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Education for a Digital World - Advice, Guidelines and Effective Practice from Around Globe

Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.

Education and Professional Development Social Sciences

Tác giả: Sandy Hirtz
Nhà xuất bản: Insurance Corporation of British Columbia
Nguồn: LibreTexts
Giấy phép: CC BY-SA
Ngôn ngữ: EN
Danh mục: Khoa học cơ bản

Đọc trực tuyến Tải PDF (nguồn mở)

Mục lục· 257 mục

01: Emerging Technologies in E-learning
1.1: Introduction
1.2: Defining Todays Emerging Technologies
1.3: Technology in Education - Looking at Fiction to Find Real Possibilities
1.4: Imagining Technology in Education Tomorrow
1.5 Challenges
1.6 Summary
02: Virtual Design Studios- Solving Learning Problems in Developing Countries
2.1: Introduction
2.2: The Scenario in Developing Countries
2.3: Problems and The Way Forward
03: Challenges Confronted and Lessons (Un)Learned- Linking Students from the University of Ghana and Kwantlen University College
3.1: Abstract
3.2: Introduction
3.3: Connexions
3.4: Open Source Software and Operating Systems in Africa
3.5: The Near Miss
3.6: Course Format
3.7: Group Projects
3.8: Course Evaluation
3.9: Conclusion
04: Addressing Diversity in Design of Online Courses
4.1: Introduction
4.2: Diversity
4.3: Defining Diversity
4.4: Lessons from The Literature
4.5: Other Paradigms of Diversity
4.6: Learning Environment Design
4.7: Conclusion
05: Mobile Learning in Developing Countries- Present Realities and Future Possibilities
5.1: Introduction
5.2: Ultra-mobility - A New Way to Learning
5.3: Revolutionizing Learning in Developing Countries
5.4: Mobile Learning - A Tentative Step Towards Utopia
5.5: Three Projects
5.6: The Challenges Ahead
5.7: Summary
06: The Impact of Technology on Education
6.1: Introduction
6.2: The History of Instructional Technology in Education
6.3: Benefits of Using Emerging Technologies in E-learning
6.4: Design Principles for Developing Learning Materials for Emerging Technologies
6.5: Planning for Implementing Emerging Technologies in E-learning
6.6: Providing Support in E-learning Using Emerging Technologies
6.7: Emerging Trends in The Use of Emerging Technologies in E-learning
6.8: Summary
07: Untitled Chapter 7
7.1: Introduction
7.2: Learning Management - The Two Cultures
7.3: Features of Corporate Learning Management Systems
7.4: Course Development
7.5: Software Simulation Tools
7.6: Virtual Classrooms Web Conferencing
7.7: Needs Assessment
7.8: Implementation Issues
7.9: Summary
08: Untitled Chapter 8
8.1: Introduction
8.2: What is Open Source or Free Software
8.3: Why Should Educators Care
8.4: Understanding GNUs General Public LicenceA Legal Bastion
8.5: Enforcing the General Public Licence
8.6: Challenges for Widespread Adoption
8.7: Common Misperceptions of The Great Wizard
8.8: Meeting The Wizard and His Machines - Investigating Freely Sourced Alternatives
8.9: Conclusion
09: Untitled Chapter 9
9.1: Introduction
9.2: Quality in E-learning
9.3: Design to Enable Human Capabilities
9.4: Quality Assurance by Design
9.5: Summary
10: General Principles of Instructional Design
10.1: Introduction
10.2: Identify The Instructional Goal(s)
10.3: Conduct A Goal Analysis
10.4: Conduct A Subordinate Skills Analysis
10.5: Identify Entry Skills and Characteristics
10.6: Write Learning Outcomes
10.7: Summary
11: Accessibility and Universal Design
11.1: Introduction
11.2: Framework
11.3: Universal Design
11.4: About Web Accessibility
11.5: Students with Disabilities
11.6: Designing and Structuring Online Content
11.7: Multimedia
11.8: Testing Your Site
11.9: Summary
12: Articulation and Transfer of Online Courses
12.1: Introduction
12.2: The Principles of Articulation
12.3: Requesting Articulation - Best Practices
12.4: Assessing An Articulation Request - Best Practices
12.5: Assessing Student Success
12.6: Summary
13: Planning Your Online Course
13.1: Introduction
13.2: Can You Make Patterns From Clouds
13.3: What Are The Roles of The Design Team
13.4: Whos The Audience
13.5: How Do We Move From Concepts To Mapping
13.6: Why Should We Consider E-Learning Styles
13.7: How Does E-Teaching Style Affect Design
13.8: How Important Is The Packaging
13.9: Summary
14: Assessment and Evaluation
14.1: Introduction
14.2: Security Issues for Online Testing
14.3: WebCT Types of Quiz Questions
14.4: Third-Party Tools
14.5: Authentic Student Assessment Strategies for The Online Environment
14.6: Summary
15: Understanding Copyright - Knowing Your Rights and Knowing When Youre Right
15.1: Introduction
