Online Learning

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The Knowledge Web: Learning and Collaborating on the Net

Book
Eisenstadt, Marc and Tom Vincent
1998
Kogan Page, London
TK5105.875.I57E346 1998
Topics: Online Learning

Additional Info:
In the ever-advancing world of educational technology, the Open Universitys Knowledge Media Institute is state of the art, leading the pack in producing learning resources for the World Wide Web. This book, edited by the two founders of KMI, discusses the educational possibilities of the new technologies and brings together examples of cutting edge projects from the institute. Each of the fourteen contributions -- written by such experts as Sir ...
Additional Info:
In the ever-advancing world of educational technology, the Open Universitys Knowledge Media Institute is state of the art, leading the pack in producing learning resources for the World Wide Web. This book, edited by the two founders of KMI, discusses the educational possibilities of the new technologies and brings together examples of cutting edge projects from the institute. Each of the fourteen contributions -- written by such experts as Sir John Daniel -- is linked with a site on the Web that allows readers to engage in some on-line experimentation of their own. This is a book that no forward-thinking teacher or trainer will want to be without. (From the Publisher)

Table Of Content:
Acknowledgements and affiliations
List of colour plates
Knowledge Media takes off on the Web: introduction and overview of the book

Pt. I Learning media
ch. 1 Can you get my hard nose in focus? Universities, mass education and appropriate technology
ch. 2 The Web: enabler or disabler
ch. 3 Collaborative learning in networked simulation environments
ch. 4 Media integration through meta-learning environments
ch. 5 Developing Web-based student support systems: telling student stories on the Internet
ch. 6 Innovations in large-scale supported distance teaching: transformation for the Internet, not just translation

Pt. II Collaboration and presence
ch. 7 Promoting learner dialogues on the Web
ch. 8 New scenarios in scholarly publishing and debate
ch. 9 Exploring telepresence on the Internet: the KMi Stadium Webcast experience
ch. 10 KMi Planet: putting the knowledge back into media
ch. 11 Sharing programming knowledge over the Web: the Internet Software Visualization Laboratory

Pt. III Knowledge Systems on the Web
ch. 12 Accessing artificial intelligence applications over the World Wide Web
ch. 13 Knowledge modelling: an organic technology for the knowledge age
ch. 14 The World Wide Design Lab: an environment for distributed collaborative design
ch. 15 Psychological agents and the new Web media
ch. 16 The Virtual Participant: a tutor's assistant for electronic conferencing

References
Index
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Wabash tree

Internet [based] Learning: An Introduction and Framework for Higher Education and Business

Book
French, Deanie, Charles Hale, Charles Johnson and Gerald Farr, eds.
1999
Stylus, Sterling, VA
LB1044.87.I56 1999
Topics: Online Learning

Additional Info:
This book is for every teacher or trainer-- whose computer skills may be limited-- who wants to understand the Internet educationally, and use it in his or her courses.
As institutional pressures mount to integrate the Internet into teaching, this book provides a framework and a hands-on introduction to what’s involved, whether it’s adapting materials and teaching styles for the Web, or designing a virtual course. This ...
Additional Info:
This book is for every teacher or trainer-- whose computer skills may be limited-- who wants to understand the Internet educationally, and use it in his or her courses.
As institutional pressures mount to integrate the Internet into teaching, this book provides a framework and a hands-on introduction to what’s involved, whether it’s adapting materials and teaching styles for the Web, or designing a virtual course. This book provides: + an introduction to the key educational concepts needed to adapt teaching methods and materials to the medium of the Internet + an introduction to both basic and advanced Internet skills-from using e-mail to collaborative conferencing + a framework for harnessing the Internet to achieve educational goals, and successfully exploiting its resources, features and applications to promote effective learning

The framework starts from the premise that teachers should progressively apply Internet technology as their skills and confidence develop. It develops the concept of “augmented” teaching styles—supplementing traditional teaching with Internet based options; demonstrates how to use modules as the building blocks for Web-based learning; and shows how to use the Internet to deliver individualized learning, by enhancing personal communication between teacher and student, and addressing the diversity of learning styles.

The book abounds with inspiring and thought-provoking examples of Internet course materials developed by a wide variety of teachers and trainers, including modules and forms created by the authors who have extensive experience in delivering Internet-based courses.

A glossary of terms and directory of Internet sites and resources complete the book, which is also supported by a related Web site. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Preparing for Internet-based Learning (Deaning French)
ch. 2 Learning to Learn in a WWW-based Environment (Betty Collis and Enrico Meeuwsen)
ch. 3 Augmenting Traditional Teaching with Internet-based Options (Steve Bett, Deanie French, Gerald Farr, and Lori Hooks)
ch. 4 Skills for Developing, Utilizing and Evaluating Internet-based Learning (Deanie French)

App. 4.1 How to Internet
App. 4.2 Evaluating for Quality of Web Sites
App. 4.3 Technical Evaluation of Web Sites
App. 4.4 Subjective Reaction to Web Sites

ch. 5 Internet-based Learning Tools: Examples of Use from Industry (Dave Harris)
ch. 6 Internet-based Learning: What's in It for the Adult Learner? (Barbara Lyman)
ch. 7 Internet-based Learning and the Virtual Classroom (Deanie French, Sandy Ransom, and Steve Bett)
App. 7.1 Module Five - Change and Management
ch. 8 Creating a Complete Learning Environment (Dave Harris)
ch. 9 Web-related Assessment and Evaluation (Charles Hale and Deanie French)
App. 9.1 Using Learning Theory to Evaluate On-line Web Based Learning
ch. 10 Perspectives on the Future of Internet-based Learning (Charles Johnson)
App. 10.1 Nature of Media for Learning

Glossary
Contributors
Index
Index of Web References
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Wabash tree

Using Technology in Teaching and Learning

Book
Maier, Pat, Liz Barnett, Adam Warren, David Brunner
1998
Kogan Page, London
LB1044.87.U7 1998
Topics: Online Learning   |   Using Technology

Additional Info:
This highly focused and practical book looks at the issues involved in integrating learning technologies within teaching and learning.

With in-text activities to encourage readers to think about what they do, the book demonstrates how academics can improve their teaching using technology. It raises issues about the educational value of using technology and considers the pressures forcing change in higher education. The book covers a wide range, from ...
Additional Info:
This highly focused and practical book looks at the issues involved in integrating learning technologies within teaching and learning.

With in-text activities to encourage readers to think about what they do, the book demonstrates how academics can improve their teaching using technology. It raises issues about the educational value of using technology and considers the pressures forcing change in higher education. The book covers a wide range, from making lecture aids to creating multimedia resources, and includes discussion of:

+educational perspectives
+developing new teaching strategies for larger student groups
+using computers to deliver teaching and learning resources
+using computers to communicate with and between students.

This book can stand alone or can be used in conjunction with Technology In Teaching And Learning. The two books cover all aspects of transforming teaching using technology. This book covers the educational issues.
(From the Publisher)

Table Of Content:
Foreword
Preface

ch. 1 Educational perspectives
ch. 2 Larger student groups: developing new teaching strategies
ch. 3 Using computers to deliver teaching and learning resources
ch. 4 Using computers to communicate with and between students
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Wabash tree

Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom

Book
Palloff, Rena M., and Keith Pratt
1999
Jossey-Bass, San Francisco, CA
LC5805.P35 1999
Topics: Course Design   |   Collaborative Learning   |   Online Learning

Additional Info:
Written for faculty, instructors, and trainers in any distance learning environment, Building Learning Communities in Cyberspace shows how to create a virtual classroom environment that helps students excel academically, while fostering a sense of community. This practical, hands-on guide is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. (From the Publisher)
Additional Info:
Written for faculty, instructors, and trainers in any distance learning environment, Building Learning Communities in Cyberspace shows how to create a virtual classroom environment that helps students excel academically, while fostering a sense of community. This practical, hands-on guide is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. (From the Publisher)

Table Of Content:
List of Figures, Tables, and Exhibits
Preface
Acknowledgments
The Authors

Pt. 1 The Learning Community in Cyberspace
ch. 1 When Teaching and Learning Leave the Classroom
ch. 2 Defining and Redefining Community
ch. 3 What We Know About Electronic Learning
ch. 4 Time and Group Size
ch. 5 Managing the Technology

Pt. 2 Building an Electronic Learning Community
ch. 6 Making the Conversion from the Classroom to Cyberspace
ch. 7 Building Foundations
ch. 8 Promoting Collaborative Learning
ch. 9 Transformative Learning
ch. 10 Evaluation
ch. 11 Lessons Learned and a Look Ahead

Resource A Examples of Course Syllabi
Resource B Glossary of Terms Used in Computer-Mediated Distance Education
Resource C Internet Resources for Distance Education

Bibliography
Index
Additional Info:
With the growing importance of open and distance education around the world, this unique and comprehensive overview integrates historical, contemporary and future aspects of distance education. Packed with international case studies, the author goes beyond describing the methods, media and technicalities of learning and teaching in distance education by also dealing with the sociological and psychological implications and the cultural conditions. This work is a major contribution to our thinking ...
Additional Info:
With the growing importance of open and distance education around the world, this unique and comprehensive overview integrates historical, contemporary and future aspects of distance education. Packed with international case studies, the author goes beyond describing the methods, media and technicalities of learning and teaching in distance education by also dealing with the sociological and psychological implications and the cultural conditions. This work is a major contribution to our thinking on open and distance education and provides an international perspective on evaluating concepts of distance education in American, European, and Asian countries. Building on his extensive experience of research and practice, Professor Peters explores many paradigmatic models, which look at current practice and will influence future thinking. He examines the legacy of distance education and explores the impact of digitalization on its practice and theory. This book is essential reading for academics involved in open or distance learning in schools and further and higher education, as well as policy makers and students. It will inspire them to consider important theoretical aspects and current thinking on the topic. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Taking Stock
ch. 2 Distance and Proximity
ch. 3 Three Constitutive Concepts: Dialogue, Structure, Autonomy
ch. 4 The Three Concepts in Practice
ch. 5 Modifying Concepts
ch. 6 Digital Information and Communication
ch. 7 Teaching and Learning Models Specific to Institutions
ch. 8 Analyses and Perspectives

Appendix: Stations on the Road from Written to Digitalized Teaching Text
References
Index
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Technology in Teaching and Learning: An Introductory Guide

Book
Barnett, Brunne
1998
Kogan Page, London
LB1044.87.T43 1998
Topics: Online Learning   |   Using Technology

Additional Info:
The inclusion of learning technologies within education at all levels is becoming a reality: it is something educators cannot ignore.

This book provides a well-written and illustrated introduction to the whole range of technologies in current use, from multimedia PCs to the Internet and the World Wide Web. This guide covers the whole gamut from choosing a computer to creating images for Web pages, from making overhead slides ...
Additional Info:
The inclusion of learning technologies within education at all levels is becoming a reality: it is something educators cannot ignore.

This book provides a well-written and illustrated introduction to the whole range of technologies in current use, from multimedia PCs to the Internet and the World Wide Web. This guide covers the whole gamut from choosing a computer to creating images for Web pages, from making overhead slides to using desktop video conferencing.

Full of activities, case studies and notes, this detailed book provides practical advice on :

+getting material into and out of your computer.
+getting connected to the Internet.
+using Internet resources.
+communicating using computers.
+using the World Wide Web.

This book stands alone or can be used in conjunction with Using Technology In Teaching and Learning. (From the Publisher)
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Web-Based Instruction

Book
Khan, Badrul H., ed.
1997
Educational Technology Publications, Englewood Cliffs, NJ
LB1044.87.W43 1997
Topics: Online Learning

Additional Info:
This book covers all significant aspects of the design, development, delivery, and evaluation of instruction using Internet's World Wide Web. In 59 chapters, this 480-page-volume, 7 x 10 inches, provides users of the Web with online sources, case studies, references, and other forms of information regarding ways to use this new techology to improve opportunities for learning at all levels. Nearly one hundred authors, representing institutions situated throughout the world, participated in the ...
Additional Info:
This book covers all significant aspects of the design, development, delivery, and evaluation of instruction using Internet's World Wide Web. In 59 chapters, this 480-page-volume, 7 x 10 inches, provides users of the Web with online sources, case studies, references, and other forms of information regarding ways to use this new techology to improve opportunities for learning at all levels. Nearly one hundred authors, representing institutions situated throughout the world, participated in the writing of this timely volume-using the Web to coordinate their efforts, thus assuring a remarkably complete treatment of this important topic. E-mail and World Wide Web addresses are given for all chapter authors, most of whom have active Web sites that can provide additional information to readers of the book. (From the Publisher)

Table Of Content:
SECTION I WEB-BASED TRAINING: INTRODUCTION
ch. 1 Web-Based Training: An Introduction (Badrul H. Khan)
ch. 2 Web-Based Training: Advantages and Limitations (Wallace Hannum)
ch. 3 Web-Based Training: Benefits and Obstacles to Success (Zane Berge, Mauri Collins, and Tim Fitzsimmons)
ch. 4 Infostructures: Technology, Learning, and Organizations (Greg Kearsley and Michael J. Marquardt)
ch. 5 Emerging Learning Trends and the World Wide Web (Ellen D. Wagner)
ch. 6 Glossary of Terms in Web-Based Training (Rick Hall)
ch. 7 Web-Based Training Resources (Manal A. El-Tigi and Badrul H. Khan)

SECTION II WEB-BASED TRAINING: DESIGN AND DEVELOPMENT PERSPECTIVES
ch. 8 A Framework for Web-Based Learning (Badrul H. Khan)
ch. 9 Designing Instructional Templates for Web-Based Training (Robert J. Mills, Kimberly A. Lawless, and M. David Merrill)
ch. 10 A Practical Model for Conversational Web-Based Training: A Response from the Past to the Needs of the Future (Alexander J. Romiszowski and Echeol Chang)
ch. 11 Web Architectures for Learning (Peter G. Fairweather, Richard B. Lam, and Lei Kuang)
ch. 12 The Web and Model-Centered Instruction (Andrew S. Gibbons, Kimberly A. Lawless, Thor A. Anderson, and Joel Duffin)
ch. 13 Activity Theory and Web-Based Training, (David Peal and Brent G. Wilson)
ch. 14 Design and Development Issues in Web-Based Training (Wallace Hannum)
ch. 15 Web-Based Training Site Design Principles: A Literature Review and Synthesis (Richard H. Hall) ch. 16 Developing Synchronous Web-Based Training for Adults in the Workplace (Margaret M. Driscoll)
ch. 17 Web-Based Instructional Methods for Corporate Training Curricula (Pamela D. Loughner, Douglas M. Harvey, and William D. Milheim)
ch. 18 Developing Web-Based Training for a Global Corporate Community (Judy Cossel Rice, Miles Day Coleman, Vincent E. Shrader, Joanne P. Hall, Sharon A. Gibb, and Reo H. McBride)
ch. 19 Accommodating People with Disabilities in Web-Based Training Programs (Alan Cantor)
ch. 20 An Instructional Design-Based Approach to Developing Online Learning Environments (Bob Hoffman and Donn C. Ritchie)
ch. 21 Playing Interactive Training Games on the Web (Sivasailam Thiagarajan and Raja Thiagarajan)
ch. 22 Simulations for Web-Based Training (Harry A. Pappo)
ch. 23 HyperInquiry: Surfing Below the Surface of the Web (John V. Dempsey and Brenda C. Litchfield)
ch. 24 Practical Guidelines for Facilitating Team Activities in Web-Based Training (Margaret Bailey and Lara Luetkehans)
ch. 25 Industry-University Partnerships in Web-Based Learning: A Working Model (Colla J. MacDonald and Martha Gabriel)
ch. 26 Managing the Development and Evolution of Web-Based Training: A Service Bureau Concept (Thomas M. Welsh and Ben L. Anderson)
ch. 27 Designing Practical Websites for Interactive Training (John G. Hedberg, Christine Brown, John L. Larkin, and Shirley Agostinho)
ch. 28 Design Strategies for Web-Based Training: Using Bandwidth Effectively (David R. Moore and Barbara B. Lockee)
ch. 29 Ideas on Designing Web Pages for OnlineTraining (Don E. Descy)
ch. 30 Web-Based Training: Current Status of This Instructional Tool (William D. Milheim and Brenda Bannan-Ritland)
ch. 31 Review of Web-Based Assessment Tools (Jianping Zhang, Badrul H. Khan, Andrew S. Gibbons, and Yun Ni)
ch. 32 Online Testing Methods in Web-Based Training Courses (Sunil Hazari)
ch. 33 Software Tools for Online Course Management and Delivery (Ann E. Barron and Chet Lyskawa)
ch. 34 Planning for Web-Based Course Management (Henryk R. Marcinkiewicz and Eva M. Ross)
ch. 35 Web-Based Training Administration (Jason D. Baker)
ch. 36 Project Support Sites: A Project Management Tool for Constructing Web-Based Training (Lee T. Gotcher)
ch. 37 Current and Ideal Practices in Designing, Developing, and Delivering Web-Based Training (Carlos Villalba and Alexander J.Romiszowski)
ch. 38 Pedagogy and Web-Based Course Authoring Tools: Issues and Implications (Nada H. Dabbagh, Brenda Bannan-Ritland and Kate Flannery Silc)
ch. 39 A Framework for a Comprehensive Web-Based Authoring System (Badrul H. Khan and David A. Ealy)

