Explore the vast range of titles available.

If you get tired of performing the same search on Social Mention, you can set up an RSS feed with your search term. This video explains how to turn your search term into an RSS feed so updated search results come to you automatically.

If you manage a public calendar, a great way to share it is with an RSS feed, which allows anyone with Internet access to view it. This video explains how you can share your Calendar thorugh an RSS feed, a handy method to share public events.

Major changes on the Web in recent years have contributed to an abundance of information for people to harness in their learning. Emerging technologies have instigated the need for critical literacies to support learners on open online networks in the mastering of critical information gathering during their learning journeys. This paper will argue that people will have to adapt to using information in a new way and will advocate the movement by learners into and inside information streams on open online networks. Their own control and aggregation of information, preferably through human mediation, should provide information not only relevant to their learning, but also slightly unexpected. We will highlight why this serendipity is important in a learning context and also take three emerging technologies under the loupe; recommenders, RSS and micro-bloggers, and their effectiveness in supporting serendipitous learning on open online networks.

[...] protected areas that fully incorporate local people and their activities represent a larger area (41.4%) than the protected areas that strictly limit humans and their activities (38.3%) (Chape et al. 2008). [...] the example of Latin America suggests that a more collaborative relationship between the interests of conservation and the rights of local residents can be forged in ways that benefit both.

This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were randomly divided into two groups. Students in the comparison group engaged in Jigsaw learning activities in the classroom, while the experimental group used a weblogging system during parts of the cooperative processes. Two findings were found. (1) Weblogs with Jigsaw cooperative learning activities, promoted better social interactions than those found in the comparison group. (2) RSS feeds and keyword searches made important contributions to cooperative learning, more than had been previously identified in the literature. These two components were found to alleviate cognitive overload and the consequences of time lag. Consequently, this study provides new insights into the role of weblogging in higher education.

The paper employs two case studies to develop an approach for using podcasts to enhance student learning. The case studies involve two cohorts of postgraduate students enrolled on a blended course, over two years. In both cases, the institutional learning management system was used as a server to host the podcasts, giving students discretion on how and when to listen to podcasts. The podcasts were integrated in learning design hence tightly coupled in pedagogy in Case One, and optionally used i.e., loosely integrated in Case Two. Semi-structured in-depth interviews were employed to solicit student experiences of using podcasts. Access logs from the podcast server provided insight into frequency of use of podcasts, thereby helping to establish the relation between podcast use and facilitation of learning. The findings suggest that students were confident in using podcasts for academic purposes. This is despite having had to overcome some challenges not limited to institutional policies on limited Internet quota for students. The findings also suggest that use of podcasts within a constructivist learning environment afforded learners control and flexibility, reflection and self-paced learning. The paper concludes that podcasts facilitate learning when tightly coupled to a curriculum and used within constructivist learning environments.

Simpler is better. There are a lot of \"needs\" in e-Learning, and there's often a limit to the time, talent, and money that can be thrown at them individually. Contemporary pedagogy in technology and engineering disciplines, within the higher education context, champion instructional designs that emphasize peer instruction and rich formative feedback. However, it can be challenging to maintain student engagement outside the traditional classroom environment and ensure that students receive feedback in time to help them with ongoing assignments. The use of virtual learning platforms, such as Blackboard Learn, and web feed syndication, using technology such as Rich Site Summaries (RSS), can help overcome such challenges. However, during an initial pilot at an institution in Lebanon, only 21% of students reported making use of both these facilities. In this study, the Technology Acceptance Model (TAM) was used to guide the development of a scale to be used to investigate antecedents to the use of web feeds. The proposed scale was reviewed by 4 experts and piloted with 235 students. The collected data were analysed using structural equation modeling (SEM) technique based on AMOS methods. The results revealed adequate face, content, and construct validity. However, perceived ease of use was not a significant predictor of attitude towards use. Overall, the proposed model achieves acceptable fit and explains for 38% of its variance of which is lower than that of the original TAM. This suggests that aspects of the model may lack criterion validity in the Lebanese context. Consequently, it may be necessary to extend the scale by capturing additional moderators and predictors, such as cultural values and subjective norms. We concluded that the existence of RSS feeds in education improves significantly the content presented by the instructors to the e-learning user decreasing at the same time the size and access cost.