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Volume 20, Issue 1, 2012 Editorial: Going for gold: Research in Learning Technology makes the switch to a fully Open Access publishing model by Frances Bell et al. (Published: 3 February 2012) Open educational resources: staff attitudes and awareness by Vivien Rolfe et al. (Published: 3 February 2012) Worth it? Findings from a study of how academics assess students’ Web 2.0 activities by Kathleen Gray et al. (Published: 3 February 2012) Viewing mobile learning from a pedagogical perspective by Matthew Kearney et al. (Published: 3 February 2012) Beyond marks: new tools to visualise student engagement via social networks by Joanne L. Badge et al. (Published: 3 February 2012) Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students by Andrea Crampton et al. (Published: 3 February 2012) The effectiveness of educational podcasts for teaching music and visual arts in higher education by Cheung On Tam et al. (Published: 3 February 2012) By design: negotiating flexible learning in the built environment discipline by Richard Tucker and Gayle Morris (Published: 3 February 2012)

Aims & Scope Research in Learning Technology (RLT) is the journal of the Association for Learning Technology. It aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. The journal publishes papers concerning the use of technology in learning and teaching in all sectors of education, as well as in industry. Read more. Potential subjects for submission: - technology use in learning and teaching - impact of technologies on the efficiency and effectiveness of provision - innovations in the area of learning technology - theory and practice of technology-enhanced learning across cultures and nationalities - staff and learner competencies, roles and skills - theoretical debate the relationships between learning, teaching and technology - policy and strategy at institutional, regional, sectoral, national and international levels We accept a range of submission types: - papers on development and testing of learning technologies - case studies of innovative practice - critiques of policy or research surveys - large-scale or longitudinal studies - empirical experiments - critical reviews of the literature

WHY PUBLISH WITH RLT? Open Access – RLT is free from all access barriers, allowing for the widest possible dissemination of your work. Easy online submission – simply click on the 'SUBMIT AN ARTICLE' link above, register yourself as an author, submit your article and follow its progression. Supplementary material – you may add data sets, protocols, videos, interactive files, etc. to your article - at no cost. Retain copyright – you are free to disseminate your work, make unlimited copies, and deposit it in any repository. Personal service – RLT is published by a small yet global Open Access scholarly publisher dedicated to giving you excellent service. Post-publication statistics – you can continue to login to the website after publication and check the number of full-text views your paper is receiving. Comply with archiving policies – you can deposit any version of your manuscript in any required repository or archive, or post it to your personal or institutional website. Have your work available in print – Research in Learning Technology is available online and in print, with copies of each issue lodged systematically with the UK Copyright Libraries. Free to publish – currently there are no article submission or article processing fees.

This journal is published under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) Licence.
Responsible editors: Rhona Sharpe and Frances Bell.