Teaching for Quality Learning at University by This best-selling book explains the concept of constructive alignment in education and aids implementation of this in teaching practice.
Essentials of Online Course Design by In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them. Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide's hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline. The guide's key features include: a practical approach informed by theory clean interior design that offers straightforward guidance from page one clear and jargon-free language examples, screen shots, and illustrations to clarify and support the text a Companion Website with examples, adaptable templates, interactive learning features, and online resources a checklist of online course design standards that readers can use to self-evaluate. Essentials of Online Course Design serves as a best-practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual.
E-Learning by Design by From William Horton -- a world renowned expert with more than thirty-five years of hands-on experience creating networked-based educational systems -- comes the next-step resource for e-learning training professionals. Like his best-selling book Designing Web-Based Training, this book is a comprehensive resource that provides practical guidance for making the thousand and one decisions needed to design effective e-learning. e-Learning by Design includes a systematic, flexible, and rapid design process covering every phase of designing e-learning. Free of academic jargon and confusing theory, this down-to-earth, hands-on book is filled with hundreds of real-world examples and case studies from dozens of fields. "Like the book's predecessor (Designing Web-based Training), it deserves four stars and is a must read for anyone not selling an expensive solution. -- From Training Media Review, by Jon Aleckson, www.tmreview.com, 2007
E-Learning by e-Learning is now an essential component of education. Globalization, the proliferation of information available on the Internet and the importance of knowledge-based economies have added a whole new dimension to teaching and learning. As more tutors, students and trainees, and institutions adopt online learning there is a need for resources that will examine and inform this field. Using examples from around the world, the authors of e-Learning: Concepts and Practices provide an in-depth examination of past, present and future e-learning approaches, and explore the implications of applying e-learning in practice. Topics include: - educational evolution - enriching the learning experience - learner empowerment - design concepts and considerations - creation of e-communities - communal constructivism This book is essential reading for anyone involved in technology enhanced learning systems, whether an expert or coming new to the area. It will be of particular relevance to those involved in teaching or studying for information technology in education degrees, in training through e-learning courses and with developing e-learning resources. Bryn Holmes is an assistant professor in Education at Concordia University, Montreal and director of an Internet company, Inishnet, which offers research and consultancy in online education. John Gardner is a professor of education at Queen's University, Belfast and his main research areas include policy and practice in information and communications technology in education.
A Guide to Authentic e-Learning by Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learningprovides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes. A Guide to Authentic e-Learning: develops the conceptual framework for authentic learning tasks in online environments provides practical guidance on design, implementation, and evaluation of authentic e-learning tasks includes case studies and examples of outcomes of using authentic e-learning tasks Written for teaching professionals in Higher Education who teach online, A Guide to Authentic e-Learningoffers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning. This essential book provides effective, working examples to engages learners with authentic tasks in online learning settings.
Instructional design: the ADDIE approach by The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments. Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm. The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.
Making the Move to ELearning by Making the Move to eLearning proposes a radical truth_that online education, when taught using the methodology perfected by successful veterans of distance learning, surpasses traditional face-to-face teaching and learning. The key is for online educators to learn just what those successful methods are and how to emulate them in their own virtual courses. Making the Move to eLearning is the textbook for new and veteran online teachers who want to learn or refine their online facilitation skills.
E-Learning and the Science of Instruction by In this thoroughly revised edition of the bestselling e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer- internationally-recognized experts in the field of e-learning-offer essential information and guidelines for selecting, designing, and developing asynchronous and synchronous e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings. In addition to updating research in all chapters, two new chapters and a CD with multimedia examples are included.
Web 2.0-Based E-Learning by Educational communities today are rapidly increasing their interest in Web 2.0 and e-learning advancements for the enhancement of teaching practices. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching provides a useful and valuable reference to the latest advances in the area of educational technology and e-learning. This innovative book offers an excellent resource for any practitioner, researcher, or academician with an interest in the use of the Web for providing meaningful learning experiences.