SECTION III WEB-BASED TRAINING: IMPLEMENTATION AND EVALUATION PERSPECTIVES
ch. 40 Case Studies of Web-Based Training Sites (Badrul H. Khan, Deborah Waddill, and Jane A. McDonald)
ch. 41 Implementation Issues in Web-Based Training (Kinshuk and Ashok Patel)
ch. 42 Copyright Issues in Web-Based Training (David Throne)
ch. 43 Needed: Digital Libraries for Web-Based Training (John Schmitz)
ch. 44 Positioning for Effectiveness: Applying Marketing Concepts to Web-Based Training (Nancy M. Levenburg)
ch. 45 Benchmarking Educational Technology for Military Planners (R. Thomas Goodden)
ch. 46 Designing Web-Based Learning Environments at the Department of Defense: New Solutions (Sharon G. Fisher and Will S. Peratino)
ch. 47 Repurposing Instructor-Led Training into Web-Based Training: A Case Study and Lessons Learned (Kenneth G. Brown, Karen R. Milner, J. Kevin Ford, and Wendy Golden)
ch. 48 A Corporate/College Partnership for Web-Based Training (Sharon Gray, Suzanne McCann, Earl Robinson, and Sean Warner)
ch. 49 The Future of Continuing Medical Education on the Web (Henry L. Shapiro)
ch. 50 Long Distance Collaborative Authentic Learning (CAL): Recommendations for Problem-Based Training on the Web (Alison A. Carr-Chellman)
ch. 51 Supporting Adult Learners in Web-Based Training (Larry R. Hudson, Linda Greer, and Teresa Buhler)
ch. 52 Web-Based Case Studies: A Multipurpose Tool for the Training Toolkit (M. Elizabeth Hrabe, Mable B. Kinzie, and Marti F. Julian)
ch. 53 Web-Based Rapid Prototyping as a Strategy for Training University Faculty to Teach Web-Based Courses (Betty A. Collis)
ch.. 54 Support for Teachers Enhancing Performance in Schools: An EPSS Professional Development Tool (Pamela Taylor Northrup, Karen L. Rasmussen, and Janet K. Pilcher)
ch. 55 Integrating Web-Based Technology into Teacher-Preparation Training Programs (Nella B. Anderson, LeAnn McKinzie, Don C. Johnson, Jarvis W. Hampton, and Trey McCallie)
ch. 56 The Teachers' Internet Use Guide: Web-Based Training for Educators David Hoffman, Lorraine Sherry, Jonathan Lurie, and Jason McDaniel)
ch. 57 Virtual U: A Hub for Excellence in Education, Training and Learning Resources (Badrul H. Khan)
ch. 58 Evaluating Web-Based Training: The Quest for the Information-Age Employee (Joanne P. Hall and Conrad A. Gottfredson)
ch. 59 Evaluating Web-Based Training Programs (Zane L. Berge)
ch. 60 Online Implementation of Kirkpatrick's Four Levels of Evaluation Using Web Databases (Harvi Singh)
ch. 61 Usability Testing of Web-Based Training (Michael Hughes and Loren Burke)
ch. 62 Cost Analysis and Return on Investment (ROI) for Distance Education (Kent L. Gustafson and Lynne Schrum)
ch. 63 Usability Testing and Return-on-Investment Studies: Key Evaluation Strategies for Web-Based Training (Thomas C. Reeves and Bryan J. Carter)
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Teaching and Learning at a Distance: What It Takes to Effectively Design, Deliver and Evaluate Programs

Book
Cyrs, Thomas
1997
Jossey-Bass, San Francisco, CA (New Directions for Teaching and Learning, Number 71)
LC5800.T4 1997
Topics: Course Design   |   Online Learning

Additional Info:
Teaching and learning at a distance is an area of education that is growing rapidly alongside the technology that makes it possible. But success in this area requires more than advanced technology; it requires skillful instructors, well-designed courses, and students ready to learn from the format. This issue of New Directions for Teaching and Learning provides insights from experienced practitioners into what is needed to make teaching and learning at ...
Additional Info:
Teaching and learning at a distance is an area of education that is growing rapidly alongside the technology that makes it possible. But success in this area requires more than advanced technology; it requires skillful instructors, well-designed courses, and students ready to learn from the format. This issue of New Directions for Teaching and Learning provides insights from experienced practitioners into what is needed to make teaching and learning at a distance successful for everyone involved. This is the 71st issue of the quarterly journal New Directions for Teaching and Learning. (From the Publisher)

Table Of Content:
Part One: Issues and Trends
ch. 1. Issues and TrAnds to Take Us into the Twenty-First Century (George P. Connick).

Part Two: Instructional Design Principles for Distance Learning.
ch. 2. Competence in Teaching at a Distance (Thomas E. Cyrs).
ch. 3. Interactivity: From Agents to Outcomes (Ellen D. Wagner).
ch. 4. Visual Thinking: Let Them See What You Are Saying (Thomas E. Cyrs)
ch. 5. Student-Centered Instruction for the Design of Telecourses (M. Winston Egan, Gordon S. Gibb).
ch. 6. Learner Development: Beyond the Technology (Darcy Walsh Hardy, Mary H. Boaz).

Part Three: Alternative Delivery Systems for Distance Learning.
ch. 7. Teaching by Television (Virginia A. OstAndorf).
ch. 8. Teaching by Telephone (Christine H. Olgren).
ch. 9. The Internet: A Learning Environment (Rory McGreal).
ch. 10. Networked Learning Environments (Alan G. Chute, Pamela K. Sayers, Richard P. Gardner).

Part Four: Administrative Issues for the Distance Instructor.
ch. 11. Evaluating Teaching and Learning at a Distance (Michael R. Simonson).
ch. 12. Copyright: Opportunities and Restrictions for the Teleinstructor (Janis H. Bruwelheide).
ch. 13. Distance Learning and the Digital Library: Transforming the Library into an Information Center (Roberta L. Derlin, Edward Erazo).
ch. 14. Managing Information Resources and Services in a Distance Environment (Robert S. Tolsma)
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Teaching in the Information Age: The Role of Educational Technology

Book
Albright, Michael and David Graf
1992
Jossey-Bass, San Francisco, CA
LB1028.5.T3224 1992
Topics: Online Learning   |   Using Technology

Additional Info:
New instructional programs and services involving technology are being established which have significant implications for the way teaching and learning will be conducted in the future. This volume contains 10 papers which examine some of the current trends in instructional technology in higher education and discuss implications for teaching and learning in the postsecondary setting. (From the Publisher)
Additional Info:
New instructional programs and services involving technology are being established which have significant implications for the way teaching and learning will be conducted in the future. This volume contains 10 papers which examine some of the current trends in instructional technology in higher education and discuss implications for teaching and learning in the postsecondary setting. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Instructional Technology and the Faculty Member
ch. 2 New Directions in Presentation Graphics: Impact on Teaching and Learning
ch. 3 Multimedia and the Teaching-Learning Process in Higher Education
ch. 4 Academic Computing: How to Address the Teaching and Learning Challenge
ch. 5 Computer Communications and Learning
ch. 6 Distance Education: Meeting Diverse Learners' Needs in a Changing World
ch. 7 The Emerging Potential of Virtual Reality in Postsecondary Education
ch. 8 The Research Library and Emerging Information Technology
ch. 9 The Future of Campus Media Centers
ch. 10 Faculty Development's Role in Improving Undergraduate Education

Index
Article cover image

"Pedagogical Principles and Practices for Asynchronous On-line Sociology Courses"

Article
Jaffee, David
2000
Dept. of Sociology, State University of New York, New Paltz (2000)
Topics: Course Design   |   Online Learning

Additional Info:
This paper will discuss some pedagogical principles and practices that can be employed in a particular type of distance learning that I refer to as asynchronous learning networks (ALNs). ALNs are courses offered exclusively on-line via the internet or a remote server in an asynchronous mode that involves no face-to-face interaction and no conventional classroom sessions. The pedagogical techniques described below were developed while participating in a Sloan Foundation supported ...
Additional Info:
This paper will discuss some pedagogical principles and practices that can be employed in a particular type of distance learning that I refer to as asynchronous learning networks (ALNs). ALNs are courses offered exclusively on-line via the internet or a remote server in an asynchronous mode that involves no face-to-face interaction and no conventional classroom sessions. The pedagogical techniques described below were developed while participating in a Sloan Foundation supported distance learning project at the State University of New York at New Paltz (under the auspices of the SUNY Learning Network) and teaching a ALN sociology course titled "Social and Economic Development". Many of the ideas and strategies presented stem from conversations with, and the advice and comments of, teaching colleagues in the SUNY Learning Network and instructional developers at the Center for Learning and Technology at Empire State College.
Article cover image

"Asking the Hard Questions About Technology Use and Education"

Article
Ehrmann, Stephen C.
1999
Change Mar/Apr (1999): 25-29
Topics: Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
Provides information on the availability of data on teaching, learning and technology. Details on the study questions posed by the Rensselaer Polytechnic Institute which focused on results; Role of technology in the quality and cost of lower-division composition courses of the Indiana University-Purdue University Indianapolis (IUPUI); Disadvantages of the IUPUI composition students; Effect of technology use on costs.
Additional Info:
Provides information on the availability of data on teaching, learning and technology. Details on the study questions posed by the Rensselaer Polytechnic Institute which focused on results; Role of technology in the quality and cost of lower-division composition courses of the Indiana University-Purdue University Indianapolis (IUPUI); Disadvantages of the IUPUI composition students; Effect of technology use on costs.
Article cover image

"Seven Principles for Good Course Web Site Design"

Article
Creed, Tom and Kathryn Plank
1998
The National Teaching & Learning Forum 7, no. 3(1998): 8-10
Topics: Online Learning   |   Using Technology

Additional Info:
Additional Info:
Article cover image

"PowerPoint, No! Cyberspace, Yes"

Article
Creed, Tom
1997
The National Teaching & Learning Forum 6, no. 3 (1997): 5-7
Topics: Online Learning   |   Using Technology   |   Lectures and Large Classes

Additional Info:
Additional Info:
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Educational Technology and Distance Education: Issues and Implications for Theological Education (pdf)

Journal Issue
1999
Theological Education 36, no. 1 (The Association of Theological Schools, Pittsburgh)
BV4019.T47v.36no.1
Topics: Online Learning   |   Theological Education

Additional Info:
Journal Issue. Full text is available online, here:
Additional Info:
Journal Issue. Full text is available online, here: http://www.ats.edu/uploads/resources/publications-presentations/theological-education/1999-theological-education-v36-n1.pdf

Table Of Content:
Introduction, (Daniel O. Aleshire)

ISSUE FOCUS
Theme Introduction, The Editors
A Review of Literature on Distance Education, (Linda Cannell)
A Survey of Accrediting Agency Standards and Guidelines for Distance Education, (Samuel K. Roberts)
An Examination of Formational and Transformational Issues in Conducting Distance Learning, (Anne Reissner)
Using Computers in Theological Education: Rules of Thumb, (Scott Cormode)
Summaries of Two Experimental Distance Education Programs, (Jimmy Dukes and Gregory W. Bourgond)
Report of the Survey of ATS Schools on Educational Technology and Distance Education, (Katherine E. Amos)

OPEN FORUM
An Integrated Approach to Theological Education, (Patricia A. Lamoureux)
Pedagogy of the Repressed: What Keeps Seminarians from Transformational Learning?, (F. LeRon Shults)
Writing Practical Christian Wisdom: Genre and the Doctor of Ministry Dissertation, (Timothy D. Lincoln)
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Teaching and Learning with Technology: A Thoughtful Consideration

Book
2000
Florida International University, Miami
LB2395.7.T4 2000
Topics: Online Learning   |   Using Technology

Additional Info:
Additional Info:
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Web-Based Training: Using Technology to Design Adult Learning Experiences - CD-ROM Included

Book
Driscoll, Margaret
1998
Jossey-Bass, San Francisco, CA
HF5549.5.T7D75 1998
Topics: Online Learning   |   Adult Learners

Additional Info:
People without technical knowledge need a basic guide that sheds light on best practices for Web-based training. People with technical knowledge need a savvy, practical primer on instructional design for Web-based training. This is the Web-based training book that everyone has waited for! (From the Publisher)
Additional Info:
People without technical knowledge need a basic guide that sheds light on best practices for Web-based training. People with technical knowledge need a savvy, practical primer on instructional design for Web-based training. This is the Web-based training book that everyone has waited for! (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Advantages of Instruction on the Web
ch. 2 Principles of Adult Education
ch. 3 The Web-Based Training Process
ch. 4 Assessing Learner Needs
ch. 5 Selecting the Most Appropriate WBT Method
ch. 6 Designing Lessons
ch. 7 Asynchronous Interactions
ch. 8 Synchronous Interactions
ch. 9 Creating Blueprints
ch. 10 Evaluating Programs
ch. 11 Ready, Set, Go

App. A Tools for Developing Web-Based Training
App. B Training Organizations
App. C Listservs, Threaded Discussions, Notes Conferences, and Forums
App. D Selected Bibliography
App. E Matrix of Web-Based Training Types
App. F Netiquette
App. G: Glossary

Index
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Wabash tree

The Online Teaching Guide: A Handbook of Attitudes, Strategies, and Techniques for the Virtual Classroom

Book
White, Ken W. and Bob H. Weight
2000
Allyn & Bacon, Boston, MA
LB1044.87.O45 2000
Topics: Online Learning

Additional Info:
For anyone preparing to teach online, The Online Teaching Guide is a one-of-a-kind resource for developing and implementing a successful online course. From the basics of online teaching to techniques, tools, and methods for effective online communication, The Online Teaching Guide addresses the breadth of conceptual and practical issues related to the online classroom. In each chapter, The Online Teaching Guide's contributing authors -- faculty members at the University of ...
Additional Info:
For anyone preparing to teach online, The Online Teaching Guide is a one-of-a-kind resource for developing and implementing a successful online course. From the basics of online teaching to techniques, tools, and methods for effective online communication, The Online Teaching Guide addresses the breadth of conceptual and practical issues related to the online classroom. In each chapter, The Online Teaching Guide's contributing authors -- faculty members at the University of Phoenix Online Campus -- offer a wealth of useful strategies to sharpen your instructional skills. Each author focuses on the interpersonal aspect of online teaching and learning, providing a deep understanding of various instructional methods and techniques. Learn how to keep a classroom interpersonal, how to communicate effectively with students, how to facilitate groups and discussions, and how to give and get feedback in the online class, helping to overcome the challenges that confront all online instructors. By increasing understanding of how to use technology as a dynamic teaching tool, readers will achieve success in the online classroom, enhancing their teaching experience, and students' learning experience, in the fast-changing world of online communication. This book is intended as a practical introduction for instructors, beginning or otherwise, who want useful ideas and techniques that will help them teach more effectively in the online classroom. (From the Publisher)

Table Of Content:
Preface.
About the Authors and Contributors.

ch. 1. Face to Face in the Online Classroom.
Ken White, Keeping it Interpersonal & Human.

ch. 2. Taming the Lions, Tigers, & Bears.
Chad Lewis, The WRITE WAY to Communicate Online.

ch. 3. Talking the Talk.
Arlene Hiss, Humor & Other Forms of Online Communication.

ch. 4. The Story of One Learner.
Lorraine Priest, A Student's Perspective on Online Teaching.

ch. 5. Reshaping Teaching & Learning.
Bill Pepicello and Liz Tice, The Role of Liberal Arts in Online Education.

ch. 6. The Elements of Effective Online Teaching.
Anita Bischoff, Overcoming the Barriers to Success.

ch. 7. Managing Time.
Marilyn Simon, Developing Effective Online Organization.

ch. 8. Cooking up a Successful Class.
Sheila Porter, Adapting Courses for the Online World.

ch. 9. Getting Ready.
Marilyn Fullmer-Umari, The Syllabus and Other Online Indispensibles.

ch. 10. Online Facilitation.
Patricia Addesso, Individual & Group Possibilities.

ch. 11. Keeping It Fun & Relevant.
Al Badger, Using Active Online Learning.

ch. 12. Dealing with Challenging Situations.
Ken White, Communication through Online Conflict.

ch. 13. One Day Left to Live.
Jim Farrar, Teaching the Online Quantitative Course.

ch. 14. Making Sense of It All.
Fred Schwartz and Ken White, Giving & Getting Online Feedback.
Bob Weight and Terri Bishop, Epilogue: The Human Promise.

Index.
Cover image
Wabash tree

The Virtual University: The Internet and Resource-Based Learning

Book
Ryan, Steve, Bernard Scott, Howard Freeman, and Daxa Patel
2000
Stylus, Sterling, VA
LB2395.7.V57 2000
Topics: Online Learning   |   Using Technology   |   Changes in Higher Education

Additional Info:
The Virtual University provides up-to-date practical advice on a technology-based delivery system that can offer solutions to many of the problems of increasing demand for, and changing expectations about, higher education.

This book discusses the increased accessibility to the Internet, the development of new educational possibilities and how these have led to a variety of resources being used for learning. In clear and accessible terms the authors show ...
Additional Info:
The Virtual University provides up-to-date practical advice on a technology-based delivery system that can offer solutions to many of the problems of increasing demand for, and changing expectations about, higher education.

This book discusses the increased accessibility to the Internet, the development of new educational possibilities and how these have led to a variety of resources being used for learning. In clear and accessible terms the authors show how to use web sites, software, and the other resources necessary to design and deliver complete and effective virtual courses. Chapters include valuable information on how to access digital archives and databases, virtual museums, and electronic journals.

