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Teaching in a Digital Age

Nguồn ngoài

Teaching in a Digital Age

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age.

Education and Professional DevelopmentSocial Sciences
Tác giả
A.W. (Tony) Bates
Nhà xuất bản
Contact North
Nguồn
LibreTexts
Giấy phép
CC BY-NC
Ngôn ngữ
EN
Danh mục
Khoa học cơ bản
Đọc trực tuyến Tải PDF (nguồn mở)
Mục lục· 145 mục
  1. 01: Fundamental Change in Education
  2. 01.1: Structural changes in the economy: the growth of a knowledge society
  3. 01.2: The skills needed in a digital age
  4. 01.3: Should education be tied directly to the labour market
  5. 01.4: Change and continuity
  6. 01.5: The impact of expansion on teaching methods
  7. 01.6: Changing students changing markets for higher education
  8. 01.7: From the periphery to the center: how technology is changing the way we teach
  9. 01.8: Navigating new developments in technology and online learning
  10. 02: The nature of knowledge and the implications for teaching
  11. 02.1: Art theory research and best practices in teaching
  12. 02.1: Scenario B: A pre-dinner party discussion
  13. 02.2: Epistemology and theories of learning
  14. 02.3: Objectivism and behaviourism
  15. 02.4: Cognitivism
  16. 02.5: Constructivism
  17. 02.6: Connectivism
  18. 02.7: Is the nature of knowledge changing
  19. 02.8: Summary
  20. 03: Methods of teaching: campus-focused
  21. 03.1: Five perspectives on teaching
  22. 03.1: Scenario C: A stats lecturer fights the system
  23. 03.2: The origins of the classroom design model
  24. 03.3: Transmissive lectures: learning by listening
  25. 03.4: Interactive lectures seminars and tutorials: learning by talking
  26. 03.5: Learning by doing: Experiential learning
  27. 03.6: Learning by doing: Apprenticeship
  28. 03.7: Learning by being: The nurturing and social reform models of teaching:
  29. 03.8: Main conclusions
  30. 04: Methods of teaching with an online focus
  31. 04.1: Online learning and teaching methods
  32. 04.1: Scenario D: Developing historical thinking
  33. 04.2: Old wine in new bottles: classroom-type online learning
  34. 04.3: The ADDIE model
  35. 04.4: Online collaborative learning
  36. 04.5: Competency-based learning
  37. 04.6: Communities of practice
  38. 04.7: Agile Design: flexible designs for learning
  39. 04.8: Making decisions about teaching methods
  40. 04.8: Scenario E: ETEC 522: Ventures in e-Learning
  41. 05: MOOCs
  42. 05.1: Brief history
  43. 05.2: What is a MOOC
  44. 05.3: A Taxonomy of MOOCs
  45. 05.4: Strengths and weaknesses of MOOCs
  46. 05.5: Political social and economic drivers of MOOCs
  47. 05.6: Why MOOCs are only part of the answer
  48. 05.7: Scenario F: How to cope with being old
  49. 06: Building an effective learning environment
  50. 06.1: Integrating design principles within a rich learning environment
  51. 06.1:0 Conclusions
  52. 06.2: What is a learning environment
  53. 06.3: Learner characteristics
  54. 06.4: Managing content
  55. 06.5: Developing skills
  56. 06.6: Learner support
  57. 06.7: Resources
  58. 06.8: Assessment of learning
  59. 06.9: Culture and learning environments
  60. 07: Understanding technology in education
  61. 07.1: Choosing technologies for teaching and learning: the challenge
  62. 07.2: A short history of educational technology
  63. 07.3: Media or technology
  64. 07.4: Assessing media affordances: the SAMR model
  65. 07.5: Broadcast vs communicative media
  66. 07.6: The time and space dimensions of media
  67. 07.7: Media richness
  68. 07.8: Understanding the foundations of educational media
  69. 08: Pedagogical differences between media