Design for How People Learn by Products, technologies, and workplaces change so quickly today that everyone is continually learning. Many of us are also teaching, even when it's not in our job descriptions. Whether it's giving a presentation, writing documentation, or creating a website or blog, we need and want to share our knowledge with other people. But if you've ever fallen asleep over a boring textbook, or fast-forwarded through a tedious e-learning exercise, you know that creating a great learning experience is harder than it seems. In Design For How People Learn, you'll discover how to use the key principles behind learning, memory, and attention to create materials that enable your audience to both gain and retain the knowledge and skills you're sharing. Using accessible visual metaphors and concrete methods and examples, Design For How People Learn will teach you how to leverage the fundamental concepts of instructional design both to improve your own learning and to engage your audience.
Rethinking Pedagogy for a Digital Age by Incorporating a variety of contexts - face-to-face, self-directed, blended and distance learning modes - this book examines different perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner focused and accessible. It considers key topics including: specific activities for achieving learning outcomes classifies and clarifies technologies' uses for learning and role in educational design current systems and future developments learners' competencies and approaches designing for mobile technologies practitioner development sustainability, organisational barriers and learning communities. Illustrated by case studies from the disciplines and with a helpful appendix of tools and resources for researchers, practitioners and teachers, this book is an essential guide to effective design and implementation of sound e-learning activities.
Preparing for Blended E-Learning by Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning. Beginning by exploring the meaning of 'e-learning', it supports tutors in identifying how they plan to use technology to support courses that blend online and face-to-face interactions. Illustrated by a range of case of studies, the book covers: designing quality, appropriate effective and online learning efficient and sustainable e-learning activity providing appropriate feedback to learners devising student activities and sourcing learning resources managing online and offline interactions Packed with practical advice and ideas, this book provides the core skills and knowledge that teachers in HE and FE need when starting out and further developing their teaching course design for blended and online learning.
Web-Based Education and Pedagogical Technologies by The rapid development and expansion of Web-based technologies has vast potential implications for the processes of teaching and learning world-wide. Technological advancements of Web-based applications strike at the base of the education spectrum; however, the scope of experimentation and discussion on this topic has continuously been narrow.Web-Based Education and Pedagogical Technologies: Solutions for Learning Applications provides cutting-edge research on such topics as network learning, e-learning, managing Web-based learning and teaching technologies, and building Web-based learning communities. This innovative book provides researchers, practitioners, and decision makers in the field of education with essential, up-to-date research in designing more effective learning systems and scenarios using Web-based technologies.
Delivering Learning on the Net by As online education becomes more familiar, so the reality of using it in teaching and learning has moved beyond the realm of the specialist. Pedagogy and best practice Delivering Learning on the Net explores the reality of online education today. Martin Weller chaired the groundbreaking Open University course You, Your computer and the Net, which is now the largest for-credit online course in Europe. Based on this and his experiences elsewhere, the book is a comprehensive resource grounded in practical reality as well as in research. Key issues covered include: *the Net and its relation to education; *developing and implementing online courses; *the key issues surrounding online education. Teachers, trainers, technologists, administrators and decision-makers working in higher and further education will all find much of value in this book.
E-Learning: The Key Concepts by E-Learning has long been touted as the brave new frontier of education, offering fresh challenges to teachers, students and, indeed, the whole of the education system. Addressing this, Elearning: The Key Concepts is the perfect reference for anyone seeking to navigate the myriad of names, concepts and applications associated with this new era of teaching, training and learning. Taking the reader from A to Z through a range of topics including blogging, course design, plagiarism, search engines and Virtual Learning Environments (VLEs), this timely work features: full cross-referencing a substantial introduction exploring the development of the field and putting modern-day challenges in context extensive guides to further reading. The only text of its kind to provide concise and user-friendly definitions of the crucial terms used in this growing field, this is a highly useful resource for online course co-ordinators, undergraduate students taking online courses, students on masters-level online learning courses, and trainers.
E-Learning in the 21st Century by This book provides a framework for understanding the application and characteristics of e-learning in higher education.
The Theory and Practice of Learning by Learning is among the most basic of human activities. The study of learning, and research into learning is becoming a central part of educational studies. This is a comprehensive introduction to contemporary theories and modern practices of learning. Updated and expanded, this second edition should be of interest to teachers, facilitators, human resource developers and students of education. The contents cover: lifelong learning; the social background to learning; cognitivist theory; types of learning; learning using ICT; and philosophical reflections on learning.