15.2: A Brief History of Copyright
15.3: Anatomy of Copyright
15.4: What Copyright Does Not Protect
15.5: Exploitation of A Work
15.6: Copyright in Higher Education
15.7: Best Practices
16: Open Licences of Copyright for Authors Educators and Librarians
16.1: Introduction
16.2: Software Open Licences
16.3: Open Licences for Non-Software Material
16.4: Access to Knowledge and Information Sharing
16.5: Concluding Comments
17: E-learning Standards
17.1: Introduction
17.2: Instructional Design and Delivery Considerations
17.3: Quality First
17.4: Why Standards for E-Learning
17.5: Common Standards for E-Learning
17.6: Standards Regulatory Bodies
17.7: Summary
18: Leadership and E-learning - Change Processes for Implementing Educational Technologies
18.1: Introduction
18.2: Why Technology
18.3: What is Leadership
18.4: Leadership and Change
18.5: Leadership Technology and Pedagogy
18.6: Transformational Leadership
18.7: Case Study - Developing E-Learning Programs in K12
18.8: Summary
19: Building Communities of Practice
19.1: Introduction - The Turkey Boat Problem
19.2: Building Blocks
19.3: Conceptual Investigations
19.4: Technical Investigations
19.5: Splicing the Information Cable
19.6: The Architect
19.7: Summary
20: Instructional Strategies
20.1: Introduction
20.2: Description
20.3: Learning Domain Strategies
20.4: Sequencing Learning Outcomes
20.5: Motivating Students
20.6: Instructional Events
20.7: Develop and Select Instructional Materials
20.8: Summary
21: Media Selection
21.1: Introduction
21.2: Media Categories
21.3: Media and Motivation
21.4: Audio
21.5: Visuals
21.6: Video
21.7: Animations
21.8: Real Objects
21.9: Summary
22: Computer-Based Resources for Learning
22.1 Introduction
22.2: Online Labs
22.3: Computer-Based Resources
22.4: Tutorials
22.5: Simulations
22.6: Educational Games
22.7: Intelligent Tutoring Systems
22.8: Virtual Reality
22.9: Summary
23: Computer-Based Games for Learning
23.1: Introduction
23.2: Square One - What are We Talking About
23.3: Why Use Computer-Based Games for Learning
23.4: Game-Based Learning Examples
23.5: What Makes A Learning Game Effective
23.6: Getting Started
23.7: Creating Your Own Game
23.8: Summary
24: Evaluating and Improving Your Online Teaching Effectiveness
24.1: Introduction
24.2: Collect Feedback Before the Course Begins
24.3: Identifying Student Expectations and Abilities
24.4: Getting Different Reactions Throughout the Course
24.5: Responding to Formative Feedback With Immediate Minor Changes
24.6: Capturing Final Comments and Attitudes
24.7: Making Changes for the Future
24.8: Summary
25: Tools for Online Engagement and Communication
25.1: Introduction
25.2: Blogs Identity and Engagement
25.3: Wiki Technology for Online Education
25.4: Digital Storytelling
25.5: Summary
26: Techno Expression
26.1: Introduction
26.2: The Human Element in Technology Environments - An Overview of Techno Expression
26.3: Time - When Techno Expression Happens
26.4: A Sense of Place - The Techno Expression Environment
26.5: Tools - How Students Engage in Techno Expression
26.6: Why We Use Techno Expression for Learning
26.7: Summary
27: Social Media for Adult Online Learners and Educators
27.1: Introduction
27.2: Going or Gone Mainstream
27.3: Why Social Media for Adult Learners
27.4: Adult Language Learners
27.5: Online Pedagogy - Best Practice and Theories
27.6: Social Network Blogs with the Working Adult Learner
27.7: Summary
28: Online Collaboration - An Overview
28.1: Introduction
28.2: Point of Departure
28.3: Definitions and Distinctions
28.4: Benefits of Collaboration
28.5: Issues and Solutions
28.6: A Broader View - Educational Collaboration in Context
28.7: Stories Strategies Tools and Tactics to Come
28.8: Learners Stories of Online Collaboration
28.9: Summary
29: Identity in Online Education
29.1: Introduction
29.2: Online Learners Identities
29.3: Secondary School Participation in Online Learning Environments
29.4: Introducing E-Portfolios
29.5: Summary
30: Supporting E-learning through Communities of Practice
30.1: Introduction
30.2: What is a Community of Practice
30.3: Why are CoPs Important for Learning
30.4: Factors Related to CoP Success
30.5: Virtual (Online) Communities of Practice
30.6: CoPs in Practice
30.7: Recommendations
30.8: Summary
31: Looking Forward - Stories of Practice
31.1: Introduction
31.2: The Studio Story
31.3: Verbalizing the Continuum
31.4: Stories from the Continuum
31.5: A Story of Online Instruction
31.6: A Story of Facilitated Instruction
31.7: A Story of Blended Instruction
31.8: A Story of Studio-Based Instruction
31.9: Summary