The book concludes with an eye to the future of education, and the authors highlight a number of the upcoming issues and debates that all educators will need to be aware of as education enters the next century. (From the Publisher)

Table Of Content:
About the authors
Series editor's foreword
Acknowledgements
Introduction

ch. 1 A changing context - education and the Internet
ch. 2 Learning, teaching and course design with resource-based learning
ch. 3 Technologies of delivery and interaction on the Internet
ch. 4 Using the Internet: course development and delivery
ch. 5 Resources on the World Wide Web
ch. 6 Computer mediated communications for collaborative learning
ch. 7 Using the Internet: Computer Aided Assessment
ch. 8 Integrated systems
ch. 9 Changing cultures in HE
ch. 10 Around the corner

Glossary
References
Subject Index
Author Index
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Principles of Effective Teaching in the Online Classroom

Book
Weiss, Renee E., Dave S. Knowlton and Bruce W. Speck
2000
Jossey-Bass, San Francisco, CA
LB1044.87.P75 2000
Topics: Online Learning

Additional Info:
This issue of New Directions for Teaching and Learning presents the theory and practice of creating effective courses in the emerging field of online teaching. Drawing from their practical experience in faculty development, instructional design, and online instruction, the authors present an overview of the pedagogical and logistical issues associated with this rapidly expanding area of distance education. They explore the transition for both teacher and student from traditional professor-centered ...
Additional Info:
This issue of New Directions for Teaching and Learning presents the theory and practice of creating effective courses in the emerging field of online teaching. Drawing from their practical experience in faculty development, instructional design, and online instruction, the authors present an overview of the pedagogical and logistical issues associated with this rapidly expanding area of distance education. They explore the transition for both teacher and student from traditional professor-centered methods of education to the student-centered learning experience necessary in the online environment. They offer practical guidelines on structuring the online course, utilizing resources from the World Wide Web, and using other electronic tools and technology to enhance classroom efficiency. Chapters also address challenges unique to the online classroom community including successful communication strategies, performance evaluation, academic integrity, and accessibility for disabled students. With insightful information on what it takes to produce substantive learning among students in the online classroom, this issue is designed to familiarize educators with the tools and techniques they will need to realize the potential of this new approach to teaching and learning. (From the Publisher)

Table Of Content:
ch. 1. A Theoretical Framework for the Online Classroom: A Defense and Delineation of a Student-Centered Pedagogy (Dave S. Knowlton).
ch. 2. Designing Instruction for Learning in Electronic Classrooms (Gary R. Morrison & Peter F. Guenther).
ch. 3. Components of the Online Classroom (Zane L. Berge).
ch. 4. Making Decisions: The Use of Electronic Technology in Online Classrooms (Michael Simonson).
ch. 5. Students as Seekers in Online Courses (Mark Canada).
ch. 6. Accommodating Students with Special Needs in the Online Classroom (Thomas J. Buggey).
ch. 7. Humanizing the Online Classroom (Renee E. Weiss).
ch. 8. Promoting Deep and Durable Learning in the Online Classroom (Douglas J. Hacker & Dale S. Niederhauser).
ch. 9. Evaluating Students' Written Performance in the Online Classroom (John F. Bauer & Rebecca S. Anderson).
ch. 10. The Academy, Online Classes, and the Breach in Ethics (Bruce W. Speck).
ch. 11. Epilogue: A Cautionary Note About Online Classrooms (R. W. Carstens & Victor L. Worsfold).
Article cover image

"Classification of Interactivity and Amount of Instruction Delivered Online: All Variables"

Article
Nelson, Laurie
Digital Learning Environments Research and Development Group, Brigham Young University
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Additional Info:
Article cover image

"Implementing the Seven Principles: Technology as Lever"

Article
Chickering, Arthur W., and Stephen C. Ehrmann
1993
American Association for Higher Education Bulletin 49, no. 2 (1993): 3-6
Topics: Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
This seminal 1996 essay, still widely referenced, describes some of the most effective and appropriate ways to use technology to advance the “Seven Principles for Good Practices in Undergraduate Education (the widely influential1987 Chickering and Gamson article).
Additional Info:
This seminal 1996 essay, still widely referenced, describes some of the most effective and appropriate ways to use technology to advance the “Seven Principles for Good Practices in Undergraduate Education (the widely influential1987 Chickering and Gamson article).
Article cover image

"Extending the Classroom Walls Electronically"

Article
Creed, Tom
1997
in New Paradigms for College Teaching (Edina, MN: Interaction Book Company, 1997), 149-84
Topics: Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
Additional Info:
Article cover image

"Using Computers in Theological Education: Rules of Thumb"

Article
Cormode, Scott
1999
Theological Education 36, no. 1: 101-115
Topics: Online Learning   |   Theological Education   |   Using Technology

Additional Info:
There has been little systematic thought about the pedagogical issues that technology creates in theological schools. Addressed both theological institutions and individual professors, this paper addresses basic pedagogical questions. What are the most effective ways to employ technology in the classroom? Are there guidelines for distinguishing productive activities from merely flashy ones? And, what "rules of thumb" exist for enabling novices to make the best use of computer technology for ...
Additional Info:
There has been little systematic thought about the pedagogical issues that technology creates in theological schools. Addressed both theological institutions and individual professors, this paper addresses basic pedagogical questions. What are the most effective ways to employ technology in the classroom? Are there guidelines for distinguishing productive activities from merely flashy ones? And, what "rules of thumb" exist for enabling novices to make the best use of computer technology for theological learning?
Article cover image

"Managing--and Motivating!--Distance Learning Group Activities"

Article
Mills, Barbara J.
The Teaching, Learning and Technology Group, http://www.tltgroup.org/gilbert/millis.htm
Topics: Collaborative Learning   |   Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Ask yourself key questions about the proposed group activity, be certain that the activity furthers course objects, allow for team building, encourage students to monitor group processing, promote individual accountability, etc.
Additional Info:
Ask yourself key questions about the proposed group activity, be certain that the activity furthers course objects, allow for team building, encourage students to monitor group processing, promote individual accountability, etc.
Article cover image

"Getting Technical: Information Technology in Seminaries"

Article
Williams, Raymond B.
2001
Christian Century (Feb 7-14, 2001): 14-15
Topics: Online Learning   |   Theological Education   |   Using Technology

Additional Info:
Discusses information technology in theological schools. Challenges in the implementation of technology; Sample of theological resources; Factors that drive the creation of virtual seminaries.
Additional Info:
Discusses information technology in theological schools. Challenges in the implementation of technology; Sample of theological resources; Factors that drive the creation of virtual seminaries.
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Interactive Learning: Vignettes from America's Most Wired Campuses

Book
Brown, David G., ed.
2000
Anker Publishing, Bolton, MA
LB1028.3.I5663 2000
Topics: Online Learning   |   Using Technology

Additional Info:
Interactive Learning is a rich collection of best practices in the use of instructional technology from 36 of America's most wired campuses. In 93 brief, informal, and practical vignettes, professors show how they transformed courses with technology, discuss how the technology affected teaching and learning, and distill important lessons learned. The accounts are written in lay language and are brimming with information and examples that will help anyone from the novice to ...
Additional Info:
Interactive Learning is a rich collection of best practices in the use of instructional technology from 36 of America's most wired campuses. In 93 brief, informal, and practical vignettes, professors show how they transformed courses with technology, discuss how the technology affected teaching and learning, and distill important lessons learned. The accounts are written in lay language and are brimming with information and examples that will help anyone from the novice to the computer-savvy who is interested in classroom applications of technology.

The book is divided into two parts. Part 1 provides a useful overview of the educational philosophies that are driving the redesign of college courses, the most effective technology tools available, and a clear and concise list of lessons learned from the 93 vignettes. Part 2 is the heart of the volume the compelling vignettes that candidly describe and assess real experiments with the use of technology by real professors and students.

The vignettes are organized into broad discipline categories: physical sciences and engineering; computer science, information systems, and mathematics; biological sciences and medicine; social sciences; fine arts; and literature, languages, writing, and humanities. (From the Publisher)

Table Of Content:
Part 1 Introduction
Part 2 Vignettes

ch. 1 Physical Sciences and Engineering
ch. 2 Computer Science, Information Systems and Mathematics
ch. 3 Biological Sciences and Medicine
ch. 4 Social Sciences
ch. 5 Fine Arts
ch. 6 Literature, Languages, Writing and Humanities

Indexes
Cover image
Wabash tree

Web Teaching Guide: A Practical Approach to Creating Course Web Sites

Book
Horton, Sarah
2000
Yale University Press, New Haven, CT
LB1044.87.H68 2000
Topics: Online Learning   |   Using Technology

Additional Info:
Prompted by student enthusiasm and by the opportunity to enhance college courses, more and more faculty members in higher education are incorporating the Web into their teaching. This helpful book is designed to answer the questions an educator who lacks extensive technical experience asks about creating a Web site: Why should I use the Web? How can the Web enhance my teaching? How do I make a Web site? How ...
Additional Info:
Prompted by student enthusiasm and by the opportunity to enhance college courses, more and more faculty members in higher education are incorporating the Web into their teaching. This helpful book is designed to answer the questions an educator who lacks extensive technical experience asks about creating a Web site: Why should I use the Web? How can the Web enhance my teaching? How do I make a Web site? How can I make it effective?

Multimedia specialist Sarah Horton draws on extensive experience as a faculty Web consultant to explain the entire process of creating a site, from initial planning through site assessment. She examines the strengths of the Web and its many possible uses. More than just a way to distribute course handouts, a Web site can provide richer content, multiple expressions of an idea, interactivity, opportunities for collaboration and customization, and flexibility for updates. Horton urges teachers to consider the ever-growing possibilities that information technology presents. Her focus is on practical matters related to creating Web-based instructional materials. With case studies throughout, she discusses the planning process, content creation, site development, and finally site implementation in the curriculum. (From the Publisher)

Table Of Content:
Preface

ch. 1 Planning
ch. 2 Developing content
ch. 3 Creating the site
ch. 4 Using the site
ch. 5 Site assessment

Bibliography
Index
Illustration credits
Cover image
Wabash tree

Lessons from the Cyberspace Classroom: The Realities of Online Teaching

Book
Palloff, Rena M. and Keith Pratt
2001
Jossey-Bass, San Francisco, CA
LB1044.87.P34 2001
Topics: Online Learning

Additional Info:
Authors Rena Palloff and Keith Pratt have written a comprehensive reference for faculty to use to hone their skills as online instructors and for students to use to become more effective online learners. Filled with numerous examples from actual online courses and insights from teachers and students, Lessons from the Cyberspace Classroom covers the entire online teaching process. This essential guide offers helpful suggestions for dealing with such critical issues ...
Additional Info:
Authors Rena Palloff and Keith Pratt have written a comprehensive reference for faculty to use to hone their skills as online instructors and for students to use to become more effective online learners. Filled with numerous examples from actual online courses and insights from teachers and students, Lessons from the Cyberspace Classroom covers the entire online teaching process. This essential guide offers helpful suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community. (From the Publisher)

Table Of Content:
List of Figures, Tables, and Exhibits
Preface
About the Authors

Part 1 Rethinking Education for an Online World
ch. 1 Online Learning in the New Millennium
ch. 2 The Art of Online Teaching
ch. 3 Administrative Issues and Concerns

Part 2 Teaching and Learning in Cyberspace
ch. 5 Transforming Courses for the Online Classroom
ch. 6 Teaching Courses Developed by Others
ch. 7 Working with the Virtual Student
ch. 8 Online Classroom Dynamics
ch. 9 Lessons Learned in the Cyberspace Classroom

Resource A A Comparison of Syllabi for Online and Face-to-Face Delivery
Resource B Systems Theories Course in Courselnfo and eCollege
Resource C Additional Online Resources

References
Index
Cover image
Wabash tree

Issues in Web-Based Pedagogy: A Critical Primer

Book
Cole, Robert A., ed.
2000
Greenwood Press, Westport, CT
LB1044.87.I88 2000
Topics: Online Learning

Additional Info:
The essays in this collection consider the theoretical and practical concerns of online teaching and learning. Aiming at an interdisciplinary audience, the contributors draw upon their diverse theoretical and empirical backgrounds to highlight issues associated with this increasingly popular educational technology. (From the Publisher)
Additional Info:
The essays in this collection consider the theoretical and practical concerns of online teaching and learning. Aiming at an interdisciplinary audience, the contributors draw upon their diverse theoretical and empirical backgrounds to highlight issues associated with this increasingly popular educational technology. (From the Publisher)

Table Of Content:
Introduction
Philosophical and Theoretical Considerations
Expectations Exploded by R. Stanton Hales
Using the Internet for Teaching and Research: A Political Evaluation by Michael Margolis
The Web, the Millennium, and the Digital Evolution of Distance Education by David C. Leonard
Critical Reflections: Political Philosophy and Web Technology by John Steel Communication Technologies in an Educational Environment: Lessons from a Historical Perspective by Patrick B. O'Sullivan
When and Where Appropriate: Lessons from "Foreign" Contexts for the Pedagogical Use of Web-Based Technologies in the United States by Julian Kilker
From Rhetoric to Technology: A Transformation from Citizens into Consumers by Laura Blasi and Walter Heinecke
Is There a Professor in This Class? by David C. Paris
Where Is Every-body? by Paulette Robinson
Transforming Professionals via the Web: Promoting Social Justice in Web-Based Ethics Education for Counselors by Marvin J. McDonald
The Roles and Interrelationships of Presence, Reflection, and Self-Directed Learning in Effective World Wide Web-Based Pedagogy by Sherry Wulff, Joan Hanor, and Robert J. Bulik
Using the Web to Create Student-Centered Curriculum by Bijan B. Gillani
The Scholarship of Web-Based Teaching by Martha Daugherty, Autumn Grubb, Jude Hirsch, and Lee Gillis
Empirical and Practical Considerations
Creating an Environment for Successful Technology Integration by Kay S. Dennis
The `Time' Factor in On-line Teaching: Implications for Faculty and Their Universities by Claudine Schweber
Seven Principles for Good Practice in Teaching and Technology by Alec M. Testa
Copyright and Web-Based Education: What All Faculty Should Know by David Throne
Using the Web in Live Lectures: Examples and Issues by Graeme Lang
Untangling the Web: Developing Web-Enhanced Instruction for Political Science by Donald L. Goff
The Promise--and Potential Pitfalls--of Cyberlearning by Peter Navarro
Preparing Higher Education Learners for Success on the Web by May Lowry, Christine Thornam, and Cason White
A Hierarchy of Access Issues Affecting On-line Participation by Community College Students by Allan Craig Lauzon, Tricia Bertram Gallant, and Susan Rimkus
On-line Is on Target for Motivated Learners by Michael S. Ameigh
Teaching Research Skills Using the Internet by Mark Gellis
Tearing Down Barriers and Building Communities: Pedagogical Strategies for the Web-Based Environment by Autumn Grubb and Margaret Hines
Facilitating On-line Discussion in an Asynchronous Format by Tisha Bender
Web-Based Instruction and People with Disabilities by Sheryl Burgstahler
Index
Article cover image

"Theological Distance Education: A Librarian's Perspective"

Article
Harmeyer, Dave
2001
Journal of Religious and Theological Information 3, no. 3/4 (2001): 69-86
Topics: Online Learning   |   Theological Education

Additional Info:
Additional Info:
Article cover image

"The Impact of Technology on Teaching"

Article
Betsch, David
2002
The Faculty Network, Special Issue (Spring 2002)
Topics: Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
Additional Info:
Article cover image

"The Impact of Technology on Teaching"

Article
Morrison, Julie
2002
The Faculty Network, Special Issue (Spring 2002)
Topics: Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
Additional Info:
Article cover image

"The Impact of Technology on Teaching"

Article
Graves, Bill
2002
The Faculty Network, Special Issue (Spring 2002)
Topics: Online Learning   |   Assessing Students

Additional Info:
Additional Info:
Article cover image

"Teaching in a Web Based Distance Learning Environment: An Evaluation Summary Based on Four Courses"

Article
Graham, Charles, Kursat Cagiltay, Joni Craner, Byung-Ro Lim, & Thomas M.
2000
Center for Research on Learning and Technology Technical Report No. 13-00, Indiana University, Bloomington (2000)
Topics: Online Learning

Additional Info:
Additional Info:
Article cover image

"Why Bother?"

Article
Gilbert, Steven W.
2001
The Teaching, Learning and Technology Group (2001) http://www.tltgroup.org/gilbert/WhyBother.htm
Topics: Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
Brief, schematic argument for the ways in which new information technologies can improve student learning.
Additional Info:
Brief, schematic argument for the ways in which new information technologies can improve student learning.
Cover image

E-Moderating: The Key to Teaching and Learning Online

Book
Salmon, Gilly
2000
Stylus, Sterling, VA
LB1044.87.S26 2000
Topics: Online Learning   |   Curriculum Design and Assessment

Additional Info:
This groundbreaking new book considers what is required of good moderators and presents practical information for their training and development, set in the context of the rapid development and combination of Information and Communications Technologies and the wide impact these are having in open and distance learning.In addition, this highly topical and forward looking book introduces the reader to the latest thinking in online computer mediated education, and explores ...
Additional Info:
This groundbreaking new book considers what is required of good moderators and presents practical information for their training and development, set in the context of the rapid development and combination of Information and Communications Technologies and the wide impact these are having in open and distance learning.In addition, this highly topical and forward looking book introduces the reader to the latest thinking in online computer mediated education, and explores the key role of the trainer, teacher or tutor as moderator. Tried and tested techniques are outlined and the book explains how to set up an online environment that will maximize the success of the moderator when working with students. Moderators, trainers, lecturers, academics, and course developers currently working in or planning to move towards online teaching will benefit from this book. E-Moderating is a new addition to the leading edge Open and Distance Learning series. (From the Publisher)

Table Of Content:
Series editor's foreword
Preface
Acknowledgements

Part 1 Concepts and cases
ch. 1 What is e-moderating?
ch. 2 A model for CMC in education and training
ch. 3 E-Moderating qualities and roles
ch. 4 Training e-moderators
ch. 5 E-moderators and the participants' experience
ch. 6 E-moderating: the key to the future of online teaching and learning

Part 2 Resources for practitioners
ch. 1 Choosing a software system for CMC
ch. 2 Are you ready to work online?
ch. 3 Keeping e-moderating costs down
ch. 4 CMC users with disabilities
ch. 5 Online participant induction
ch. 6 Supporting and developing CMC novices
ch. 7 Using the five-stage model
ch. 8 Evaluating participation on CMC
ch. 9 Training e-moderators
ch. 10 E-moderation principles for productive conferencing
ch. 11 Techniques for CMC structures
ch. 12 Conference housekeeping
ch. 13 Understanding lurkers
ch. 14 Boosting CMC participation
ch. 15 Knowledge sharing and construction
ch. 16 Conference text examples
ch. 17 Monitoring e-moderating
ch. 18 Communicating online
ch. 19 Valuing online diversity
ch. 20 A future scenario
ch. 21 Exploring CMC on the World Wide Web
ch. 22 What will we call ourselves?

