Leeds.

I've safely returned to Leeds from my trip to the ICE 3 conference on the shores of Loch Lomond, Scotland. Given the cost of flying to Glasgow, and the unreliability (and sadly, occasional catastrophic failure) of the British rail network, I ended up driving myself to Scotland and back in a rental car, and this worked out pretty well overall. As I crossed the North Pennines into Cumbria, the snow-streaked landscape did look as bleak as the frozen steppes of Siberia, but happily things improved again as I approached Glasgow. I stopped for lunch and a spot of sightseeing in Glasgow itself, and promptly lost my way trying to re-enter the motorway towards Loch Lomond, but this minor diversion was nothing against my confusion on the way back - I guess it would have helped had I known that on Scottish roadsigns, "Carlisle" is the codename for the south (providing overt directions to England is considered to be in bad taste, perhaps?). Although this cost me an hour, there were no major other problems on the way (except for the occasional Fiat driver appearing to suffer from the delusion of being at the wheel of a Ferrari) - and kudos also to the good folks at Google Maps, whose directions served me well in getting to Scotland and back.

Ross Priory, Scotland.
The last presentation here at ICE 3 is a group act by Bruce Ingraham, Gráinne Conole, Chris Jones, and George Roberts, who have also set up a group blog in preparation for this talk, which some of us have already contributed to. Their focus is especially on scholarly communication through new media environments - and they begin by noting that unfortunately few ICErs did respond to their original blog-based challenge, which in itself provides some insight on the extent to which scholarly discourses have changed so far. Why is this so - are the topics available too dull; is there too little time available to participate in such environments; or are emerging new media not suited to scholarly discourse (which could also mean that scholarly discourse is unsuited to the modern world, however). If we are not professing our disciplines to one another using such new media environments, however, how can we enocurage our students to do so? If we do not do so, then who will - the people formerly known as students?

Ross Priory, Scotland.
The next speakers here at ICE 3 are Leah Macfadyen and Anne Hewling, presenting on their experiences with a University of British Columbia online course in global citizenship, which they developed from scratch. Aims of the course were for students to develop an understanding of the concept of global citizenship, as well as ultimately to consider the impact they might have as global citizens within local, national, and international communities. Students within this (elective) course come from a very brad range of disciplinary backgrounds (and in fact also from the universities of Hong Kong and Melbourne, who were remote partners in the project).

Ross Priory, Scotland.
It's a clear but frosty morning here in Scotland - for the first time in some 14 years, I've had to scrape ice off the windshield of my car today... We've reached the last day of ICE 3, and I'll be the first speaker, presenting on the implications, for the field of education, of the move from production to produsage (full paper here). I'll try to record the talk as well, and if all works out I'll post it up here some time soon the recording is below as well as here. For now, here is my Powerpoint... I must also apologise to Debra Ferreday and Vivien Hodgson for not blogging their talk - my laptop was in use to run the presentation.

Ross Priory, Scotland.
Maggi Savin-Baden and Christine Sinclair (as well as their Second Life avatars Christine Sanders and Second Wind) are the last presenters at ICE 3 for today (full paper here). Both are students in the MSc in e-learning at the University of Edinburgh, which in part focusses on the use of digital game-based learning environments. They begin by describing their journeys into this degree, which were motivated for them as academic professionals in part by an interest in learning about what it means to be a student in the present university environment, and an interest in exploring possibilities for e-learning which were not covered by WebCT and other standard solutions.

Ross Priory, Scotland.
As we approach the end of the second day at ICE 3, Karim Remtulla is the next speaker (full paper here). He is particularly interested in how e-learning connects with the realities of the workplace (both in terms of the experiences of recent graduates in transitioning to the workplace, and those of employees coming back to university for further education). Karim notes that the projections for e-learning are promising - it is now a US$300 billion market globally, while the World Bank's education portfolio stands at US$8.5 billion, and covers 86 countries. The dominant point of view on e-learning is that it is simply a process of learning from information which is delivered electronically, leaving us as learners to identify relevant information and convert it into meaningful and applicable knowledge - but this may be a highly questionable definition.