Universities are faced with major challenges in a time of socio-economic and technological growth and change. In the past, universities have offered predominantly an educational service for the small elite, but now they are facing the demand to provide for a more mass higher education to meet the needs of the growing knowledge-based economies. Internal and external pressures on universities are creating opportunities for changes to occur as a whole and in learning and teaching, in particular. Based on a synthesis of research and experience with the increased role of technology, the following pressures are highlighted: • Demand for more higher education places • The need to seek alternatives to government funding • A trend for higher education to seek partnerships with external corporate bodies • A larger clientele of learners with diverse needs, from varied backgrounds, with different motivations, capabilities, learning preferences, time availability and course content requirements • A demand to offer courses that are more learner responsive • A demand to offer courses that are more employer responsive • A demand for more blended, open and flexible courses • A demand to use new and emerging technological opportunities • The use of digital technologies in learning and teaching and resultant changes in teaching and support staff roles and practices • Globalization of higher education and escalating pressures on academic staff • New opportunities brought on by research into learning with technology This paper examines how one university is meeting these challenges.

In this chapter the RASE learning design framework is proposed as a key strategy for utilizing multiple affordances of mobile learning technology. This learning design framework is based on the premise that an effective learning environment must include and integrate at least four core components, namely: Resources, Activity, Support and Evaluation. The activity component is the most important, requiring students to engage with intellectual and knowledge-based developments. Mobile technology offers a number of affordances that support learning, including: Resources, Connectivity, Collaboration, Capture, Representation, Analytical and Administration tools. Effective use of mobile technology includes deployment of these affordances in the learning design in a way that supports different components of the RASE framework and achievement of set learning outcomes. This chapter presents and discusses concepts, arguments, and a discussion of an example of an app that integrates multiple affordances, supported by all components of the RASE learning design framework.

Pressures to adopt new technology-based online solutions to enable increased flexibility in delivering higher education have accelerated in pace. The primary reasons for this growth concern ongoing debates about costs of residential on-campus courses and resulting economies of scale; demands for more student-centred and flexible approaches, providing students with more choices in learning; technology ubiquity, portability and their affordances providing solutions to identified student needs; and the impact of MOOC experiences and lessons learnt, rolling back into mainstream open and on-campus teaching. Based on case study analysis, this paper examines experiences in developing open and blended learning solutions for predominantly campus-based education and identifies longer-term impacts on changing core practices. The first case explores the impact of distance and open education courses and course resources and activities re-purposed to replace conventional on-campus teaching; the second a re-engineered continuing professional education course converted to distance and blended learning; the third describes how a conventional course structure, quality assurance and sustainable improvements were made through the introduction of blended and online solutions; and the forth case explores the impact of an institution?s use of MOOCs as a catalyst to effect changes in mainstream courses and programs. Arising from the cases described, the paper identifies key concepts that support improved opportunities for success in adopting open and blended learning. The paper concludes by outlining a curriculum design framework, based on recent research and practice that facilitates sustainable and transferable improvements to learning and teaching in universities adopting open and blended learning strategies.

This paper reports on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complementary academic development initiatives that can inform strategies undertaken by other institutions internationally. First, an academic development program was redesigned and delivered in blended mode to provide teaching staff with the experience of learning in a blended environment to raise their awareness of effective strategies. Second, an accredited postgraduate course for teaching staff on the subject of educational design was redesigned to focus on strategies for online and blended course design and delivered fully online to raise awareness of online learning benefits. Third, a Massive Open Online Course (MOOC), entitled Learning to Teach Online (LTTO), was developed to offer professional development opportunities to teaching staff at the higher education institution, as well as to a wider international audience of educators. The threefold professional development strategies reported in this paper provide teaching staff with an opportunity to interact, mentor, and share knowledge with one another, alongside experiencing online and blended learning to effectively meet the challenge of improving the digital literacy of teaching staff and enhancing effective online and blended learning opportunities for students.

The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics' low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.

Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ?learning design.? This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ?conceptual models? as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ?information transfer? models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.

Students entering universities in the 21st century have been described variously as digital natives, the millennial generation or the net generation. Considerable study has occurred around the world to determine the knowledge, skills, understanding and the purposes to which this group of individuals makes technology work for them. A number of researchers have begun to question some of the claims made for this group in terms of their ability to engage with and use technology for learning. To date there has been little information specific to the Asian learner and their use of technology. This paper begins with a description and analysis of a survey that examined the knowledge, skills and understanding of students entering first-year undergraduate studies at the University of Hong Kong. This description is followed by a discussion of the potential impact this has for the design of learning environments in higher education.

Student engagement has long been recognized as a serious challenge to learning and teaching in higher education. While increasing and innovative use of interactive digital technologies has been a hallmark of recent changes to higher education practice, the integration of traditional and innovative digital techniques in learning and teaching design and practice remains a crucial issue for university educators. There has been a tendency for new technologies to be added to existing curriculum design and learning and teaching practice in an ad hoc, isolated manner, rather than as part of an overarching learning design which incorporates both new technologies and traditional techniques and understanding of pedagogic principles and practice. Through the integration of the RASE (Resources/Activity/Support /Evaluation) pedagogic student-centred learning model, interactivity and applications of technology, this paper seeks to help teachers design more effective courses to enable students to acquire greater autonomy, and to cultivate dispositions to understand.