References
Index
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Distance Learners in Higher Education: Institutional Responses for Quality Outcomes

Book
Gibson, Chere Campbell
1998
Atwood Publishing, Madison, WI
Topics: Online Learning   |   Changes in Higher Education

Additional Info:
Distance learning offers unprecedented access to higher education, to people from all walks of life. A person can now easily take a college-level course without ever setting foot on campus or meeting with his or her professor face to face.

Well-credentialed authors collaborate in "Distance Learners in Higher Education", designed to give faculty unique perspectives on a variety of issues in higher education today.

Edited by ...
Additional Info:
Distance learning offers unprecedented access to higher education, to people from all walks of life. A person can now easily take a college-level course without ever setting foot on campus or meeting with his or her professor face to face.

Well-credentialed authors collaborate in "Distance Learners in Higher Education", designed to give faculty unique perspectives on a variety of issues in higher education today.

Edited by Chere Campbell Gibson, this volume encompasses the full realm of teaching and learning at a distance from both an administrative and faculty viewpoint. Connecting the demographics of the distance learner, cultural considerations, academic self-concept and support, and learning strategies, "Distance Learners" is of interest to faculty and administrators in higher education.

This book focuses on the learner and the conditions for learning, and is essential for those who need to stay current in this rapidly changing area. (From the Publisher)
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Small Pieces Loosely Joined: A Unified Theory of the Web

Book
Weinberger, David
2002
Perseus Publishing, Cambridge, MA
HM851.W45 2002
Topics: Online Learning   |   Changes in Higher Education

Additional Info:
The Web doesn't exist in space, yet we talk about going to sites, entering them, and leaving. Diaries move online and suddenly they're more about creating selves than writing about them. Web sites don't have fences, yet a site for auction hunters was found to have trespassed on eBay, a metaphorical offense for which it paid a very real price. Companies invest heavily in professional, polished Web sites, but the ...
Additional Info:
The Web doesn't exist in space, yet we talk about going to sites, entering them, and leaving. Diaries move online and suddenly they're more about creating selves than writing about them. Web sites don't have fences, yet a site for auction hunters was found to have trespassed on eBay, a metaphorical offense for which it paid a very real price. Companies invest heavily in professional, polished Web sites, but the Web rewards sites that revel in imperfection. Bits are the "atoms" of the Web, but they have no weight, no size and no real existence.

These anomalies are just a few that show how uncomfortable the fit between the Web and the real world is -- and how deeply weird the ordinary life of the Web is. In this one-of-a-kind book of social commentary, David Weinberger takes us beyond the hype, revealing what is truly revolutionary about this new medium. Just as Marshall McLuhan forever altered our view of broadcast media, Weinberger shows that the Web is transforming not only social institutions but also bedrock concepts of our world such as space, time, self, knowledge -- even reality itself. The Web would be important enough if it hooked up our species on a global scale. But, Weinberger argues, it is doing much more than that. Unlike previous technologies such as the phone or fax, the Web is a permanent public space that gathers value every time someone posts a Web page, responds on a discussion board, or replies to a mail list. More and more of our lives together are being lived in this new, second world that intersects the real world in ways we have only begun to understand.

Weinberger introduces us to the denizens of this second world, people like Zannah, whose online diary turns self-revelation into play; Tim Bray, whose map of the Web reveals what's at the heart of the new Web space; and Danny Yee and Claudiu Popa, part of the new breed of Web experts we trust despite their lack of obvious qualifications. Through these stories of life on the Web, an insightful take on some familiar -- and some unfamiliar -- Web sites, and a pervasive sense of humor, Weinberger is the first to put the Web into the social and intellectual context we need to begin assessing its true impact on our lives. The irony, according to Weinberger, is that this seemingly weird new technology is more in tune with our authentic selves than is the modern world. Because the Web foils our conventional assumptions about concepts like space and time and self, we are led back to a more authentic view of what it means to be a person sharing a world with others -- whether it's the world of the Web or the real world of atoms. Our experience on the Web enables us to recapture the truth of our experience of the real world. Funny, provocative, and ultimately hopeful, Small Pieces Loosely Joined makes us look at the Web as never before. (From the Publisher)

Table Of Content:
Preface

ch. 1 A New World
ch. 2 Space
ch. 3 Time
ch. 4 Perfection
ch. 5 Togetherness
ch. 6 Knowledge
ch. 7 Matter
ch. 8 Hope

Notes
Acknowledgments
Index
Cover image

The Social Life of Information

Book
Brown, John Seely and Paul Duguid
2002
Harvard Business School Publishing, Boston, MA
HM851.B76 2002
Topics: Online Learning   |   Changes in Higher Education

Additional Info:
In this paperback edition of The Social Life of Information, the authors dispel many of the futurists' sweeping predictions that information technology will obliterate the need for everything from travel to supermarkets to business organizations to social life itself. But beaten down by info-glut, exasperated by computer crashes, and burned by dot-com stocks, individual users find it hard to get a fix on the true potential of the digital revolution.<...
Additional Info:
In this paperback edition of The Social Life of Information, the authors dispel many of the futurists' sweeping predictions that information technology will obliterate the need for everything from travel to supermarkets to business organizations to social life itself. But beaten down by info-glut, exasperated by computer crashes, and burned by dot-com stocks, individual users find it hard to get a fix on the true potential of the digital revolution.

A new preface updates and expands on the ideas of the original text, in which John Seely Brown and Paul Duguid argue that the gap between digerati hype and end-user gloom is largely due to the "tunnel vision" that information-driven technologies breed. We've become so focused on where we think we ought to be that we often fail to see where we're really going. We need to look beyond our obsession with information and individuals to include the critical social networks of which these are always a part.

The Social Life of Information shows how a better understanding of the contribution that communities, organizations, and institutions make to learning, working, and innovating can lead to the richest possible use of technology in our work and everyday lives. (From the Publisher)

Table Of Content:
Preface: Looking Around
Acknowledgments
Introduction: Tunneling Ahead

ch. 1 Limits to Information
ch. 2 Agents and Angels
ch. 3 Home Alone
ch. 4 Practice Makes Process
ch. 5 Learning - in Theory and in Practice
ch. 6 Innovating Organization, Husbanding Knowledge
ch. 7 Reading the Background
ch. 8 Re-education

Afterword: Beyond Information
Notes
Bibliography
Index
About the Authors
Cover image

The Third Shift: Women Learning Online

Book
Kramarae, Cheris
2001
AAUW Educational Foundation, Washington, DC
LC5805.K715 2001
Topics: Online Learning   |   Adult Learners   |   Teaching Diverse Students

Additional Info:
A report by the American Association of University Women (AAUW) Educational Foundation has found that distance — or online — learning is on the rise and women make up the majority of students. Sixty percent of these nontraditional online learners are over 25 years of age and female.
Working mothers interested in furthering their education are doing so online and adding a difficult "third shift" to their responsibilities as mothers and employees, ...
Additional Info:
A report by the American Association of University Women (AAUW) Educational Foundation has found that distance — or online — learning is on the rise and women make up the majority of students. Sixty percent of these nontraditional online learners are over 25 years of age and female.
Working mothers interested in furthering their education are doing so online and adding a difficult "third shift" to their responsibilities as mothers and employees, according to the study, by Cheris Kramarae, the AAUW Educational Foundation's 1999-2000 Scholar-in-Residence.
The report examines the benefits as well as discouraging factors women experience with online learning and concludes with several recommendations to help women with their third shift. (From the Publisher)

Table Of Content:
Acknowledgments

Part 1: Introduction
Part 2: Why Do Women Go Online? Educational Plans, Preferences
Part 3: The Digital Divide: Gaps and Bridges
Part 4: Look Who’s Talking: Gender Identity and Culture Online
Part 5: Conclusions and Recommendations

Appendices
Methodology
About the Researcher
Bibliography
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The Online Learning Handbook: Developing and Using Web-Based Learning

Book
Jolliffe, Alan, Jonathan Ritter, and David Stevens
2001
Kogan Page, London
LB1044.87.J65 2001
Topics: Online Learning

Additional Info:
A guide to developing Web-based learning materials this book provides proven advice, tools and techniques to allow readers to harness the potential of on-line methods of instruction and education. Taking a simple step-by-step approach the book hand-holds readers from the basics through to developing learning systems, and operating and managing computer managed learning. An accompanying web site presents reviews of supporting software packages and other links. (From the Publisher)
Additional Info:
A guide to developing Web-based learning materials this book provides proven advice, tools and techniques to allow readers to harness the potential of on-line methods of instruction and education. Taking a simple step-by-step approach the book hand-holds readers from the basics through to developing learning systems, and operating and managing computer managed learning. An accompanying web site presents reviews of supporting software packages and other links. (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 Web-based learning
ch. 2 The development model
ch. 3 Learning at a distance
ch. 4 Web-based learner support
ch. 5 Eighteen steps for building a Web-based learning event
ch. 6 Getting started
ch. 7 Developing learner profiles
ch. 8 Developing learning objectives
ch. 9 Assessment
ch. 10 Developing instructional strategies
ch. 11 Selecting and reviewing learning resources
ch. 12 Designing the GUI and screen templates
ch. 13 Developing flowcharts and storyboards
ch. 14 The process of inputting your learning materials
ch. 15 Evaluation
ch. 16 Getting people orientated to the Web-based environment
ch. 17 The technical infrastructure
ch. 18 Copyright considerations

References
Further reading
Web resources
Glossary
Index
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Teaching & Learning Online: Pedagogies for New Technologies

Book
Stephenson, John, ed.
2001
Kogan Page, London
LB1044.87.T43 2001
Topics: Online Learning

Additional Info:
* Over 10 million students now study online
* Sets out the theory and latest approaches to making sure online teaching is effective
* Includes material and case studies from the BBC, BT, ICL and leading international academics

There has been a rapid expansion of online teaching and learning - over 10 million students now study online, and millions more use educational multimedia products and services from commercial and broadcasting organizations. ...
Additional Info:
* Over 10 million students now study online
* Sets out the theory and latest approaches to making sure online teaching is effective
* Includes material and case studies from the BBC, BT, ICL and leading international academics

There has been a rapid expansion of online teaching and learning - over 10 million students now study online, and millions more use educational multimedia products and services from commercial and broadcasting organizations. However, in the rush to get online teachers, educators and developers often complain about the lack of solid theory underpinning the end materials.

This book is the first to present a wide range of experience and research findings from leading practitioners and organizations around the world and will be invaluable for researchers, developers and teachers, as well as anyone with a critical interest in developing successful online teaching and learning. (From the Publisher)

Table Of Content:
Notes on contributors
Introduction

ch. 1 Learners still learn from experience when online (Shirley Alexander, and David Boud)
ch. 2 Learning technology and learning relationships (Terry Mayes)
ch. 3 Problems with online learning are systemic, not technical (Stewart Hase, and Allan Ellis)
ch. 4 Online learning: it is all about dialogue, involvement, support and control - according to the research (Marion Coomey, and John Stephenson)
ch. 5 Making the right connections: improving quality in online learning (Barry Jackson and Kyriaki Anagnostopoulou)
ch. 6 Effective facilitation of online learning: the Open University experience (Robin Mason)
ch. 7 Finding the instructor in post-secondary online learning: pedagogical, social, managerial and technological locations (Curtis J. Bank, Jamie Kirkley, Noriko Hara, and Vanessa Paz Dennen)
ch. 8 Exploring the development of critical thinking skills through a Web-supported problem-based learning environment (Ron Oliver)
ch. 9 Distance learning through educational networks: the global view experience (Dennis Schlais and Richard Davis)
ch. 10 Scenarios for Ph.D. courses in a European network environment, as supported by EuroPACE (Jef van den Branden)
ch. 11 Teacher effectiveness and online learning (Sisko Mällinen)
ch. 12 From conventional to distance education: adopting a pedagogy and managing the transformation (Mark Woodman, Maya Milankovic-Atkinson, Chris Sadler, and Alan Murphy)
ch. 13 On the way to online pedagogy (Martin Good)
ch. 14 Designing online learning opportunities, orchestrating experiences and managing learning (Keith Shaw)
ch. 15 Course design for online learning - what's gone wrong? (Quentin Whitlock)
ch. 16 Towards an androgogy for living in an information society (David Dickinson, and Valerie Stewart)
ch. 17 Television and learning: ways of connecting media and learning (Steve Pollock, and David Squire)
Endpiece: Learner-managed learning - an emerging pedagogy for learning online (John Stephenson)

Index
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Deep Learning for a Digital Age: Technology's Untapped Potential to Enrich Higher Education

Book
Weigel, Van B.
2002
Jossey-Bass, San Francisco, CA
LB2395.7.W45 2002
Topics: Online Learning   |   Changes in Higher Education

Additional Info:
Rather than focus on technology to extend the reach of higher education—distance learning—Weigel favors its use in conjunction with classroom-based experiences to promote "depth education"—the use of collaborative virtual spaces, called "knowledge rooms," in which virtual teams of students work together to build skills in critical thinking and knowledge management. Weigel explains the concept of depth education, outlines the campus infrastructure requirements of depth education, explains how ...
Additional Info:
Rather than focus on technology to extend the reach of higher education—distance learning—Weigel favors its use in conjunction with classroom-based experiences to promote "depth education"—the use of collaborative virtual spaces, called "knowledge rooms," in which virtual teams of students work together to build skills in critical thinking and knowledge management. Weigel explains the concept of depth education, outlines the campus infrastructure requirements of depth education, explains how to use the knowledge room framework, and discusses educational vistas made possible by e- learning. The author teaches ethics and economic development at Eastern College in St. David's, Pennsylvania. (From the Publisher)

Table Of Content:
Tables, Figures, and Exhibits
Preface
The Author

ch. 1 Beyond the Virtual Classroom
ch. 2 The Commoditization of Instruction
ch. 3 Transforming the Classroom into Knowledge Rooms
ch. 4 Building an Infrastructure for Depth Education
ch. 5 New Horizons for Higher Education

Notes
References
Index
Article cover image

"Using Learning Styles to Adapt Technology for Higher Education"

Article
O'Connor, Terry
1997
Center for Teaching and Learning, Indiana State University (1997)
Topics: Online Learning   |   Multiple Intelligences & Learning Styles   |   Using Technology

Additional Info:
Additional Info:
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Facilitating Online Learning: Effective Strategies for Moderators

Book
Collison, George, Bonnie Elbaum, Sarah Haavind, and Robert Tinker
2000
Atwood Publishing, Madison, WI
LB1044.875.F33 2000
Topics: Discussion   |   Online Learning

Additional Info:
Effective moderation is a critical but often forgotten aspect of turning a netcourse or online discussion group into a goal-oriented learning community. This guide identifies principles and forms of dialog that support effective moderating, looks at key roles moderators play, and presents strategies for maintaining functional online groups. (From the Publisher)
Additional Info:
Effective moderation is a critical but often forgotten aspect of turning a netcourse or online discussion group into a goal-oriented learning community. This guide identifies principles and forms of dialog that support effective moderating, looks at key roles moderators play, and presents strategies for maintaining functional online groups. (From the Publisher)

Table Of Content:
About the Authors and Acknowledgments
Introduction
What Is This Book About?
A New World of Teaching and Learning
Why This Book?
Who Will Benefit from Reading This Book?
What Will You Learn from This Book?
The Backdrop for This Book
Principles that Support Effective Moderating
Negotiating Space: Forms of Dialogue and Goals of Moderating
Key Facilitator Roles
Healthy Online Communities
Voice
Tone
Critical Thinking Strategies
Roadblocks and Getting Back on Track
Epilogue: Evaluation of Success
Glossary
References
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A Classroom of One: How Online Learning is Changing Our Schools and Colleges

Book
Maeroff, Gene I.
2003
Palgrave Macmillan, New York, NY
LC5803.C65M34 2003
Topics: Online Learning   |   Changes in Higher Education

Additional Info:
This is Gene Maeroff's "report from the front" on the short history and status of online learning in the United States and around the world. Maeroff is a reporter who takes you to the schools from Penn State's World Campus to the Florida Virtual School to the newly emerging online learning initiatives in Afghanistan. His journey ultimately provides a snapshot of the way in which technology is changing the minds ...
Additional Info:
This is Gene Maeroff's "report from the front" on the short history and status of online learning in the United States and around the world. Maeroff is a reporter who takes you to the schools from Penn State's World Campus to the Florida Virtual School to the newly emerging online learning initiatives in Afghanistan. His journey ultimately provides a snapshot of the way in which technology is changing the minds of people with regard to the nature of higher education. He looks at the method of electronic delivery, the quality of the information being delivered and quality of interaction it engenders. He looks at the way learners are adapting to this new technology and how much responsibility is put on the student's shoulders. Finally, and maybe tellingly, he looks at the business of online learning. (From the Publisher)

Table Of Content:
Preface

ch. 1 An Invitation to a Revolution
ch. 2 Delivering the Goods
ch. 3 The Nature of Interaction
ch. 4 Facilitating the Conversation
ch. 5 Adapting to the New
ch. 6 Responsibility for Learning
ch. 7 The Business of Online Education
ch. 8 Focusing E-Learning on Careers
ch. 9 But Is It Legitimate?
ch. 10 Controlling the Process
ch. 11 In School, on Campus
ch. 12 Serving Those Least Served
ch. 13 Redefining the Educational Institution
ch. 14 Online Courses across the Gamut
ch. 15 Educational Purposes in the Cyber Era

Notes
Bibliography
Index
Article cover image

"Teaching the Bible through the Internet: In the Classroom and at a Distance"

Article
Simkins, Ronald A.
2000
Journal of Religion and Society 2 (2000)
Topics: Teaching Religion   |   Online Learning

Additional Info:
This essay will argue that the internet provides an “added-value” to education, providing resources for more effective teaching and enhancing the learning of the students. The internet emphasizes written communication, facilitating clarity of thought and serving as the basis for critical thinking. The internet emphasizes the social dimensions of learning, and the students’ own role in their learning. This essay will illustrate the value of the internet for teaching and ...
Additional Info:
This essay will argue that the internet provides an “added-value” to education, providing resources for more effective teaching and enhancing the learning of the students. The internet emphasizes written communication, facilitating clarity of thought and serving as the basis for critical thinking. The internet emphasizes the social dimensions of learning, and the students’ own role in their learning. This essay will illustrate the value of the internet for teaching and learning through a case study of transforming a traditional introductory course on the Bible into a distance course.
Article cover image

"Ten Ways Online Education Matches, or Surpasses Face-to-Face Learning"

Article
Kassop, Mark
2003
The Technology Source (May/June 2003)
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Additional Info:
Article cover image

"What to Do About the New Crunch: Ten Most Obvious Cost-Effective Strategies for Improving Teaching and Learning with Technology"

Article
Gilbert, Steven W.
2002
The Teaching, Learning and Technology Group (2002) http://www.tltgroup.org/CostEffective/TenBest.htm
Topics: Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
not currently available on the web
Additional Info:
not currently available on the web
Article cover image

"The Mysterious Territory of Distance Learning"

Article
Beck, Evelyn
2002
Thought and Action 18 (2002): 77-89
Topics: Online Learning

Additional Info:
Additional Info:
Article cover image

"Emerging Models of Online Collaborative Learning: Can Distance Enhance Quality?"