Visual Design Solutions by Enhance learners' interest and understanding with visual design for instructional and information products No matter what medium you use to deliver content, if the visual design fails, the experience falls flat. Meaningful graphics and a compelling visual design supercharge instruction, training, and presentations, but this isn't easy to accomplish. Now you can conquer your design fears and knowledge gaps with Visual Design Solutions: a resource for learning professionals seeking to raise the bar on their graphics and visual design skills. This informal and friendly book guides you through the process and principles used by professional graphic designers. It also presents creative solutions and examples that you can start using right away. Anyone who envisions, designs, or creates instructional or informational graphics will benefit from the design strategies laid out in this comprehensive resource. Written by Connie Malamed, an art educator and instructional designer, this book will help you tap into your creativity, design with intention, and produce polished work. Whereas most graphic design books focus on logos, packaging, and brochures, Visual Design Solutions focuses on eLearning, presentations, and performance support. Visual Design Solutions includes practical guidelines for making smart design choices, ways to create professional-looking products, and principles for successful graphics that facilitate learning. Ideal for instructional designers, trainers, presenters, and professors who want to advance from haphazard to intentional design, this book will help them realize their design potential. Gain the knowledge and confidence to design impressive, effective visuals for learning Increase learner comprehension and retention with visual strategies offered by an expert author Serves as a reference and a resource, with a wealth of examples for inspiration and ideas Addresses an intimidating topic in an informal, friendly style In four parts, the book provides a thorough overview of the design process and design concepts; explores space, image, and typography; and presents workable solutions for your most persistent and puzzling design problems. Get started and begin creating captivating graphics for your learners.
Engaging the Online Learner by Engaging the Online Learner This updated edition includes an innovative framework--the Phases of Engagement--that helps learners become more involved as knowledge generators and cofacilitators of a course. The book also provides specific ideas for tested activities (collected from experienced online instructors across the nation) that can go a long way to improving online learning. Engaging the Online Learner offers the tools and information needed to: Convert classroom activities to an online environment Assess the learning that occurs as a result of collaborative activities Phase in activities that promote engagement among online learners Build peer interaction through peer partnerships and team activities Create authentic activities and implement games and simulations Praise for Engaging the Online Learner "The Phases of Engagement framework provides a road map for creating community at each phase of an online course. This book is an invaluable guide to innovative practices for online learning."-Judith V. Boettcher, coauthor of The Online Teaching Survival Guide "Engagement is the heart of online learning. The authors have developed an encyclopedia of tried-and-true learner engagement activities that are authentic and ready to use."-Donald P. Ely, professor emeritus, instructional design, development and evaluation in the School of Education, Syracuse University
Critical Design and Effective Tools for E-Learning in Higher Education by Critical Design and Effective Tools for E-Learning in Higher Education: Theory into Practice is a collection of stories that provide those who work in higher education a source of both information and inspiration. The stories are told by some 40 professionals from all across the English-speaking world, detailing their theoretical and practical perspectives on the impact technology has had and will have on the learning experiences of higher education graduates.
E-tivities by Beyond the hype of online learning lies a straightforward question: how do you really deliver worthwhile learning online? This book, based on action research, provides a simple answer to this fundamental question by exploring a key technique that enables teachers and learners to use available technologies happily and successfully. So, what are e-tivities? They are motivating, engaging, purposeful activities developed and led by an e-moderator. They are frameworks for active and interactive online learning. E-tivities are in the hands of the teachers themselves and promote active e-learning. This is not a book about the technology of online learning. Practical, accessible and direct, it looks at personalizing and customizing teaching and learning. Written for use in any topic, subject or course, E-tivities explores: the importance of activities in online learning; designing and running e-tivities; the five-stage model of teaching and learning online. Backed up extensive illustrations and case studies, and including a unique collection of 35 Resources for Practitioners, this is a book for all professionals involved in online learning.
E-Moderating by Set in the context of the development and combination of Information and Communications Technologies (ICT) and the wide impact these are having on teaching in open and distance learning, this text considers what is required of a good moderator and presents practical information for their training and development. The book also introduces the reader to current thinking in online computer-mediated education, exploring the role of the trainer, teacher or tutor as moderator and also explains how to set up an online environment that will maximize the success of the moderator when working with students online.