  70. 08.1: Thinking about the pedagogical differences of media
  71. 08.2: Text
  72. 08.3: Audio
  73. 08.4: Video
  74. 08.5: Computing
  75. 08.6: Social media
  76. 08.7:.a Emerging technologies: serious games and gamification
  77. 08.7:.b. Emerging technologies: virtual and augmented reality
  78. 08.7:.d Emerging technologies: conclusion and summary
  79. 08.7:c Emerging technologies: artificial intelligence
  80. 08.8: A framework for analysing the pedagogical characteristics of educational media
  81. 09: Choosing and using media in education: the SECTIONS model
  82. 09.1: Models for media selection
  83. 09.1:0 Deciding
  84. 09.2: Students
  85. 09.3: Ease of Use
  86. 09.4: Cost
  87. 09.5: Teaching and media selection
  88. 09.6: Interaction
  89. 09.7: Organisational issues
  90. 09.8: Networking (and novelty)
  91. 09.9: Security and privacy
  92. 10: Modes of delivery
  93. 10.1: The continuum of technology-based learning
  94. 10.2: Comparing modes of delivery
  95. 10.3: Which mode
  96. 10.4: Choosing between face-to-face and online teaching on campus
  97. 10.5: The future of the campus
  98. 11: Trends in open education
  99. 11.1: Open learning
  100. 11.1: Scenario H: Watershed management
  101. 11.2: Open educational resources (OER)
  102. 11.3: Open textbooks open research and open data
  103. 11.4: Open pedagogy
  104. 11.5: The implications of open for course and program design: towards a paradigm shift
  105. 12: Ensuring quality teaching in a digital age
  106. 12.1: What do we mean by quality when teaching in a digital age
  107. 12.1:0 Step eight: communicate communicate communicate
  108. 12.1:1 Step nine: evaluate and innovate
  109. 12.1:2 Building a strong foundation of course design
  110. 12.2: Nine steps to quality teaching in a digital age
  111. 12.3: Step One: Decide how you want to teach
  112. 12.4: Step two: what kind of course or program
  113. 12.5: Step three: work in a team
  114. 12.6: Step four: build on existing resources
  115. 12.7: Step five: master the technology
  116. 12.8: Step six: set appropriate learning goals
  117. 12.9: Step seven: design course structure and learning activities
  118. 13: Supporting teachers and instructors in a digital age
  119. 13.1: Are you a super-hero
  120. 13.2: The development and training of teachers and instructors in a digital age
  121. 13.3: Learning technology support
  122. 13.4: Conditions of employment
  123. 13.5: Team teaching
  124. 13.6: An institutional strategy for teaching in a digital age
  125. 13.7: Building the future
  126. 13.8: Scenario I: Stopping the flu
  127. 14: Appendix 1: Questions to guide media selection and use
  128. 14.1: S: Who are your students
  129. 14.2: E: Ease of use
  130. 14.3: C: What is the cost in money and time
  131. 14.4: T: Teaching and other pedagogical factors
  132. 14.5: I: Interaction
  133. 14.6: O: Organisational issues
  134. 14.7: N: Networking
  135. 14.8: S: Security and privacy
  136. 16: Appendix 3: Independent reviews
  137. 16.1: A review from a faculty perspective: Professor James Mitchell
  138. 16.2: A review from an open and distance education perspective: Sir John Daniel
  139. 16.3: A review from a digital education perspective: Digital Education Strategies Ryerson University
  140. 16.4: MERLOT II Peer Review
  141. 17: Feedback on Activities
  142. 17.1: Appendix 4: Feedback on Activity 1.8 Main conclusions from Chapter 1
  143. 17.2: Appendix 4: Feedback on Activity 7.1 How many technologies can you see in Figure 7.1
  144. 17.3: Appendix 4: Feedback on Activity 7.5 Broadcast or communicative
  145. Appendix 02 Online learning quality standards organisations and research