Article
Ehrmann, Stephen C., and Collins, Mauri
2001
The Teaching, Learning and Technology Group (2001) http://www.tltgroup.org/resources/Collab_Distance.html
Topics: Collaborative Learning   |   Online Learning

Additional Info:
Argues that online collaboration among students does not need to follow the same forms as traditional interaction in face-to-face classrooms. Reviews pioneering and imaginative ways of helping students learn with one another in virtual space – ways that multiply the advantages of extended access with the strengths of enriched learning environments.
Additional Info:
Argues that online collaboration among students does not need to follow the same forms as traditional interaction in face-to-face classrooms. Reviews pioneering and imaginative ways of helping students learn with one another in virtual space – ways that multiply the advantages of extended access with the strengths of enriched learning environments.
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Assessment Strategies for the On-line Class: From Theory to Practice

Book
Anderson, Rebecca S., John F. Bauer, Bruce W. Speck, eds.
2002
Jossey-Bass, San Francisco, CA
LB1028.5.A83 2002
Topics: Online Learning   |   Assessing Students

Additional Info:
Addresses the kinds of questions that instructors need to ask themselves as they begin to move at least part of their students' work to an on-line format. The chapters present an initial overview of the need for evaluating students' on-line work with the same care that instructors give to the students' work in hard-copy format; what an instructor needs to know about the technology, a discussion of alternative instructional formats ...
Additional Info:
Addresses the kinds of questions that instructors need to ask themselves as they begin to move at least part of their students' work to an on-line format. The chapters present an initial overview of the need for evaluating students' on-line work with the same care that instructors give to the students' work in hard-copy format; what an instructor needs to know about the technology, a discussion of alternative instructional formats such as group work and fieldwork; as well as participation in chatrooms and threaded discussions. Two chapters address curricular issues and the value of on-line learning as a supplement to more traditional instructional formats. The issues explored here will help guide instructors who are considering using on-line learning in conjunction with their regular classes, as well as those interested in going totally on-line.

This is the 91st volume in the Jossey-Bass quarterly series New Directions for Teaching and Learning. (From the Publisher)

Table Of Content:
ch. 1 Learning-Teaching-Assessment Paradigms and the On-Line Classroom (Bruce W. Speck): Professors need to engage in rigorous design and assessment of on-line learning just as they would in face-to-face and printed materials, grounding their decisions in solid pedagogical theory and practice.

ch. 2 What Professors Need to Know About Technology to Assess On-Line Student Learning (Marshall G. Jones, Stephen W. Harmon): There is much movement in the direction of on-line learning, but it is important to consider the nature of on-line courses and the extent to which that nature determines what is done by instructors and students.

ch. 3 Assessing Student Work from Chatrooms and Bulletin Boards (John F. Bauer): An advantage of on-line learning is that it can provide a permanent record of student participation in discussions. The question addressed in this chapter is how to assess that participation fairly and objectively.

ch. 4 Assessing Students Written Projects (Robert Gray): Because so much of student work on-line is done in written format, it is important for instructors to know how to evaluate writing and how to take advantage of the technology to do it.

ch. 5 Group Assessment in the On-Line Learning Environment (John A. Nicolay): Just as group work is becoming more and more prevalent in college classrooms, it is also a growing part of on-line learning. This chapter provides five principles for assessing group work on-line.

ch. 6 Assessing Field Experiences (Jane B. Puckett, Rebecca S. Anderson): In professional preparation programs that feature a great deal of fieldwork, can on-line formats be used to monitor and assess student work?

ch. 7 Enhancing On-Line Learning for Individuals with Disabilities (James M. Brown): One of the advantages of on-line instruction is that it provides access for students who would not normally be able to participate in many course activities. This chapter provides guidelines on how to take advantage of this feature.

ch. 8 Assessing E-Folios in the On-Line Class (Mark Canada): On-line instruction provides an excellent opportunity for students to create and publish on-line portfolios of their work. This method of assessment is just beginning to make inroads into the on-line environment.

ch. 9 Preparing Students for Assessment in the On-Line Class (Michele L. Ford): Just as instructors are adapting to new technologies, students must adjust their thinking about teaching and learning. This chapter provides suggestions about how to help students make the transition to on-line assessment.

ch. 10 Assessing the On-Line Degree Program (Joe Law, Lory Hawkes, Christina Murphy): As more programs are offered on-line, it is important that institutions maintain the quality of those offerings. This chapter describes guidelines for assessing the integrity and quality of such degrees.

ch. 11 Assessing the Usability of On-Line Instructional Materials (Brad Mehlenbacher): In addition to the quality of the content and instructional method, a number of other considerations are useful in assessing whether on-line materials will be effective. This chapter covers a wide range of criteria for instructor use in this task.

ch. 12 Epilogue: A Cautionary Note About On-Line Assessment (Richard Thomas Bothel): Not all instructors are enthusiastic about the movement toward on-line learning. This chapter raises some concerns that should be addressed now.

INDEX
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147 Practical Tips for Teaching Online Groups

Book
Hanna, Donald E., Michelle Glowacki-Dudka and Simone Conceicao-Runlee
2000
Atwood Publishing, Madison, WI
LB1044.87.H35 2000
Topics: Collaborative Learning   |   Online Learning   |   Learning Designs

Additional Info:
From experienced distance educators comes this comprehensive collection of strategies for teaching effectively online.
Beginning with pre-instruction preparation and progressing through actual online teaching, 147 Practical Tips for Teaching Online Groups will help you feel more comfortable and competent heading into an online course, whether you're a new instructor or an experienced professor. The authors dispel popular myths in online education and anticipate the potential problems you might face teaching ...
Additional Info:
From experienced distance educators comes this comprehensive collection of strategies for teaching effectively online.
Beginning with pre-instruction preparation and progressing through actual online teaching, 147 Practical Tips for Teaching Online Groups will help you feel more comfortable and competent heading into an online course, whether you're a new instructor or an experienced professor. The authors dispel popular myths in online education and anticipate the potential problems you might face teaching in the online medium. They also advise you on how to set up and implement your online course, and make the course discussions as interactive as those you have in the traditional face-to-face classroom setting.

If you're involved in web-based education — or if you're about to be — 147 Practical Tips for Teaching Online Groups will become one of your most trusted resources. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword by Parker J. Palmer
Preface
A Unique Look at the Authors
Why This Book?
The Web-based Environment
Synchronous and Asynchronous Learning
The Addition of Technology to the Teacher, Learner, and Content of the Classroom
The Context of This Book

ch. 1 Before You Begin
ch. 2 Myths and Constraints of Online Teaching and Learning Myths of Online Teaching and Learning
ch. 3 Organizing the Online Course
ch. 4 Beginning Instruction in the Online Course: Implementing the Course
Design
Postscript
Some Final Words

Appendix A
Online Classroom Software
Appendix B
References and Bibliography
Appendix C
Online Resources
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Effective Teaching with Technology in Higher Education: Foundations for Success

Book
Bates, A. W. (Tony) and Gary Poole
2003
Jossey-Bass, San Francisco, CA
LB2331.B378 2003
Topics: Online Learning   |   Using Technology

Additional Info:
Effective Teaching with Technology in Higher Education draws on current research and best practice to show how to integrate technology into teaching in higher education. This book provides a comprehensive theoretical and pedagogical foundation for helping instructors make critical decisions about the use of technology within the college curriculum.

The book is essential reading for both new and experienced instructors contemplating using technology for teaching in higher education. (...
Additional Info:
Effective Teaching with Technology in Higher Education draws on current research and best practice to show how to integrate technology into teaching in higher education. This book provides a comprehensive theoretical and pedagogical foundation for helping instructors make critical decisions about the use of technology within the college curriculum.

The book is essential reading for both new and experienced instructors contemplating using technology for teaching in higher education. (From the Publisher)

Table Of Content:
List of Tables, Figures, and Exhibits
Preface

ch. 1 The Challenge of Technology
ch. 2 Introductory Remarks on Knowledge, Learning, and Teaching
ch. 3 The Role of Media and Technology in Education
ch. 4 A Framework for Selecting and Using Technology
ch. 5 The Organization of Teaching with Technology
ch. 6 Planning for Teaching with Technology
ch. 7 Approaches to the Design of Technology-Based Learning
ch. 8 Course Development and Maintenance
ch. 9 Supporting Technology-Based Learning
ch. 10 Change and Stability in Teaching with Technology

References
Index
Article cover image

"'Hybrid' Teaching Seeks to End the Divide Between Traditional and Online Instruction"

Article
Young, Jeffrey R.
2002
The Chronicle of Higher Education, 22 March 2002
Topics: Online Learning   |   Using Technology   |   Changes in Higher Education

Additional Info:
Focuses on the introduction of hybrid teaching which aims to end the gap between traditional and online instruction in the U.S. Advantages of hybrid courses and hybrid degree programs; Colleges offering hybrid instruction; Skepticism on online education projects.
Additional Info:
Focuses on the introduction of hybrid teaching which aims to end the gap between traditional and online instruction in the U.S. Advantages of hybrid courses and hybrid degree programs; Colleges offering hybrid instruction; Skepticism on online education projects.
Article cover image

"The Catholic Internet: Seminary Technologies Impacting the Teaching and Learning Environment of the Church"

Article
Mahfood, Sebastian, Vic Klimoski, Beverly Lane, and Daniel Harris
Seminary Journal 9, no. 4 (Winter 2003): 10-20
Topics: Online Learning   |   Theological Education

Additional Info:
Additional Info:
Article cover image

"Learning Online to Teach Online"

Article
Carnevale, Dan
2003
The Chronicle of Higher Education, Vol. 50, Issue 10, October 2003
Topics: Online Learning   |   Leadership and Faculty Development

Additional Info:
Asserts that while prospective distance educators are flocking to certification programs, some academics question their value. Although certification programs, which can differ significantly in nature and intensity, go well beyond simple technology training, many newly certified distance educators have found that the certification does not necessarily lead to job security or even employment.
Additional Info:
Asserts that while prospective distance educators are flocking to certification programs, some academics question their value. Although certification programs, which can differ significantly in nature and intensity, go well beyond simple technology training, many newly certified distance educators have found that the certification does not necessarily lead to job security or even employment.
Article cover image

"Teaching and Learning in the Online Classroom"

Article
Rob Kelly, ed.
Magna Publications
Topics: Online Learning

Additional Info:
Additional Info:


Table Of Content:
ch. 1 Institutional Support Helps Faculty Develop Online Courses (AL)
ch. 2 Columbia Collaborates with Cognitive Arts on Learn-by-Doing Courses (DER)
ch. 3 The Cultivation and Nurturing of Online Teachers (DER)
ch. 4 Dissecting Virtual Humans, Saving Cats (George Lorenzo)
ch. 5 Broad-Based Faculty Development Ignites Innovative Teaching (DER)
ch. 6 I Wouldn’t be Caught Dead . . . Teaching at a Distance! (Edwin G. Sapp)
ch. 7 The Scholarship on Teaching (Maryellen Weimer)
ch. 8 Distance Educational Migrant Children (DER)
ch. 9 Music Course: Harmonizes Technology and Teaching (DER)
ch. 10 Technological Minimalism: Cost-Effective Alternative to Multimedia-Driven, High-Bandwidth Course Design and Development (George Lorenzo)
ch. 11 Toward a Definition of the Scholarship of Teaching (Maryellen Weimer)
ch. 12 Understanding and Teaching Adult Students (Carolyn Tighe Wemlinger)
ch. 13 Course Ratings for Interactive Distance Learning (Maryellen Weimer)
ch. 14 Distance Learning: Tradeoffs and Ambivalence (Margaret E. Stewart)
ch. 15 Feedback via Electronic Voice Messages (Sean Michael)
ch. 16 Learning: A Delineation of Current Interests (TP)
ch. 17 Distance Learning: How Does It Measure Up? (Maryellen Weimer)
ch. 18 Online Assignments Maximize In-Class Learning (Patricia H. Klass)
ch. 19 The Tools and Techniques of Technology (Maryellen Weiner)
ch. 20 Real Reflections on the Virtual Office (Michael Dulay)
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Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus

Book
Barone, Carole A. and Paul R. Hagner, eds.
2001
Jossey-Bass, San Francisco, CA
LB2395.7 .T43 2001
Topics: Online Learning   |   Changes in Higher Education   |   Curriculum Design and Assessment

Additional Info:
The ability of the Internet and the World Wide Web to provide a wealth of on-line information that can be easily accessed at any time is changing the basic structure and operations of organizations, especially educational institutions.

Written by a blue-ribbon panel of contributors -- thirteen experts in various fields of educational technology and teaching and learning -- Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on ...
Additional Info:
The ability of the Internet and the World Wide Web to provide a wealth of on-line information that can be easily accessed at any time is changing the basic structure and operations of organizations, especially educational institutions.

