Add to ORKGIn this blog, LSE Visiting Fellow Dr Velislava Hillman asserts that the newly proposed IEEE standards for an Age-Appropriate Digital Services Framework should be seen as a stepping stone towards the development of meaningful frameworks and standards for governing and regulating the edtech sector
David Souter, a tech governance consultant and researcher, writes here about the causes and implicat...
The Department for Education’s consultation on changes to teaching on sex and relationship education...
In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often s...
In the wake of yet another storm of revelations about the merciless practices of powerful technology...
Management pays a lot of attention to new ideas and cutting-edge technologies, but most of their res...
Throughout its short history, formal design education has struggled to find a balance between impart...
This article aims to explore the e-learning experience delivered by Systematic Inventive Thinking ® ...
Business communities have high hopes for artificial intelligence (AI), but will the current stage of...
A report summarising the findings of the TEL programme in the wider context of technology-enhanced l...
In The Technology Takers: Leading Change in the Digital Era, Jens P. Flanding, Genevieve M. Grabman ...
At a time so many everyday activities have gone online, parents are confronting the need to balance ...
Reimagining our future engagement with learners through an augmented reality (AR) lens offers a rang...
Children and young people have long been expected to develop digital skills and knowledge relevant t...
Personal mobile devices are central to the current digital age, and will soon be pervasive and ubiqu...
At a time when digital media is regarded as orthodoxy in education, in advanced global economies the...
David Souter, a tech governance consultant and researcher, writes here about the causes and implicat...
The Department for Education’s consultation on changes to teaching on sex and relationship education...
In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often s...
In the wake of yet another storm of revelations about the merciless practices of powerful technology...
Management pays a lot of attention to new ideas and cutting-edge technologies, but most of their res...
Throughout its short history, formal design education has struggled to find a balance between impart...
This article aims to explore the e-learning experience delivered by Systematic Inventive Thinking ® ...
Business communities have high hopes for artificial intelligence (AI), but will the current stage of...
A report summarising the findings of the TEL programme in the wider context of technology-enhanced l...
In The Technology Takers: Leading Change in the Digital Era, Jens P. Flanding, Genevieve M. Grabman ...
At a time so many everyday activities have gone online, parents are confronting the need to balance ...
Reimagining our future engagement with learners through an augmented reality (AR) lens offers a rang...
Children and young people have long been expected to develop digital skills and knowledge relevant t...
Personal mobile devices are central to the current digital age, and will soon be pervasive and ubiqu...
At a time when digital media is regarded as orthodoxy in education, in advanced global economies the...
David Souter, a tech governance consultant and researcher, writes here about the causes and implicat...
The Department for Education’s consultation on changes to teaching on sex and relationship education...
In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often s...