Rethinking University Teaching by Teachers in higher education are slowly accepting the fact that they have to become more professional in their approach to teaching, matching their professionalism in research. The notions of quality audit and teacher appraisal are new, and in their existing forms ill-founded, but they represent a challenge that teachers will have to face. The book aims to prepare them for this: both to contribute towards a well-founded implementation of quality audits and appraisal, and to achieve their personal aims of improving their teaching and their students' learning. There is also a growing recognition that the technological media have the potential to improve student learning, or at least teach efficiency, and university teachers are looking for ways of increasing their understanding of what can be done with the new media, and how to do it. This book will inform them about what has been done and what is already known, helping them to think constructively and critically, and building toward a practical methodology for the design, development, and implementation of educational technologies. Part one explores students' learning, and what it is that they need from educational technology; part tow looks at individual teaching methods and media, including non-interactive media (lectures, print, audio, etc.), hypermedia (CD-ROM, etc.), and interactive media (simulations, modelling programs etc.); and part three discussed the design methodology, designing learning activities, setting up the learning context and maintaining quality. Diana Laurillard is Professor of Educational Technology, and Pro-Vice Chancellor for Learning Technology and Teaching, at The Open University. She was a member of the National Committee for the Inquiry into Higher Education, chaired by Sir Ron Dearing.
E-Learning and Social Networking Handbook by Digital resources--from games to blogs to social networking--are strong forces in education today, but how can those tools be effectively utilized by educators and course designers in higher education? Filled with practical advice, the e-Learning and Social Networking Handbook, Second Edition provides a comprehensive overview of online learning tools and offers strategies for using these resources in course design, highlighting some of the most relevant and challenging topics in e-learning today, including: - using social networking for educational purposes - designing for a distributed environment - strengths and weaknesses of delivering content in various formats (text, audio, and video) - potential constraints on course design - implementation, evaluation, induction, and training Illustrated by short, descriptive case studies, the e-Learning and Social Networking Handbook, Second Edition also directs the reader to useful resources that will enhance their course design. This helpful guide will be invaluable to all those involved in the design and delivery of online learning in higher education.
A Practical Guide to Problem-based Learning Online by Problem-based learning online is a burgeoning area, crying out for support in all the disciplines, but particularly health, medicine, education and social care that are already advanced users of problem-based learning in higher education. This book provides highly grounded research based ways for those wanting to change problem-based learning modules and programs from face to face to online approaches, as well as those who have developed e-learning components but who want to adopt problem-based methods. Providing an overview of the current state of problem based learning online, it examines why we're moving from fact to face to online provision, considers existing forms of provision, outlines common mistakes and strategies to avoid future problems, and shows how to effectively facilitate learning. Illustrated by mini case studies and examples of international projects, it provides guidance on effective design, online collaboration and group dynamics, and explores the common, and complex, decisions faced when choosing which form of problem-based learning to adopt. Including practical information and resources for games and activities, scenarios of problem-based learning in the different disciplines, advice for supporting staff and students, and effectively evaluating the tools, skills and pedagogy needed for learning, this book is an essential guide for all practitioners involved in the design and delivery of problem based learning online.
Blended Learning in Higher Education by This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines. In this much-needed book, authors D. Randy Garrison and Norman D. Vaughan present the foundational research, theoretical framework, scenarios, principles, and practical guidelines for the redesign and transformation of the higher education curriculum. Blended Learning in Higher Education Outlines seven blended learning redesign principles Explains the professional development issues essential to the implementation of blended learning designs Presents six illustrative scenarios of blended learning design Contains practical guidelines to blended learning redesign Describes techniques and tools for engaging students
The Power of Role-Based e-Learning by Written for educators seeking to engage students in collaboration and communication about authentic scenarios, The Power of Role-Based e-Learning offers helpful, accessible advice on the practice and research needed to design online role play. Drawing on the experiences of world-leading practitioners and citing an array of worldwide examples, it is a readable, non-technical, and comprehensive guide to the design, implementation, and evaluation of this exciting teaching approach. Issues discussed include: designing effective online role plays defining games, simulations and role plays moderating engaging and authentic role-based e-learning activities assessment and evaluation. The Power of Role-Based e-Learning offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it is an invaluable resource for teachers, trainers, academics, and educational support staff involved in e-learning.