Post-PC TouchPad mobile devices are increasingly being used in educational contexts. Growing investment is planned by higher education institutions in Hong Kong and by the HKSAR Education Bureau in relation to educational uses of TouchPad technology. However, current research into educational applications of this technology is limited. This paper reports an ongoing qualitative study that investigates how higher education teachers use iPad technology to facilitate their practice. The emergent study results provide insight into both the educational affordances of iPad technology and the ways in which teachers' personal or private theories mediate these affordances and transform through the process. The study outcomes will contribute to theoretical understanding of higher education teacher changes through adoption of technology. Furthermore, the outcomes will provide a set of recommendations for applications of TouchPad technology in higher education and ways to support teachers to effectively adopt such technology in their practices.

Learning environments in this paper are divided into two categories: physical and virtual. The physical relates to the buildings, the classrooms, the laboratories, the libraries, the cafes, the formal and inform places where student study and learn. The virtual relates to the online learning resources and places for students, both formal and informal, the learning management systems and the online applications. Until recently, the virtual environments had little obvious impact on the physical in traditional research-led universities. But today, with nearing one hundred percent student ownership of computers and mobile phones (increasingly smart) and the introduction of thousands of free downloadable applications, social networks, social repositories and social bookmarks, the landscape of the university campus has started to show signs of significant change. In the United Kingdom, the Joint Information Systems Committee (JISC) published a seminal work on advising universities in the design of new buildings and facilities and the retrofit of existing spaces, taking into account the growing impact of virtual environments (JISC, 2006). In the same year, the US-based Educause published Learning Spaces (Oblinger, 2006) and later they devoted an entire issue of their quarterly magazine to new learning spaces (Educause, 2009). In 2010, the Australian Learning and Teaching Council published a book on designing learning spaces, based on an extensive study of changing needs for physical spaces in universities (Mitchell & White, 2010). What these and other recent publications on learning environments agree is that spaces both physical and virtual have a very significant impact on student learning. In Hong Kong, higher education faces a unique opportunity to benefit from this applied research as it prepares for major change in the curriculum, the shift to an outcomes-based approach to study and the need to create new buildings and to retrofit existing buildings to accommodate the new cohort of students commencing their studies in September 2012. This paper reports on some of these developments in two research-intensive institutions, both expecting around 3,500 extra students at the start of the forthcoming academic year. The reportage in the paper is structured using the following framework outlined in Figure 1. Approaches/Spaces Classroom Library Faculty/ college Informal Virtual Expert opinion driven a. c. Teacher/ administrator driven e. User driven/ user evaluated b. d. Figure 1: Learning environment developments framework The framework specifies five main types of physical and virtual learning spaces and three approaches used in considering the affordances of these learning spaces, making use of principles and ideas provided by experts, administrators, teachers and students. These approaches are not considered mutually exclusive with each approach influencing the other in gaining the best understanding of learning space needs and possibilities within specific contexts. The examples in this paper are thus represented with a degree of simplification and with one major approach highlighted in each case to increase clarification. The paper does not aim at providing a comprehensive list of the work carried out relating to learning spaces but showcases a subset of work to illustrate the complexity of matters and to stimulate debate in identifying issues necessary in preparing for the design of new learning spaces and the retrofitting of existing spaces in educational institutions. Examples taken from the two universities include the exploration into the following areas: Expert driven: At one university, external experts from overseas were commissioned to identify present physical and virtual learning environment uses, the management and culture of support services for those environments and to recommend changes to best align the institution or faculty for the changing curriculum needs, taking into account institutional cultures, technological and pedagogical practices and opportunities created by major building works. One point arising was a need to consider the creation of a new position to oversee institutional learning environments. At the other institution, an internal expert group developed guidelines for common standards for future classroom designs and for retrofitting existing classrooms to bring them up to the standards identified. One key component was to create multiple classroom foci, to afford more student-centred activities and support less single teacher-centred work. The designs also included the importance of flexible furniture and flexible learning spaces settings. The current student use of library spaces and projected changing student needs was investigated. The outcomes of this study was used to inform the planning for the design of new learning commons environments. Both institutions are creating new study spaces for students to support multiple activities including individual and group study needs, quiet and noisy study and technology-rich needs. Each institution is developing very different designs for learning commons to suit the different requirements. Faculty environments. In May, 2012, three of the eight faculties located in the main campus of one university will move to brand new purpose-built buildings. The remaining five faculties will be given the extra space vacated. The exercise enables the university and all faculties to re-think the spaces they require. The study undertaken in this category examines one faculty’s plans for taking advantage of the new spaces made available and the guidelines given by the university for this purpose. Informal learning spaces. Both institutions have created new informal learning spaces for students to use to support their ‘out-of-class’ academic activities. The informal learning spaces offer excellent wifi and varied seating, table set ups and refreshment facilities. An evaluation of these places, who users them and for what purpose was included in the study. Virtual learning spaces. Both institutions have conducted studies to evaluate major learning management systems (LMS) in the market and to identify present and future needs. A teacher/administer-driven approach was a key characteristic of the process undertaken in both institutions. Representatives from all faculties and key administrators were involved. Both institutions will propose a new single LMS, requiring specialist technical and pedagogical support. An outline of the recommendations from these user driven groups will be described in the paper. The paper concludes that all of these studies on learning environments, both physical and virtual, need to be collated and analysed as one to create the best total learning environment for each university. References Educause (2009). Learning Spaces, Educause Quarterly, 32, 1. Retrieved May 12. 2011 from http://www.educause.edu/EDUCAUSE%20Quarterly/EQVolume322009/EDUCAUSEQuarterlyMagazineVolum/163844 Mitchell, G., & White, B. (2010). Retrofitting University Learning Spaces: Final Report. Australian Learning and Teaching Council. Retrieved http://learnline.cdu.edu.au/retrofittingunispaces/resources/content/ALTC%20final%20report%20-%20Retrofitting%20Part%20A.pdf JISC (2006). Designing spaces for effective learning: a guide to 21st century learning space design . Bristol: JISC Development Group. Retrieved 12 May, 2011 from http://www.jisc.ac.uk/eli_learningspaces.html Oblinger, D. G. (2006). Space as a change agent. In D. G. Oblinger (Ed.), Learning Spaces , (pp. 1.1 – 1.4). Educause, 2006. Retrieved May 12, 2011 from http://www.educause.edu/learningspaces

