ABSTRACT
It is easy to see how traditions of understanding eective learning can be moulded to be relevant in the digital age. As an example, Higgins et al. (2005), who were looking mainly at research in schools, concluded that eective learning has ve attributes: readiness, resourcefulness, resilience, remembering and re¸ecting. ese can all be reinterpreted when new technologies are available to support them (for example e-portfolios, time management so¡ware on PDAs, memory sticks and so on). Perhaps it is more intriguing to ask, what would a model of eective learning look like if it was designed from now, based on what today’s learners tell us about how they are learning?