Techniques for Fostering Collaboration in Online Learning Communities by Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers. Offering an extensive discussion of the design, management, monitoring, and evaluation of learning processes, this work reviews issues from both a theoretical and practical viewpoint and includes methodological contributions as well as perspectives on real experiences.
Learning and Teaching with Virtual Learning Environments by Virtual Learning Environments (VLEs) are becoming increasingly common in schools, and it is important for trainees to be equipped with the necessary skills and understanding to use them effectively to enhance learning. This book takes a thematic approach, examining all the key issues from designing and creating a VLE to using one to organise, moderate and assess pupil learning and even to develop resources for learning.
V-Learning by Equally grounded in the research and the practical applications developed by the authors over a number of years, this book shows how virtual learning environments could represent the future of higher education. As academics begin to use environments such as Second Life to reach a broader student audience, this volume offers the distance-learning community (administrators, faculty, and students) a different, yet successful, approach to delivering content over the Internet through 3D virtual learning environments that have the potential to transform higher education.Covering a broad spectrum of frameworks, from commercial multiplayer video games to online learning, the book shows just how powerful these environments can be in the arena of education, and concludes that data-driven practice will ensure almost universal take-up, even among those currently unwilling to use V-learning. The authors provide numerous practical examples of distance learning in its current state of development, as well as making informed predictions about how future environments might evolve.This much-needed book is right at the cutting edge of its subject, and comes at a time when research in both educational gaming and distance learning are converging.
Introduction to Media Production by Introduction to Media Productionbegan years ago as an alternative text that would cover ALL aspects of media production, not just film or just tv or just radio. Kindem and Musburger needed a book that would show students how every form of media intersects with one another, and about how one needs to know the background history of how film affects video, and how video affects working in a studio, and ultimately, how one needs to know how to put it all together. Introduction to Media Productionis the book that shows this intersection among the many forms of media, and how students can use this intersection to begin to develop their own high quality work. Introduction to Media Productionis a primary source for students of media. Its readers learn about various forms of media, how to make the best use of them, why one would choose one form of media over another, and finally, about all of the techniques used to create a media project. The digital revolution has exploded all the former techniques used in digital media production, and this book covers the now restructured and formalized digital workflows that make all production processes by necessity, digital. This text will concentrate on offering students and newcomers to the field the means to become aware of the critical importance of understanding the end destination of their production as a part of pre-production, not the last portion of post production. Covering film, tv, video, audio, and graphics, the fourth edition of Introduction to Digital Mediapromises to be yet another comprehensive guide for both students of media and newcomers to the media industry.
Online Learning Idea Book by "For those who think online learning can't be truly interactive, Patti Shank and her colleagues clearly demonstrate--in hundreds of examples--that it can. The real lesson in The Online Learning Idea Book is that technology doesn't build interactive learning; creative thinking and good, solid instructional design does. Using even a smidgen of the great ideas in this book will increase the learning effectiveness of any online program." --Marc J. Rosenberg, consultant, and author of Beyond E-Learning "Patti Shank has collected great ideas about online learning and teaching from all over the globe. If you are an online instructor or instructional designer looking for new ways to involve and engage your learners, you'll be inspired by this book!"--Terry Morris, associate professor, William Rainey Harper Colleges Filled with techniques, tools, tips, examples, resources, and dozens of "great ideas,? this invaluable resource helps people who are looking to build online instructional materials -- or improve existing materials -- discover and implement what the best and brightest in industry and education are doing to make online learning more engaging and compelling. Increase your know-how in the following areas: Look and Feel: how to increase ease-of-use Graphics and Multimedia: how to make instructional graphics engaging and compelling Activities: how to make instruction itself engaging and compelling Tools: how to use a variety of online tools Instructional Design: how to design better and faster.
Learning in Groups by Learning in groups, rather than in formal lectures or presentations, allows students to have greater scope to negotiate meaning and express themselves and their own ideas. It also helps them to establish far more effective releationships, not only with their tutors and trainers but with each other. Yet many tutors and trainers find the leadership role required when working in groups difficult to perform satisfactorily and revert to their traditional role as subject expert and prime talker. This handbook is a truly comprehensive guide for anyone involved in groupwork, containing advice and practical exercises to develop group learning skills for both learners and tutors. This new edition has been thoroughly updated, containing valuable new material throughout on group learning and collaborating online, action research and the role of reflection and emotional intelligence.