Written by a blue-ribbon panel of contributors -- thirteen experts in various fields of educational technology and teaching and learning -- Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus offers academic leaders the advice they need to help their institutions initiate, implement, and manage the transformation in order to become Internet-based communication and learning environments. The authors show how leaders can meet the challenge of the information age and the student demand for interactive learning by creating supportive environments that allow faculty to adapt to and sustain this sweeping institutional transformation. This book offers the insights, practical suggestions, and strategies that are essential for engaging the campus community in the transformation process. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
The Authors

ch. 1. Engaging the Faculty (Paul R. Hagner, Charles A. Schneebeck)
ch. 2. Creating a Context for Consensus (David G. Brown, Sally Jackson)
ch. 3. Managing Complexity in a Transforming Environmen (Vicki N. Suter)
ch. 4. Transforming Traditional Faculty Roles (William H. Graves)
ch. 5. The Holy Grail: Developing Scalable and Sustainable Support Solutions (Joel L. Hartman, Barbara Truman-Davis)
ch. 6. Designing and Delivering Instructional Technology: A Team Approach (Gerard L. Hanley)
ch. 7. Responding to Intellectual Property and Legal Issues (James L. Hilton, James G. Neal )
ch. 8. Form Follows Function: Establishing the Necessary Infrastructure (Bret L. Ingerman)
ch. 9. Assessing Conditions for Campus Transformation (Carole A. Barone, Paul R. Hagner)

Index
Cover image

Teaching With Technology

Book
Lloyd, Les, ed.
1997
Information Today, Medford, NJ
LB2395.7 .T425 1997
Topics: Online Learning   |   Using Technology   |   Curriculum Design and Assessment

Additional Info:
Higher education faculty detail techniques used to enhance the classroom experience with multimedia technology, offering case studies of actual programs at institutions including Wellesley College, Washington State University, City University Business School, and New England Conservatory. Topics include the affect of computers on college writing, integrating electronic media into the art and design classroom and into the health information management curriculum, developing a multimedia computer/video environment in a community ...
Additional Info:
Higher education faculty detail techniques used to enhance the classroom experience with multimedia technology, offering case studies of actual programs at institutions including Wellesley College, Washington State University, City University Business School, and New England Conservatory. Topics include the affect of computers on college writing, integrating electronic media into the art and design classroom and into the health information management curriculum, developing a multimedia computer/video environment in a community college, and establishing a networked lab. (From the Publisher)

Table Of Content:
ch. 1 When everyone buys in : a case study of technological change (Carole Carmody)
ch. 2 The affect of computers on college writing : a view from the field (Jo Ellen Winters)
ch. 3 A professional development needs-assessment of computing and information technology : a case study at Lock Haven University (Punnipa Hossain, Robert O. Little)
ch/ 4 Computing in the curriculum at Wellesley College (Alan Shuchat)
ch. 5 Some experiences integrating electronic media into the art and design curriculum (Wayne Draznin)
ch. 6 Developing a multimedia computer/video environment in a comprehensive community college (S. James Corvey)
ch. 7 MacCycle : an extensible multimedia for teaching the physiology and histology of the menstrual cycle (James F. Aiton, Susan Whiten, Nils S. Peterson)
ch. 8 Multimedia : a systematic approach to its placement in education (Robert A. Saldarini)
ch. 9 Software for sociology : a tool for a more effective learning paradigm (Christopher Sullivan)
ch. 10 DATASIM : a general purpose data simulator (Drake R. Bradley)
ch. 11 An integrative approach to writing with computers (W. Brett McKenzie)
ch. 12 Chronicles from a U.S. Department of Education Title III grant (Jeanne Buckley, Marilyn Puchalski)
ch. 13 Learning information systems through a mail-enabled business simulation : the case of Trent Engineering (Clive Holtham, Martin Rich)
ch. 14 Integrating technology into the health information management curriculum (Dorine Bennett, Paulette Wiesen)
ch. 15 The computer-mediated English department (Patricia Ericsson, Eric Johnson)
ch. 16 Using technology in a computer concepts course (James S. McKeown, Lynette Molstad)
ch. 17 Energies Plus, Inc. (N. Faye Angel)
ch. 18 TransIT and refocused strategies in teaching advanced translation (Doug Thompson)
ch. 19 Chemistry and art : developing a new course with NSF grants (John L. Bordley, Jr.)
ch. 20 Evolution of the classroom with new technology (Abigail M. Thomas)
ch. 21 CAL heuristics in the United Kingdom's UMIST (Marie C. Hayet)
ch. 22 Medaille College : integrating computers into course syllabi (Donna Marie Kaputa in collaboration with Douglas Anderson, Carol Harrison, and Janice Schlegel)
ch. 23 Computer information systems and art : the development of a symbiotic relationship (Ellen M. Dauwer)
ch. 24 Student Information Skills Project (Susan P. Fowell)
ch. 25 A case study in the use of Union College's Teagle Writing Lab (Najmuddin Shaik, Dianne Ferris)
ch. 26 Using computer software in a literature class : rereading a text with SEEN by Conduit (Nancy Enright)
ch. 27 Professors as developers : exploiting the NeXTstep environment (Joel M. Smith)
ch. 28 Establishing a networked lab with focus on integrating computers into the writing curriculum (Constance Chismar)
ch. 29 The value of portable computers in the classroom (Garrett Bozylinsky, William Creighton)
ch. 30 Music, computers, and learning at New England Conservatory (Paul Burdick, Lyle Davidson)
ch. 31 Academic computing case history : establishment of microcomputer access at a community college (Dick W. Birkholz)
ch. 32 Development of an advanced technology classroom (Eugene P. Buccini, Ronald G. Benson)
ch. 33 The advanced technology classroom (Marla J. Fischer)
ch. 34 A syllabus for a World Wide Web writing workshop (Jack R. Kayser)
Cover image

Theory and Practice of Online Learning

Book
Anderson, Terry and Fathi Elloumi, eds.
2004
Athabasca University, Athabasca, AB, Canada
LB1044.87.T53 2004
Topics: Online Learning

Additional Info:
Theory and Practice of Online Learning, edited by Terry Anderson and Fathi Elloumi, is concerned with assisting providers of online education with useful tools to carry out the teaching and learning transactions online. It presents, in an easily readable form, the theory, administration, tools, and methods of designing and delivering learning online. By doing so, the authors bring to the teaching community a valuable product which should go a long ...
Additional Info:
Theory and Practice of Online Learning, edited by Terry Anderson and Fathi Elloumi, is concerned with assisting providers of online education with useful tools to carry out the teaching and learning transactions online. It presents, in an easily readable form, the theory, administration, tools, and methods of designing and delivering learning online. By doing so, the authors bring to the teaching community a valuable product which should go a long way in popularizing the use of the learning technologies.

Education, more than any other human endeavor, should be a real and lasting beneficiary of the ICT revolution. However the potential of this revolution can only be realized if those engaged in delivering education are knowledgeable, skilled, and able to apply these technologies effectively and efficiently. Despite the loud rhetoric of recent times, the uptake of learning technologies by the educational community is rather slow, reflecting partly the low levels of investment, in money and time, in the training of educational workers by individuals and their institutions, as well as the paucity of training materials on the subject. This publication, with its clarity and detail, greatly enhances our knowledge of the issues and our skills in addressing them. (From the Publisher)

Table Of Content:
Foreword
Introduction

Part 1 • Role and Function of Theory in Online Education Development and Delivery
ch. 1 Foundations of Educational Theory for Online Learning(Mohamed Ally)
ch. 2 Toward a Theory of Online Learning (Terry Anderson)
ch. 3 Value Chain Analysis: A Strategic Approach to Online Learning (Fathi Elloumi)

Part 2 • Infrastructure and Support for Content Development
ch. 4 Developing an Infrastructure for Online Learning (Alan Davis)
ch. 5 Technologies of Online Learning (e-Learning) (Rory McGreal and Michael Elliot)
ch. 6 Media Characteristics and Online Learning Technology (Patrick J. Fahy)

Part 3 • Design and Development of Online Courses
ch. 7 The Development of Online Courses (Dean Caplan)
ch. 8 Developing Team Skills and Accomplishing Team Projects Online (Deborah C. Hurst and Janice Thomas)
ch. 9 Copyright Issues in Online Courses: A Moment in Time (Lori-Ann Claerhout)
ch. 10 Value Added—The Editor in Design and Development of Online Courses (Jan Thiessen and Vince Ambrock)

Part 4 • Delivery, Quality Control, and Student Support of Online Courses
ch. 11 Teaching in an Online Learning Context (Terry Anderson)
ch. 12 Call Centers in Distance Education (Andrew Woudstra, Colleen Huber and Kerri Michalczuk)
ch. 13 Supporting Asynchronous Discussions among Online Learners (Joram Ngwenya, David Annand and Eric Wang)
ch. 14 Library Support for Online Learners: e-Resources, e-Services, and the Human Factors (Kay Johnson, Houda Trabelsi and Tony Tin)
ch. 15 Supporting the Online Learner (Judith A. Hughes)
ch. 16 The Quality Dilemma in Online Education (Nancy K. Parker)
Cover image

Engaging the Online Learner: Activities and Resources for Creative Instruction

Book
Conrad, Rita-Marie, and J. Ana Donaldson
2004
Jossey-Bass, San Francisco, CA
LB1044.87.C65 2004
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Engaging the Online Learners includes an innovative framework—the Phases of Engagement—that helps instructors 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 ...
Additional Info:
Engaging the Online Learners includes an innovative framework—the Phases of Engagement—that helps instructors 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 and use online activities in a classroom-based course

· Assess the learning that occurs as a result of collaborative activities

· Phase-in activities that promote engagement among online learners

· Help online learners use online tools

· Build peer interaction through peer partnerships and team activities

· Create authentic activities

· Implement games and simulations
(From the Publisher)

Table Of Content:
Preface
The Authors

Part 1 Constructing Activities to Engage Online Learners
ch. 1 Engaged Learning in an Online Environment
Engaged Learning in the Online Environment
Guiding Learners to Engage Online
Appropriate Activities for Each Phase
Summary

ch. 2 Designing Online Engagement
Adapting Classroom-Based Activities
Meeting the Needs of Online Learners
Choosing an Effective Communication Tool
Summary

ch. 3 Measuring Online Engaged Learning
Analyzing the Quality of Critical Thinking
Discussion Analysis Tools
Rubrics
Team Assessments
Reflective Self-Assessments
Summary

Part 2 Activities to Engage Online Learners
ch. 4 Learning to Use Online Tools
Building Students' Skills in Using the Necessary Tools
Skill-Building Activities to Try
Skills Survey
Drag and Drop
Library Search
I Can Find That
Scavenger Hunt
Syllabus Quiz

ch. 5 Online Icebreakers
Characteristics of an Effective Icebreaker
Icebreakers to Try
Bingo
Classmate Quiz
Lineup
Lost in Space
Name That Movie
One Word
Portrait
Room with a View
Snowball
Things
Truths and Lies
What Kind of Animal?
Why Are We Together?

ch. 6 Peer Partnership and Team Activities
Moving Dyads to Teams
Peer Partnership and Team Activities to Try
Contest of the Week
Dyad Debate
Group Contract
How's My Driving?
Medieval Shield
Progressive Project
Structured Chat
Structured Discussion

ch. 7 Reflective Activities
Characteristics of an Effective Reflective Activity
Reflective Activities to Try
Aha!
Bumper Sticker
Critical Insight
I Didn't Know That
IRAs
More Words to Lead By
Picture
Summary Words

ch. 8 Authentic Activities
Characteristics of an Effective Authentic Activity
Authentic Activities to Try
Case Study
Celebrity Chat
Cross-Region Discussion
Team Problem Solving
Pyramid
Social Responsibility

ch. 9 Games and Simulations
Characteristics of an Effective Game or Simulation
Games and Simulations to Try
Group Problem-Based Learning
Jilligan's Island
Spreadsheets
Virtual Field Trips
WebQuest

ch. 10 Learner-Led Activities
Activities Led by Individuals Versus Teams
Conveying Outcomes
Choosing the Type of Activity
Adequate Orientation and Planning Time
What Do Learners Think About Learner-Led Activities?

Examples of Learner-Led Activities
Example 1
Example 2
Example 3
Example 4

References
Index
Cover image

Designing Courses and Teaching on the Web: A "How-To" Guide to Proven, Innovative Strategies

Book
Fisher, Mercedes
2003
ScarecrowEducation, Lanham, MD
LB1044.87.F57 2003
Topics: Course Design   |   Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Here is a practical, how to book written for new online web instructors. It will also be helpful to course designers, trainers, administrators, or anyone interested in the potential of online learning and training by providing an excellent introduction to the online education arena. The format provided will easily fit into any course design while utilizing a variety of current resources and tools. (From the Publisher)
Additional Info:
Here is a practical, how to book written for new online web instructors. It will also be helpful to course designers, trainers, administrators, or anyone interested in the potential of online learning and training by providing an excellent introduction to the online education arena. The format provided will easily fit into any course design while utilizing a variety of current resources and tools. (From the Publisher)

Table Of Content:
Preface
Illustrations
Tables
Acknowledgments
Introduction

ch. 1 The Constructivist Approach to Online Learning with Technology
Constructivist Learning Environments and New Technologies
Social Nature of Learning

ch. 2 Effective Planning and Design for Online Teaching
Web-enhanced Teaching
Translating Content to Web-based Environments
Conclusions

ch. 3 Foundation for Instructional Screen Design
Figure-Ground Relationships
Principles of Graphic Design for Your "Web Office" or Class
Conclusions

ch. 4 Communication and Community Create Online Success
Creating Community
Strategies for Successful Online Learning
Best Practices
Translating Instructor Presence Online
Continuous Improvement

ch. 5 Evaluating the Student
Creating and Optimizing Assessment Strategies
How to Measure Student Learning
Types of Assessments
Designing Performance Assessments
Feedback
Assessing the Student
Technology Piece Evaluation
Exhibition
Conclusions

ch. 6 Conclusion
Course Maintenance Checklist
Five Challenges for Online Learning
Online Teaching and Learning: The Winning Combination

App. A Technology Resources
App. B Tools
App. C Online Tutorials
App. D Journals
App. E Instructor's Web Site
App. F Real-time Chat Activity

Glossary
Bibliography
Index
About the Author
Cover image

Discussion-based Online Teaching to Enhance Student Learning: Theory, Practice, and Assessment

Book
Bender, Tisha
2003
Stylus, Sterling, VA
LB1044.87.B43 2003
Topics: Discussion   |   Online Learning

Additional Info:
As online courses proliferate, teachers increasingly realize that they have to connect with their students as they would in face-to-face classes. They have to provide true opportunities for inspirational and meaningful learning, rather than a sterile experience of clicking within a labyrinth of links.

With the specific purpose of switching emphasis from the technical issues of online teaching to the human implications of teaching and learning through the ...
Additional Info:
As online courses proliferate, teachers increasingly realize that they have to connect with their students as they would in face-to-face classes. They have to provide true opportunities for inspirational and meaningful learning, rather than a sterile experience of clicking within a labyrinth of links.

With the specific purpose of switching emphasis from the technical issues of online teaching to the human implications of teaching and learning through the Internet, Tisha Bender draws on her extensive research, her training of online faculty, and her own online teaching experience, to create a fresh vision of online pedagogy. Discussion-Based Online Teaching to Enhance Student Learning consists of three parts:

Theory
Practice
Assessment

The author shows how she applies learning theories to online discussion-based courses. She presents a wealth of suggestions and techniques, illustrated by real examples, for stimulating and managing online discussion effectively, and for improving teaching practices. The book concludes with methods for assessing the efficacy of online courses.

This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment involves students and fosters deep learning.

This is a book for all educators and administrators in higher education, in any discipline, engaged in, or contemplating offering, online classes that involve discussion or collaborative learning. It is relevant both to faculty teaching a hybrid class (a class taught on campus that also has an online component) and courses that are taught entirely online. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 The Distance Factor
ch. 2 The Optimal Role of the Online Teacher
ch. 3 Rethinking Learning Theory Within the Online Class
ch. 4 Course Design
ch. 5 Starting to Teach the Online Class
ch. 6 Aspects of Online Communication
ch. 7 Innovative Online Teaching Techniques
ch. 8 Opinions About Online Teaching and Learning
ch. 9 Building a Model of Assessment of Online Education

Afterword
Glossary
References
Index
Cover image

Crossing the Digital Divide: Race, Writing, and Technology in the Classroom

Book
Monrie, Barbara
2004
Teachers College Press, New York, NY
PE1405.U6M66 2004
Topics: Teaching Writing   |   Online Learning   |   Teaching Diverse Students

Additional Info:
As poor, non-white communities on "the other side" of the digital divide become immersed in electronic media, how can we evaluate their experiences to transform the teaching of writing and literature and improve student learning? This important book offers a balanced view of instructional technology and critical multiculturalism as experienced in today’s public schools. With valuable insights to help English educators at all levels working in all types of ...
Additional Info:
As poor, non-white communities on "the other side" of the digital divide become immersed in electronic media, how can we evaluate their experiences to transform the teaching of writing and literature and improve student learning? This important book offers a balanced view of instructional technology and critical multiculturalism as experienced in today’s public schools. With valuable insights to help English educators at all levels working in all types of schools, this accessible volume features:

* Case studies of high-poverty secondary schools as they come online, offering an examination of the literacy practices of some of the country’s most underserved students on Indian reservations and in central cities.
* A unique approach to teaching writing and literature at both high school and middle school levels, including practical suggestions for classroom practice.
* A compelling analysis and critique of the contrasting rhetoric of American adolescent minority groups, differences in their early language socialization, and the impact of those differences on academic performance.
* A fresh angle on the public policy debate on access to technology, arguing that high-poverty schools do not have student access and, when they do, computers are used to "reform," rather than "transform" schooling. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction

ch. 1 Reconsidering the terms of the debate
ch. 2 Putting one's business on Front Street
ch. 3 Crucible for critical literacy
ch. 4 Storytime on the reservation
ch. 5 Revisiting the access issue

Notes
References
Index
About the author
Cover image
Wabash tree

Engaging Technology in Theological Education: All That We Can't Leave Behind

Book
Hess, Mary E.
2005
Rowman & Littlefield, Publishers, Lanham, MD
BV4020.H47 2005
Topics: Online Learning   |   Theological Education   |   Constructivist & Active Learning Theory

Additional Info:
We live in a media culture, surrounded by ever-evolving digital technologies. Engaging Technology in Theological Education is a breakthrough book that invites religious educators to both engage and adapt their pedagogy to incorporate new media and technology.

Drawing from her expertise as a seminary professor and consultant to religious institutions on the use of technology in teaching, Mary E. Hess invites professors, pastors, seminarians, and anyone interested in ...
Additional Info:
We live in a media culture, surrounded by ever-evolving digital technologies. Engaging Technology in Theological Education is a breakthrough book that invites religious educators to both engage and adapt their pedagogy to incorporate new media and technology.

