?section=articles&#038;article=29-1 

E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea –the effectiveness of which was [...]]]></description>
		<link>http://quotes.internetl.net/?p=185</link>
			</item>
	<item>
		<title>Why the American economy calls for twenty-first century learning?</title>
		<description><![CDATA[
Levy, F., and Murnane, R.J. (2006) Why the changing American economy calls for twenty-first century learning: Answers to educators’ questions. Published in New Directions for Youth Development No. 110. Wiley Periodicals, Inc., A Wiley Company. Pp. 53-62.

http://www3.interscience.wiley.com/journal/112755903/issue
Low skilled, low-wage jobs requiring little education.
If more and more work is going to be done  by computers or [...]]]></description>
		<link>http://quotes.internetl.net/?p=184</link>
			</item>
	<item>
		<title>The need of twenty-first century learning: An industry perspective</title>
		<description><![CDATA[
Karen Bruett, K. (2006). Why American business demands twenty-first century learning: An industry perspective. Published in New Directions for Youth Development No. 110. Wiley Periodicals, Inc., A Wiley Company. Pp. 25-30.

A solid global strategy must be part of every organization’s DNA. For Dell, this means expanding into new countries where we can use our direct [...]]]></description>
		<link>http://quotes.internetl.net/?p=183</link>
			</item>
	<item>
		<title>The need of twenty-first century learning: A company perspective</title>
		<description><![CDATA[
Knox, A. (2006). Why American business demands twenty-first century learning: A company perspective. Published in New Directions for Youth Development No. 110. Wiley Periodicals, Inc., A Wiley Company. Pp. 31-37.

TODAY’S KNOWLEDGE ECONOMY requires that the citizenry and workforce be able to harness information and communication technologies in order to remain competitive on a global scale. [...]]]></description>
		<link>http://quotes.internetl.net/?p=182</link>
			</item>
	<item>
		<title>Twenty-first century skills for students</title>
		<description><![CDATA[
Cabral, L. (2006). Twenty-first century skills for students: Hands-on learning after school builds school and life success. Published in New Directions for Youth Development No. 110. Wiley Periodicals, Inc., A Wiley Company. Pp. 101-112.

I am a student who, through my formal education, life experiences, extracurricular activities, and enrichment and after-school programs, has developed and used [...]]]></description>
		<link>http://quotes.internetl.net/?p=181</link>
			</item>
	<item>
		<title>Developing a Student Centred Approach to Reflective Learning.</title>
		<description><![CDATA[
Stefani, L., Clarke, J., and Littlejohn, A. (2000). Developing a Student Centred Approach to Reflective Learning. Innovations in Education and Teaching International, 37:2, 163-171. Routledge. UK.
One of the goals of higher education is to enable students to become autonomous independent learners.  To achieve this goal it is necessary to shift our emphasis from teaching [...]]]></description>
		<link>http://quotes.internetl.net/?p=180</link>
			</item>
	<item>
		<title>Video in Higher Education</title>
		<description><![CDATA[
Moss, R. (1983). Video the educational challenge. Croom Helm. London And Canberra.
Chapter 7 Video in Further and Higher Education.

There seem to be four areas of contribution which can be predicted with some certainty for video. These are communication of information on campus and between campuses; interpretation of the institutions role to the outside world and [...]]]></description>
		<link>http://quotes.internetl.net/?p=179</link>
			</item>
	<item>
		<title>Television Studies</title>
		<description><![CDATA[
Casey, B., Casey, N., Calvert, B., French, L., and Lewis, J. (2002). Television Studies: The Key Concepts. Routledge London and New York.
Concepts: Access, Audiences, Children and television, Code, Content Analysis, Convention, Educational Television, Effects, Encoding and Decoding, Genre, Mediation, Narrative, Policy, Polysemy, Production, Semiology and Semiotics, Text Uses and Gratifications, Video.
Access

Access television refers to those [...]]]></description>
		<link>http://quotes.internetl.net/?p=178</link>
			</item>
	<item>
		<title>Learner-produced Video</title>
		<description><![CDATA[
Pinnington, A. (1992). Using video in training and education. McGrawHill Training Series. United Kingdom. (118-121) Chapter 8.Learner-produced video recordings

I propose the following arrangement for a section in the thesis: Student video productions: state of the art, Pre production activities, Production,
Post production activities
Student video productions: state of the art
This chapter looks in more detail at the [...]]]></description>
		<link>http://quotes.internetl.net/?p=177</link>
			</item>
	<item>
		<title>Video recording and video feedback</title>
		<description><![CDATA[
Pinnington, A. (1992). Using video in training and education. McGrawHill Training Series. United Kingdom. (98-117)
Chapter 7

Video recording and video feedback
Video recording and video feedback have been used extensively in the area of counselling and therapy. They have also been popular for skills training in areas such as developing presentation skills … Video recording and video [...]]]></description>
		<link>http://quotes.internetl.net/?p=176</link>
			</item>
	<item>
		<title>Learning strategies</title>
		<description><![CDATA[
Pinnington, A. (1992). Using video in training and education. McGrawHill Training Series. United Kingdom. (42-65 and 66-97) Chapters 5 and 6
Chapter 5: Group-based and individual use of video