This paper describes a case study analysis of an implementation model that has been employed to enhance the currency and reputation of a key course in the ICT suite of subjects offered by a Hong Kong University. The model described is referred to as the Tripod Approach. The model is an enhancement of the iteration model of innovation and incorporates three critical components namely: A virtual laboratory environment, a self-paced guide book, and a portal for information dissemination and collegiality building. Implementation of the model was shown to be successful as demonstrated by statistical analysis and semi structured interviews. The Tripod Approach has resulted in a changed student mindset towards a traditionally difficult and unappealing ICT course. It is suggested that the model ought to be applied to other disciplines that are besieged by the problems of rapid change in content and technology.

This paper presents the responses to two research questions that formed the core of a distance education study undertaken by the authors: 1) according to Chinese experts what are the roles and competencies necessary to achieve success in high-level distance education; and 2) how do distance education experts rate the importance of these competencies. This Chinese study modified the traditional approach to developing competency models for tertiary distance education in that it employed a Delphi face-to-face group discussion and a questionnaire survey. 13 roles and 17 general and role-specific competencies were identified. Some comparisons to the study conducted at Texas A & M University were made and considerable differences were identified. Differences were largely limited to training and cultural matters. Dissemination of findings will be used to provide base line information to staff delivering distance education programs and as a key input into the design of training curricula for staff and graduate students.

For any organization that wants to use Windows SharePoint Services to share and collaborate on Microsoft Office documents, this book shows administrators of all levels how to get up and running with this powerful and popular set of collaboration tools. Microsoft Windows SharePoint Services technology in Office 2007 is an integrated set of services designed to connect people, information, processes, and systems both within and beyond the organizational firewall. SharePoint 2007: The Definitive Guide provides a detailed discussion of all Sharepoint features, applications and extensions. You learn how to build Sharepoint sites and site collections, along with ways to administrate, secure, and extend Sharepoint. This book teaches you how to: Get up to speed on SharePoint, including ways to create lists, libraries, discussions and surveysIntegrate email, use web parts, track changes with RSS, and use database reporting servicesCustomize your personal site, create sites and areas, and organize site collectionsIntegrate with Office applications, including Excel, Word, Outlook, Picture Manager, and InfoPathInstall, deploy, maintain and secure SharePointBrand a portal, using your corporate style sheet, designing templates, and building site definitionsExtend SitePoint, such as creating client side and server side web parts, using the SharePoint class library and SharePoint web services Each chapter starts with a "guide" that lets you know what it covers before you dive in. The book also features a detailed reference section that includes information on compatibility, command line utilities, services, and CSS styles. Why wait? Get a hold of SharePoint 2007: The Definitive Guide today!

The emphasis in teacher development for ICT integration into the curriculum in many countries has concentrated on ‘upskilling’ teachers’ technical competence. Little has been done to assist teachers fully to integrate ICT into classroom practices in pedagogically meaningful ways. This study explores teacher attitudes and perceptions of how ICT is and can be used in classrooms. This study is based teachers’ experiences of ICT, from which representative accounts have been selected to identify common understandings of and attitudes towards ICT in educational settings. The aim of this study is to stimulate debate on various constructions of technology and education and to help teachers