Drawing from her expertise as a seminary professor and consultant to religious institutions on the use of technology in teaching, Mary E. Hess invites professors, pastors, seminarians, and anyone interested in religious education to critically reflect on ways of engaging technology to enhance learning and to serve as critical interpreters within communities of faith. (From the Publisher)

Table Of Content:
ch. 1 Rich treasures in jars of clay : theological education in changing times
ch. 2 Searching for the blue fairy : questioning technology and pedagogy in theological education
ch. 3 Understanding by design : creating learning experiences that meet the challenges of the twenty-first century
ch. 4 You've got mail : teaching and learning in online formats
ch. 5 All that we can't leave behind : learning from the past in engaging new media
ch. 6 Embodied pedagogies : engaging racism in theological education and digital cultures
ch. 7 Freeing culture : copyright and teaching in digital media
ch. 8 Seeing, hearing, creating : exercises that are "low tech" but that engage media cultures
Cover image

Teaching for Understanding with Technology

Book
Wiske, Martha Stone with Kristi Rennebohm Franz and Lisa Breit
2005
Jossey-Bass, San Francisco, CA
LB1028.3.W569 2005
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Teaching for Understanding with Technology shows how teachers can maximize the potential of new technologies to advance student learning and achievement. It uses the popular Teaching for Understanding framework that guides learners to think, analyze, solve problems, and make meaning of what they've learned. (From the Publisher)
Additional Info:
Teaching for Understanding with Technology shows how teachers can maximize the potential of new technologies to advance student learning and achievement. It uses the popular Teaching for Understanding framework that guides learners to think, analyze, solve problems, and make meaning of what they've learned. (From the Publisher)

Table Of Content:
ch. 1 What is teaching for understanding?
ch. 2 Using new technologies to teach for understanding
ch. 3 Generative topics and new technologies
ch. 4 Understanding goals and new technologies
ch. 5 Performances of understanding and new technologies
ch. 6 Ongoing assessment and new technologies
ch. 7 Learning in reflective, collaborative communities with new technologies
ch. 8 How teachers learn to teach with new technologies
ch. 9 Learning for the future
Cover image

It Works for Me, Online! Shared Tips for Online and Web-Enhanced Teaching

Book
Blythe, Hal and Charlie Sweet
2004
New Forums Press, Stillwater, OK
LB1044.87.B590 2004
Topics: Online Learning

Additional Info:
It Works For Me, Online is designed primarily to aid instructors in two major types of classes: fully online and web-enhanced/hybrid courses. Those who teach fully online classes will find tips on such things as tricks you can use with synchronous chats, how to use blogging in your classroom to replace traditional chat-rooms (talk about your superannuation), and even ways of adapting Blackboard to meet administrative needs. Those who ...
Additional Info:
It Works For Me, Online is designed primarily to aid instructors in two major types of classes: fully online and web-enhanced/hybrid courses. Those who teach fully online classes will find tips on such things as tricks you can use with synchronous chats, how to use blogging in your classroom to replace traditional chat-rooms (talk about your superannuation), and even ways of adapting Blackboard to meet administrative needs. Those who prefer web enhancements to the traditional classroom will find advice to navigate between the virtual and real world. And, truthfully, we are hopeful that even dyed-in-the-wool, card-carrying Luddites will skim through these pages and realize it is possible for old dogs to learn new tricks (we and many of our contributors are either retiring or nearing retirement, yet found the brave new world of technology as exciting as we did our Erector Sets as kids or learning to beat our own kids at Pac-Man).

Use It Works For Me, Online both as a handy desk companion filled with practical strategies and as a springboard for generating your own strategies for making your classes as effective as possible. Like the first two books in this series, It Works For Me and It Works For Me, Too, this handbook runs the gamut from short to long pieces, from very course-specific suggestions to general pieces, from some theoretical applications to down-to-earth tactics.

But the following tips share one important common characteristic–they all work. (From the Publisher)

Table Of Content:
INTRODUCTION

ch. I - PREPARATION
A. Web-Enhanced Courses
1. Know the Limitations of Your Technology
2. Email Rules
3. Create a Listserv
4. Develop Partnerships
5. Virtual Office Hours
6. Always Have Backup
B. Online Courses
1. Using a Textbook as a Course Guide
2. Examine and Acknowledge
3. Divide and Conquer: Create Small Learning Communities in Your Web-Based Classrooms
4. There Are Some Things You Just Can’t Do Online
5. Increase Interaction in Online Courses By Establishing a Community of Online Learners
6. Read
7. Break It Down
8. Who Are You?
9. Course Development
10. Making Online Content User-Friendly
11. Hardware Versus Software
12. Promoting Better Learning Through Online Course Organization
13. Find Your Back-Up
14. Embedding Copyright Awareness
15. Getting Organized, Or How to Avoid Asking, "Where in Cyberspace Is It?"
16. Instructional Design Models in Online Environments
17. You Can’t Call 911 When the Computer Chokes
18. Assist New Online Students By Increasing Their Technological Literacy, As Well As Your Own
19. Prepare to Have Fun!

ch. 2 - PRESENTATION
A. Web-Enhanced Courses
1. I Can See Clearly Now
2. Lectures Using the Internet
3. Introducing Humor Using the Internet
4. Online Music in the Classroom
B. Online Courses
1. Handling the First Week of Classes
2. Connection Week
3. Your Availability
4. Grouping Students
5. Lectures on CD
6. Computer Literate?
7. Formatting the Content for Online Lectures
8. 3 Then Me
9. Limiting Email Access in the Online Classroom
10. The Power of Inspirational and Motivational Quotations in Online Teaching
11. Be Sensitive, Be Flexible
12. Changes in Latitudes, Changes in Attitudes: Reorganizing Class Material for Online Teaching

ch. 3 - DISCUSSION BOARDS
A. Web-Enhanced Courses
1. Student-led Discussion Boards
2. What’s on Your Mind? Responding to the Events of September 11th
3. Discussion Board As Aid to Effective Reading
B. Online Courses
1. Those Awful "Uh-oh" Moments—Online
2. Discussion Board Postings and Assessment
3. Organizing Online Discussion
4. How to Mentor Teachers Online
5. Sex, Politics, Religion—Dealing With Controversial Topics
6. Discussion Threads for Improved Style and Grammar
7. Chatting About Children’s Literature
8. The Missing Link in the Online Classroom
9. Midweek Deadlines for Discussions
10. Discussion Boards to Improve Student
Response to Material
11. Suggestions to Facilitate Your Learning
12. Timing Is Everything
13. Online Isn’t the Only Line
14. Reflective Observations and Critiques:
Using Discussion Boards As a Tool

ch. 4 - ASSIGNMENTS AND EXERCISES
A. Web-Enhanced Courses
1. Primary vs. Secondary Sources
2. What a Difference One Letter Makes!
3. Educational Television
4. Activities and Demonstrations Using the Internet
5. Debating Online Research
6. Group It
7. Web-based Surveys
8. Preparation for Class
9. Speak Out!
10. Student Construction of Class Agenda
11. The Virtual Scavenger Hunt
12. Teaching Technical Document Production Using Microsoft Publisher
13. Nine Internet Research Guidelines
B. Online Courses
1. Increasing Learner Involvement By Using Critiques
2. Involving Online Students With Assigned Reading
3. Integrating Library Resources into Online Courses Using Course Management Software Packages
4. Who’s on First?
5. Explain, Explain
6. Meet Me Next Week Was Last Week

ch. 5 - GRADING
A. Web-Enhanced Courses
1. Online Reading Quizzes
2. Quiz Grading Problems
B. Online Courses
1. Online Testing Format
2. Student-submitted Exam Questions Also Function As a Study Guide
3. Grading Online Discussion Forums
4. Using Portfolios
5. Grading Online Participation—Negotiating Quantity and Quality

ch. 6 - SPECIAL CONSIDERATIONS
A. Using Blackboard As an Administrative Tool
B. Avoiding Teacher Overload by Using Web-Based Tools

AFTERWORD
Solomon, Paradox, and Web-based Teaching Tool
Cover image

Essential Elements: Prepare, Design, and Teach Your Online Course

Book
Elbaum, Bonnie, Cynthia McIntyre, and Alese Smith
2002
Atwood Publishing, Madison, WI
LB1044.87.E4 2002
Topics: Course Design   |   Online Learning

Additional Info:
There’s no doubt that a great classroom lecturer can be an inspiration to students. But almost all lecturers worry that their students are not learning how to discover, how to make connections on their own. If you have never taught an online course you’ll be surprised to learn that teaching online, as described by the authors, has the potential for providing students with a truly comprehensive learning experience. ...
Additional Info:
There’s no doubt that a great classroom lecturer can be an inspiration to students. But almost all lecturers worry that their students are not learning how to discover, how to make connections on their own. If you have never taught an online course you’ll be surprised to learn that teaching online, as described by the authors, has the potential for providing students with a truly comprehensive learning experience. An online course can offer students the chance to learn through exploration, to pursue related areas of interest, to participate in a community of learners, and to take advantage of opportunities to excel.

This book, ESSENTIAL ELEMENTS: Prepare, Design, and Teach Your Online Course offers an easy-to-follow guide that is based on a model developed from experience with hundreds of online courses. The authors are members of The Concord Consortium, a nonprofit educational technology lab dedicated to improving teaching practices through the appropriate integrated use of technology in the classroom.

Based on their experience, the authors offer the Concord Consortium e-Learning Model — which provides a working overview of online teaching — and seventeen essential elements that take you step-by-step through everything you’ll need to know for successful online teaching. The essential elements describe the necessary steps to put the Concord model into practice with these results:

* You will use courseware to display your course assignments and reference materials as text, with graphics, colors, and multimedia to enhance the presentation.
*Your course will have clearly written assignments that engage your students in active learning with each other.
*You, as the instructor, will play an integral roll as a facilitator of that learning.
*Your will use the Internet both as a resource and as a means for connecting yourself and your students based on your mutual interest in the content — regardless of your individual schedules, geographic location, or physical ability to come to class.
*You and your students will communicate and collaborate on a regular basis in a discussion area that allows for student-to-student and student-to-instructor interaction.
*Students will assess their own growth and learning through group discussion and reflection, peer review, instructor feedback, and self-evaluation.

The essential elements are presented in three sections — prepare, design, and teach — that will take you from the starting gate to the finishing line, offering complete assistance for the new online teacher and new techniques and tips for those who have taught online before.

With tips addressing everything from technology to student assessments, from online community building to collaborative teaming, and from scheduling and pacing to facilitating online discussions, the authors have the virtual classroom covered. (From the Publisher)

Table Of Content:
Introduction
The Concord Consortium e-Learning Model for Online Courses
Pre-Questionnaire 1: Goals
Pre-Questionnaire 2: Instructor Training and Requirements
Pre-Questionnaire 3: Technical Requirements and Administrative Support

Section 1. Prepare for Your Online Course
1 Prepare to teach online
2 Build a course outline
3 Create a course schedule with clear deadlines
4 Plan for ongoing quality assurance
5 Ensure support from your administration
6 Provide technical support

Section 2. Design Your Online Course
7 Format your course so that students can focus on the content
8 Design a learning community that is collaborative, engaging, and inclusive
9 Find and use appropriate course materials and resources
10 Develop rich, relevant activities to support your learning objectives
11 Include a balanced mixture of individual and group learning activities
12 Recognize that pacing in an online course is different
13 Provide equal accessibility to all students

Section 3. Teach Your Online Course
14 Provide a comprehensive set of informational materials
15 Facilitate discussions in a way that keeps students on-task, promotes full participation, and encourages peer collaboration
16 Engage with your students without over-engaging
17 Assess student work and provide feedback

Appendix A: Accessibility Web Sites
Appendix B: List of Resources
Appendix C: Essential Checklist
Cover image

Communities of Difference: Culture, Language, Technology

Book
Trifonas, Peter P., ed.
2005
Palgrave Macmillan, New York, NY
HM 1271.C65 2005
Topics: Online Learning   |   Critical Pedagogies   |   Teaching Diverse Students

Additional Info:
Communities of Difference looks at the implications of educational practices in communities that are differentiated by issues of language, culture, and technology. Trifonas and contributors argue that a "community" is at once a gathering of like-minded individuals in solidarity of purpose and conviction, and also a gathering that excludes others. The chapters in this collection reveal this tension between theory and practice in order to engage the models of community ...
Additional Info:
Communities of Difference looks at the implications of educational practices in communities that are differentiated by issues of language, culture, and technology. Trifonas and contributors argue that a "community" is at once a gathering of like-minded individuals in solidarity of purpose and conviction, and also a gathering that excludes others. The chapters in this collection reveal this tension between theory and practice in order to engage the models of community and the theories of difference that support them as a way to teach, to learn, and to know. (From the Publisher)

Table Of Content:
Communities of difference : a preface to a knowledge of ourselves as another

ch. 1 The war against children and the shredding of the social contract (Henry A. Giroux)
ch. 2 Tackling difference in the conservative heartland of Canada (Darren E. Lund)
ch. 3 Our political state in an age of globalization (John Willinsky)
ch. 4 Culture, postmodernity, and education (Blaine R. Després)
ch. 5 Critical pedagogy in the age of neoliberal globalization (Peter McLaren)
ch. 6 The letter of the law/the silence of letters : poetic ruminations on love and school (Carl Leggo)
ch. 7 A metanarrative of emancipation (Trevor Norris)
ch. 8 Freirean literacy : difference that makes a difference (Carlo Ricci)
ch. 9 Crossing the postmodern conditions that divide : theorizing difference and the cultural politics of emancipation in critical pedagogy (Peter Pericles Trifonas and Effie Balomenos)
ch. 10 The technology of difference : ASCII, hegemony, and the Internet (Jason Nolan)
ch. 11 The phoneur : mobile commerce and the digital pedagogies of the wireless Web (Robert Luke)
ch. 12 Difference and the Internet : when ethnic community goes on-line (Joel Weiss, Jason Nolan and Vera Nincic)
ch. 13 Learning the real, theorizing the virtual I : toward a postmodern techno-epistemology (Peter Pericles Trifonas and Paulo Ghiraldelli Jr.)
Journal cover image

Technology and Educational Practices (pdf)

Journal Issue
2005
Theological Education 41, no. 1 (The Association of Theological Schools, Pittsburgh)
BV4020 .T48 2005
Topics: Online Learning   |   Theological Education   |   Using Technology

Additional Info:
Journal Issue. Full text is available online, here:
Additional Info:
Journal Issue. Full text is available online, here: http://www.ats.edu/uploads/resources/publications-presentations/theological-education/2005-theological-education-v41-n1.pdf

Table Of Content:
ISSUE FOCUS
Planning for Innovation: A Framework for Reflective Practice, Victor Klimoski
What Does All This (Technology) Mean for the Church?, John P. Jewell
Not Just One More Good Idea: A Reflection on the Integration of Digital Technology in Theological Education, Jan Viktora
Theological Reflection, Theology and Technology: When Baby Boomer Theologians Teach Generations X & Y, Edward Foley
Implications of a Digital Age for Theological Education, William J. Hook
Mapping Structural Change, David Neidert and John Aukerman
What Difference Does it Make? Digital Technology in the Theological Classroom, Mary Hess
Low Cost Things One Can Do that Have an Impact, James Rafferty
A New Tool or a New Way of Doing Theological Education?, Steve Delamarter

OPEN FORUM
Tethered Together: A Study of the Relationship between a Seminary and its Denomination, David G. Forney
Is Preaching Taught or Caught? How Practitioners Learn, Ronald Allen
Revisiting H. Richard Niebuhr’s The Purpose of the Church and Its Ministry: Love of God and Neighbor as the Goal of Theological Education, Frederick W. Guyette
Considering Consortia, William R. Myers
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"Strategic Planning to Enhance Teaching and Learning with Technology"

TTR
Delamarter, Steve
2006
Teaching Theology and Religion 9, no. 1 (2006): 9-23
BL41.T4
Topics: Online Learning   |   Theological Education   |   Curriculum Design and Assessment

Additional Info:
Seminaries across North America are continuing to expand their use of technology for theological education. This article explores eight issues surrounding the strategic planning process when it comes to technology. These have to do with the obstacles to fresh thinking, the current best practices in strategic planning processes, detailed discussions of the impact of various models of technology for theological education on faculty, Information Technology personnel, and students as well ...
Additional Info:
Seminaries across North America are continuing to expand their use of technology for theological education. This article explores eight issues surrounding the strategic planning process when it comes to technology. These have to do with the obstacles to fresh thinking, the current best practices in strategic planning processes, detailed discussions of the impact of various models of technology for theological education on faculty, Information Technology personnel, and students as well as the issues surrounding delivery system models and the issue of sustainability.
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"The Divine Pedagogy as a Model for Online Education"

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Gresham, John
2006
Teaching Theology and Religion 9, no. 1 (2006): 24-28
BL41.T4
Topics: Online Learning   |   Theological Education   |   Philosophy of Teaching

Additional Info:
In addition to the pragmatic concerns that often drive the use of technology in theological education, there is a need to develop theological justification and direction for online education. Several Roman Catholic Church documents propose the "divine pedagogy," the manner in which God teaches the human race, as a model for catechesis or religious education. This can provide a rich resource for developing a theological pedagogy for online education. This ...
Additional Info:
In addition to the pragmatic concerns that often drive the use of technology in theological education, there is a need to develop theological justification and direction for online education. Several Roman Catholic Church documents propose the "divine pedagogy," the manner in which God teaches the human race, as a model for catechesis or religious education. This can provide a rich resource for developing a theological pedagogy for online education. This is especially relevant to the justification for online education, because critics sometimes refer to the incarnational character of the divine pedagogy to argue against the disembodied nature of virtual education. This article addresses such criticisms and more constructively, relates several aspects of the divine pedagogy such as adaptation, community, and participation to teaching and learning in the online environment. (This paper was presented at Theology and Pedagogy in Cyberspace II conference in Evanston, Ill. on April 17, 2004.)
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"Theological Educators and their Concerns about Technology"

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Delamarter, Steve
2005
Teaching Theology and Religion 8, no. 3 (2005): 131-143
BL41.T4
Topics: Online Learning   |   Theological Education   |   Curriculum Design and Assessment

Additional Info:
Based on results from interviews with theological educators at forty-five seminaries in North America, the author begins by listing twenty-six concerns expressed about technology in theological education, particularly the concerns about electronically mediated distance education. These concerns are categorized loosely under three headings: Practical and Personal Concerns, Pedagogical and Educational Concerns, and Philosophical and Theological Concerns. More important than the list is the sociology of decision-making surrounding technology among theological ...
Additional Info:
Based on results from interviews with theological educators at forty-five seminaries in North America, the author begins by listing twenty-six concerns expressed about technology in theological education, particularly the concerns about electronically mediated distance education. These concerns are categorized loosely under three headings: Practical and Personal Concerns, Pedagogical and Educational Concerns, and Philosophical and Theological Concerns. More important than the list is the sociology of decision-making surrounding technology among theological educators. In the final section of the article entitled, "how concerns about technology function within institutions," the author discusses how it is that these concerns are allowed to function in very different ways across the spectrum of theological education today.
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"Theological Educators, Technology and the Path Ahead"