The effective use of video in group-based learning means the practitioner must have the ability to manage and understand groups of learners. The video can provide the group [...]]]></description>
		<link>http://quotes.internetl.net/?p=175</link>
			</item>
	<item>
		<title>Development of video related materials</title>
		<description><![CDATA[
Development of video related materials
Pinnington, A. (1992). Using video in training and education. McGrawHill Training Series. United Kingdom. 32-41
Chapter 4

Developing learning materials around existing video resources
There are situations in which it is impractical and not cost-effective to produce new video material. 32
The activities of building support materials and re-purposing video for identified learning needs must [...]]]></description>
		<link>http://quotes.internetl.net/?p=174</link>
			</item>
	<item>
		<title>Framework for the use of video</title>
		<description><![CDATA[
Pinnington, A. (1992). Using video in training and education. McGrawHill Training Series. United Kingdom. 22-31
Chapter 3 

A development framework for organizations.
Framework for making the best use of audiovisual resources such as video (a cycle that starts with the needs analysis phase).
1) Needs analysis
2) Learning resources audit. The audit on market-produced video will ask the same [...]]]></description>
		<link>http://quotes.internetl.net/?p=173</link>
			</item>
	<item>
		<title>Key areas for video</title>
		<description><![CDATA[
Pinnington, A. (1992). Using video in training and education. McGrawHill Training Series. United Kingdom. 1-6
Chapter 1

Key areas for video in training and education
The following three key areas identify the relationship of the learner to the current video medium –the medium as a widespread technology in education and training: 1) Market-produced video (internal and external) 2) [...]]]></description>
		<link>http://quotes.internetl.net/?p=172</link>
			</item>
	<item>
		<title>Benefits of using video</title>
		<description><![CDATA[
Pinnington, A. (1992). Using video in training and education. McGrawHill Training Series. United Kingdom. (7-21) Chapter 2.
This chapter is about the following points:

Role of video for helping students to learn,
7 roles played by audiovisual technology
outcomes depend on the efficient use of human and technological resources.
1. Extend human experience. Show unusual experiences, costly or dangerous. Side [...]]]></description>
		<link>http://quotes.internetl.net/?p=93</link>
			</item>
	<item>
		<title>Research “with” rather than “on” People.</title>
		<description><![CDATA[
Heron, J, and Reason, P (2001). The Practice of Co-operative inquiry: Research “with” rather than “on” People. In Reason, P and Bradbury, H. (eds.) (2001). Handbook of action Research: Participative inquiry and practice. SAGE publications, UK.
FOR the DCE research study.
(in traditional research)… there is often very little connection between the researcher’s thinking and the concerns [...]]]></description>
		<link>http://quotes.internetl.net/?p=171</link>
			</item>
	<item>
		<title>Inquiry and participation</title>
		<description><![CDATA[
Reason, P and Bradbury, H. (2001). Inquiry and Participation in Search of a World Worthy of Human Aspiration. In Reason, P and Bradbury, H. (eds.) (2001). Handbook of action Research: Participative inquiry and practice. SAGE publications, UK.

Living knowledge –knowledge which is valid fro the people with whom I work and for myself. 1
Knowledge is always [...]]]></description>
		<link>http://quotes.internetl.net/?p=170</link>
			</item>
	<item>
		<title>Educational Action Research</title>
		<description><![CDATA[
Zeichner, K (2001). Educational Action Research. In Reason, P and Bradbury, H. (ed) (2001). Handbook of action Research: Participative inquiry and practice. SAGE publications, UK.

In a traditional research culture you begin by framing a question, setting up a situation which might provide some information, collecting data which bears on the question, then writing up the [...]]]></description>
		<link>http://quotes.internetl.net/?p=169</link>
			</item>
	<item>
		<title>Teachers and Producers</title>
		<description><![CDATA[
MacLean, R. (1968). Television in Education. Buyler and Tanner Ltd. Great Britain.
Chapter 10. The teacher and the producer

&#8230; pupils and students these days have grown up with television pictures and techniques that are highly professional, and there is no reason why they should be subjected to amateur standards in the classroom: what is more , [...]]]></description>
		<link>http://quotes.internetl.net/?p=168</link>
			</item>
	<item>
		<title>Producción audiovisual en el terreno educativo</title>
		<description><![CDATA[
Cabrero,  J (1992) ¿Producción o producciones audiovisuales en el terreno educativo?  El siglo que viene, 11, 19-22. España.

Antes que hablar de producción audiovisual en el terreno educativo, debemos hablar de producciones, ya que en él pueden darse diversos tipos, o niveles si se prefiere, con diferentes posibilidades y limitaciones. 19
Cuando hablamos de producción la primera [...]]]></description>
		<link>http://quotes.internetl.net/?p=167</link>
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