On Becoming an Innovative University Teacher by On Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered. In the second edition of this popular book, Cowan maintains his relaxed and readable style, and the book features revised coverage to make it even more accessible and useful. The examples have been updated throughout and a new chapter looks at innovation and reflection in the context of contemporary higher education.
Best Practices for Technology-Enhanced Teaching and Learning by The use of technology and teaching techniques derived from technology is currently a bourgeoning topic in higher education. Teachers at all levels and types of institutions want to know how these new technologies will affect what happens in and outside of the classroom. Many teachers havealready embraced some of these technologies but remain uncertain about their educational efficacy. Other teachers have waited because they are reluctant to try tools or techniques that remain unproven or, as is often the case, lack institutional support. This book is designed to help both groups, sothat those with technological expertise can extend their knowledge, while technological novices can "ramp up" at their own pace and for their own purposes. Best Practices for Technology-Enhanced Teaching and Learning brings together expert teacher-scholars who apply and assess technology's impact on traditional, hybrid or blended, or completely on-line courses, relying on technology as a teaching tool for classroom management and interaction (e.g.,Brightspace, PowerPoint, student response or "clicker systems," multimedia tools), as well as student-based uses of technology largely independent of instructors (e.g., social networking on popular sites including Facebook and MySpace). Each chapter will address how technological improvements can beconnected to assessment initiatives, as is now routinely advocated in psychology and social science education. The book features current scholarship and pedagogy involving innovative technology that impacts on student learning in psychology and related disciplines, focusing also on student reactionsto these novel technologies, and proper assessments of how well they promote learning. This text will serve as the standard reference on emerging technologies for undergraduate instructors.
The Non-Designer's Design Book by Robin Williams wrote this one for people who now need to design pages but have not background or formal training in design. Follow her basic principles and your work is guaranteed to look more professional. organized, unified, and interesting. Witty and easy to read, this book is full of practical information, exercises, and quizzes that ensure you'll never look at a page in the same way again.
Assessing the Online Learner by Written by Rena M. Palloff and Keith Pratt, experts in the field of online teaching and learning, this hands-on resource helps higher education professionals understand the fundamentals of effective online assessment. It offers guidance for designing and implementing creative assessment practices tied directly to course activities to measure student learning. The book is filled with illustrative case studies, authentic assessments based in real-life application of concepts, and collaborative activities that assess the quality of student learning rather than relying on the traditional methods of measuring the amount of information retained.
Copyright and E-Learning by As e-learning support is extended from higher education to schools, colleges and other learning organizations, a good understanding of copyright and other IPR issues is essential to ensure that material is legal and not laying the institution open to risk. Copyright is frequently seen as a barrier to making materials available in e-learning environments. Through its practically based overview of current and emerging copyright issues facing those working in the field of e-learning, this book will help to break this barrier down and equip professionals with the tools, skills and understanding they need to work confidently and effectively in the virtual learning environment with the knowledge that they are doing so legally. Fully supported with a broad range of practitioner case studies and further sources of information, this essential guide looks at best practice developed by leading universities in the UK and overseas which support students in a blended learning environment. Key topics include: the background to copyright and e-learning digitizing published content for delivery in the VLE using multimedia in e-learning copyright issues and 'born' digital resources copyright in the emerging digital environment of Web 2.0 copyright training for staff. Readership: This book is essential reading for anyone working in education including learning support staff and teachers using e-learning, learning technologists, librarians, educational developers, instructional designers, IT staff and trainers. It is also relevant for anyone working in the education sector from school level to higher education, and those developing learning resources in commercial organizations and the public sector including libraries, museums and archives, and government departments.
Designing for Learning in an Open World by The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills don't necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive 'learning pathways' to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context.
Reusing Online Resources by To improve the cost effectiveness and sustainability of e-learning, many national and international initiatives are pioneering new ways in which educators can share their curricula with teachers and learners around the world. To enable this global sharing, educators must learn to design, manage and implement reusable electronic educational resources. This unique book outlines approaches to sharing and reusing resources for e-learning. Drawing upon research by 30 prominent scholars from seven countries, the authors offer multiple perspectives from school, continuing and higher education as well as industry. It is essential reading for those implementing e-learning in education and corporate training, including teachers, trainers, academics, educational developers and support staff as well as senior managers.