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Delamarter, Steve
2005
Teaching Theology and Religion 8, no. 1 (2005): 51-55
BL41.T4
Topics: Online Learning   |   Leadership and Faculty Development

Additional Info:
Digital technology offers a host of opportunities and challenges for theological education. In this essay the author considers possible futures for theological education through creative uses of technology. The first half of the essay identifies five areas in which theological educators have had to gain technology skills in the last several years: 1. Individual facility with a personal computer; 2. Functioning capably in a connected world; 3. Information literacy for research and ministry; 4. ...
Additional Info:
Digital technology offers a host of opportunities and challenges for theological education. In this essay the author considers possible futures for theological education through creative uses of technology. The first half of the essay identifies five areas in which theological educators have had to gain technology skills in the last several years: 1. Individual facility with a personal computer; 2. Functioning capably in a connected world; 3. Information literacy for research and ministry; 4. Technology for face-to-face instruction; and 5. Technology for asynchronous teaching and learning. The second half of the essay identifies the forces that will likely drive technology learning for theological educators in the coming few years: 1. The pressure to meet student expectations; 2. The pressure to enrich the classroom experience by engaging the visual learner; 3. The pressure to enhance the traditional course through richer pedagogical strategies available with technology; and 4. The pressure to offer distance programs.
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"A Typology of the Use of Technology in Theological Education"

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Delamarter, Steve
2004
Teaching Theology and Religion 7, no. 3 (2004): 134-140
BL41.T4
Topics: Online Learning   |   Theological Education   |   Curriculum Design and Assessment

Additional Info:
This essay explores the terrain of technology in theological education and offers a typology for how technology is used in seminary contexts. The author surveys 43 seminaries in North America to gain insight into the attitudes of faculty toward the use of technology in their teaching and for use in the preparation of ministers. Reflections on the typology in the concluding section offer fuel for subsequent work on the topic.
Additional Info:
This essay explores the terrain of technology in theological education and offers a typology for how technology is used in seminary contexts. The author surveys 43 seminaries in North America to gain insight into the attitudes of faculty toward the use of technology in their teaching and for use in the preparation of ministers. Reflections on the typology in the concluding section offer fuel for subsequent work on the topic.
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"The Pedagogy of the Online Wisdom Community: Forming Church Ministers in a Digital Age"

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Esselman, Thomas
2004
Teaching Theology and Religion 7, no. 3 (2004): 159-170
BL41.T4
Topics: Online Learning   |   Ministerial Formation

Additional Info:
While electronic learning is transforming the face of higher education today, some in the theological community question whether it is appropriate for the specific goals of graduate level theological formation for ministry. Drawing on the work of one theological faculty, this article answers yes. The author describes the school's hybrid model of distance education pedagogy. He discusses the underlying teaching and learning principles that guided the faculty in their development ...
Additional Info:
While electronic learning is transforming the face of higher education today, some in the theological community question whether it is appropriate for the specific goals of graduate level theological formation for ministry. Drawing on the work of one theological faculty, this article answers yes. The author describes the school's hybrid model of distance education pedagogy. He discusses the underlying teaching and learning principles that guided the faculty in their development of this model, and, in particular, the pedagogical ideal of the learning cohort as a "wisdom community." Web-based instruction can be effectively designed to nurture wisdom communities for integrative learning. The author describes the "pedagogy of the online wisdom community" from his experience of Web-based distance education teaching. The growing demand for ministry formation programs, particularly in mission areas, underlines the urgent need for continued study of the role of technology in theological pedagogy.
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"Theological Education on the Web: A Case Study in Formation for Ministry"

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Graham, Susan Lochrie
2002
Teaching Theology and Religion 5, no. 4 (2002): 227-235
BL41.T4
Topics: Online Learning   |   Ministerial Formation

Additional Info:
Theological education has traditionally required students to come together in real (and often residential) communities and to learn in classroom settings with face–to–face teaching. Until recently, this model alone has been thought to provide the opportunity for the development of personal knowledge and the formation of character necessary for those engaged in professional ministry. This paper outlines a research project on the use of the Web in theological ...
Additional Info:
Theological education has traditionally required students to come together in real (and often residential) communities and to learn in classroom settings with face–to–face teaching. Until recently, this model alone has been thought to provide the opportunity for the development of personal knowledge and the formation of character necessary for those engaged in professional ministry. This paper outlines a research project on the use of the Web in theological education, using an introductory course in biblical studies, offered for the first time this year in an online environment through the University of Exeter. The course is designed to enable the creation of a virtual community where personal theological formation is fostered. This paper describes the design of the course, analyzing the complex competencies required in terms of goals and outcomes, and identifying issues for further research. It provides some preliminary results, with an eye to making recommendations for future curriculum development.
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"Generative Neo-Cyberculture in the Modern Seminary"

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Byer, Glen C.J., John Clark, Sebastian Mahfood & Lawrence J. Welch
2002
Teaching Theology and Religion 5, no. 2 (2002): 113-117
BL41.T4
Topics: Online Learning   |   Theological Education

Additional Info:
Four faculty discuss how their institution's launching of a program to implement instructional technology across the campus influenced their teaching and broadened their understanding of student learning. Examples of their first attempts at online projects for classes in homiletics and ecclesiology are described.
Additional Info:
Four faculty discuss how their institution's launching of a program to implement instructional technology across the campus influenced their teaching and broadened their understanding of student learning. Examples of their first attempts at online projects for classes in homiletics and ecclesiology are described.
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"Spiritual Machines, Personal Bodies, and God: Theological Education and Theological Anthropology"

TTR
Kelsey, David H.
2002
Teaching Theology and Religion 5, no. 1 (2002): 2-9
BL41.T4
Topics: Online Learning   |   Ministerial Formation

Additional Info:
Programs of theological education in Christian traditions are exploring "distanced learning" as one way to address certain challenges to their educational excellence. A major strand in a twenty-year old discussion of the nature and purpose of theological education has urged that analysis of theological schooling's failures and assessment of proposed remedies ought to be framed explicitly in theological terms as part of an ongoing inquiry into what makes theological education ...
Additional Info:
Programs of theological education in Christian traditions are exploring "distanced learning" as one way to address certain challenges to their educational excellence. A major strand in a twenty-year old discussion of the nature and purpose of theological education has urged that analysis of theological schooling's failures and assessment of proposed remedies ought to be framed explicitly in theological terms as part of an ongoing inquiry into what makes theological education properly theological. This essay tries to show how following that advice can make a practical difference in assessing the merits of distanced learning. It does so by raising questions about the theological-anthropological assumptions, respectively, of theological education and of distanced learning.
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"Practicing the Disseminary: Technology Lessons from Napster"

TTR
Adam, A.K.M.
2002
Teaching Theology and Religion 5, no. 1 (2002): 10-16
BL41.T4
Topics: Online Learning

Additional Info:
Whatever will happen in the way of the confluence of pedagogy and technology, it will not so much perpetuate past models in more efficient ways as it will reflect a stronger element of (for example) the unanticipated success of Napster. The author suggests a fivefold interpretation of Napster's implications as a guideline of what cybermedia do well, and how theological educators can use cybermedia to enrich their classroom teaching by ...
Additional Info:
Whatever will happen in the way of the confluence of pedagogy and technology, it will not so much perpetuate past models in more efficient ways as it will reflect a stronger element of (for example) the unanticipated success of Napster. The author suggests a fivefold interpretation of Napster's implications as a guideline of what cybermedia do well, and how theological educators can use cybermedia to enrich their classroom teaching by distinguishing online from in-class education. Cybermedia serve best when they do not duplicate or usurp functions best accomplished in person, and personal interaction thrives when not burdened with information-transmission that might as well take place online.
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"Designing for Online Distance Education: Putting Pedagogy Before Technology"

TTR
Ascough, Richard S.
2002
Teaching Theology and Religion 5, no. 1 (2002): 17-29
BL41.T4
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Theological schools are increasingly exploring online distance education as a mode of course delivery. Yet while online course delivery has the potential for effective, deep learning it can also have a number of pitfalls. This article introduces online distance education and examines in detail the pedagogical possibilities for online learning by providing a number of examples drawn from online courses. While championing the use of online course delivery for theological ...
Additional Info:
Theological schools are increasingly exploring online distance education as a mode of course delivery. Yet while online course delivery has the potential for effective, deep learning it can also have a number of pitfalls. This article introduces online distance education and examines in detail the pedagogical possibilities for online learning by providing a number of examples drawn from online courses. While championing the use of online course delivery for theological schools, it also sounds a note of caution by advocating that the use of technology should be driven by sound pedagogical principles. Putting pedagogy before technology will insure quality education no matter what the content or mode of delivery.
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"Pedagogy and Theology in Cyberspace: "All That We Can't Leave Behind. . .""

TTR
Hess, Mary E.
2002
Teaching Theology and Religion 5, no. 1 (2002): 30-38
BL41.T4
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
The questions raised by the integration of digital technologies into theology and pedagogy are broader than simple questions of how to use a particular tool. Instead, this integration raises cultural questions that require cultural interventions in response. Shweder's notion of "thinking through others" provides an evocative framework for envisioning more complex pedagogical responses. This essay is based on a presentation delivered to the first annual conference on Theology and Pedagogy ...
Additional Info:
The questions raised by the integration of digital technologies into theology and pedagogy are broader than simple questions of how to use a particular tool. Instead, this integration raises cultural questions that require cultural interventions in response. Shweder's notion of "thinking through others" provides an evocative framework for envisioning more complex pedagogical responses. This essay is based on a presentation delivered to the first annual conference on Theology and Pedagogy in Cyberspace, held in Evanston, Illinois on 19–20 April 2001.
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"Hebrew Exegesis Online Using Information Technology to Enhance Biblical Language Study"

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Klipowicz, Steven W. and Tim Laniak
1999
Teaching Theology and Religion 2, no. 2 (1999): 109-115
BL41.T4
Topics: Teaching Religion   |   Online Learning

Additional Info:
Information technology is bringing change to theological education. Computer-mediated instruction has been employed for teaching basic factual materials and for providing study resources. Information technology has been helpful as an instructional aid using the drill and practice format, but how can it promote learning in more complex areas of knowledge acquisition such as analysis, synthesis, and creative judgment? Gordon-Conwell Theological Seminary in Charlotte, N.C. developed an online course to ...
Additional Info:
Information technology is bringing change to theological education. Computer-mediated instruction has been employed for teaching basic factual materials and for providing study resources. Information technology has been helpful as an instructional aid using the drill and practice format, but how can it promote learning in more complex areas of knowledge acquisition such as analysis, synthesis, and creative judgment? Gordon-Conwell Theological Seminary in Charlotte, N.C. developed an online course to teach Hebrew exegesis. A theory-driven pedagogy was employed that used a Web-based instructional design to promote asynchronous learning, collaborative projects, and peer review. This article presents the rationale and design for the class, a narrative of the class experience, and an evaluation of results. Outcomes of the class experience and suggestions for application of technology to other subject areas are included.
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Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms

Book
Richardson, Will
2006
Corwin Press, Thousand Oaks, CA
LB1044.87.R53 2006
Topics: Online Learning   |   Using Technology

Additional Info:
This book brings teachers a bold vision and on-the-ground Monday morning practicality. It will move educators to think differently about technology’s potential for strengthening students' critical thinking, writing, reflection, and interactive learning. Will Richardson demystifies words like "blog," "wiki," and "aggregator" making classroom technology an easily accessible component of classroom research, writing, and learning.

This guide demonstrates how Web tools can generate exciting new learning formats, and ...
Additional Info:
This book brings teachers a bold vision and on-the-ground Monday morning practicality. It will move educators to think differently about technology’s potential for strengthening students' critical thinking, writing, reflection, and interactive learning. Will Richardson demystifies words like "blog," "wiki," and "aggregator" making classroom technology an easily accessible component of classroom research, writing, and learning.

This guide demonstrates how Web tools can generate exciting new learning formats, and explains how to apply these tools in the classroom to engage all students in a new world of synchronous information feeds and interactive learning. With detailed, simple explanations, definitions and how-tos, critical information on Internet safety, and helpful links, this exciting book opens an immense toolbox, with specific teaching applications for

* Web logs, the most widely adopted tool of the read/write Web
* Wikis, a collaborative Webspace for sharing published content
* Rich Site Summary (RSS), feeding specific content into the classroom
* Aggregators, collecting content generated via the RSS feed
* Social bookmarking, archiving specific Web addresses
* Online photo galleries
This book makes it possible for anyone, no matter how inexperienced, to harness this amazing technology for the classroom today! (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 The Read/Write Web
A New World Wide Web
Extraordinary Changes
The Read/Write Web in Education
Digital Natives
The Toolbox
Keeping Students Safe
Summary

ch. 2 Weblogs: Pedagogy and Practice
Weblogs in Schools
The Pedagogy of Weblogs
Blogging Across the Curriculum
Blogs as Resources
Classroom Uses of Weblogs
Standards for the English Language Arts Sponsored by NCTE and IRA

ch. 3 Weblogs: Get Started!
Start Small
Blogging With Students
Blog Safety
Blog Software
Blogging Step-by-Step
Making a Blog Roll

ch. 4 Wikis: Easy Collaboration for All
The Challenge of Wikipedia in Schools
Wikis in Schools
Examples of Wikis in K-12 Education
Wiki Tools for Schools
Other Wiki Tools and Resources

ch. 5 RSS: The New Killer App for Educators
Setting Up an RSS Feed Reader
Finding and Adding Feeds
Using RSS Feeds in the Classroom
Combining RSS Feeds
Including RSS Feeds in Your Weblog
Reading RSS Feeds

ch. 6 The Social Web: Learning Together
Social Bookmarking Services

ch. 7 Fun With Flickr: Creating, Publishing, and Using Images Online
Introducing Flickr
Learning With Flickr
Flickr in Practice
More Flickr Fun

ch. 8 Podcasting and Screencasting: Multimedia Publishing for the Masses
Podcasting
Podcasts and Schools
Getting Started With Podcasting
Screencasting

ch. 9 What It all Means
New Literacies
The Big Shifts
Just the Beginning

Epilogue: The Classroom of the Read/Write Web
References
Further Resources
Index
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Technology, Teaching, and Learning: Reports from the Field (pdf)

Journal Issue
2007
Theological Education 42, no. 2 (The Association of Theological Schools, Pittsburgh)
BV4019.T47 v.42 no.2 2007
Topics: Online Learning   |   Theological Education   |   Using Technology

Additional Info:
Journal Issue. Full text is available online, here:
Additional Info:
Journal Issue. Full text is available online, here: http://www.ats.edu/uploads/resources/publications-presentations/theological-education/2007-theological-education-v42-n2.pdf

Table Of Content:
ISSUE FOCUS
Cross Cultural Learning as a Paradigm for Encountering Educational Technology, Gayle Gerber Koontz
Technology in the Classroom: A Missiologist's Perspective, Arun W. Jones
Using Film to Teach Theology, Linda Mercadante,br> Beyond Entertainment: A Rationale for the Pedagogy of Technology in the Classroom, Kenneth D. Snyder
Information Technology for Theological Education at Louisville Presbyterian Theological Seminary, Elizabeth Van Kleek
Technology Development at Ashland Theological Seminary, Vickie Taylor and Dale Stoffer
The Times, They Are A-Changin': How a Training Seminar for Online Education Changed a Seminary One Faculty Member at a Time, Jeff Groeling and Lester Ruth
A Case Narrative of Bethel Seminary's InMinistry Program, Kristin M. Anderson
Taking Control of our Future: Kenrick-Glennon Seminary, Sebastian Mahfood
Establishing Social Presence in Online Courses: Why and How, Mary Hinkle Shore
Web Site Design as a Dynamic Companion in Developing Learning Resources, Barbara Anne Keely

OPEN FORUM
A Dozen Qualities of the Good Dean, Mark G. Toulouse
Using Participatory Action Research in Seminary Internships
What's in an Instrument? The Answer from the Profiles of Ministry Program, Francis A. Lonsway,br>
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"The Potential of the Hybrid Course Vis-à-Vis Online and Traditional Courses"

TTR
Brunner, Daniel. L.
2006
Teaching Theology and Religion 9, no. 4 (2006): 229-235
BL41.T4
Topics: Online Learning

Additional Info:
Face-to-face, hybrid, and online courses are part of the panoply of course options available to students and teachers in the twenty-first century. This essay tackles the promise of hybrid courses for enhancing student learning in seminary contexts. The author contends that the introduction of hybrid instruction prompts faculty to revisit questions about pedagogy and improves student learning.
Additional Info:
Face-to-face, hybrid, and online courses are part of the panoply of course options available to students and teachers in the twenty-first century. This essay tackles the promise of hybrid courses for enhancing student learning in seminary contexts. The author contends that the introduction of hybrid instruction prompts faculty to revisit questions about pedagogy and improves student learning.
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"Converting My Course Converted Me: How Reinventing an On-campus Course for an Online Environment Reinvigorated My Teaching"

TTR
Ruth, Lester
2006
Teaching Theology and Religion 9, no. 4 (2006): 236-242
BL41.T4
Topics: Course Design   |   Online Learning

Additional Info:
The challenge of learning to teach online leads a junior faculty person to achieve greater levels of teaching satisfaction and proficiency overall. For this professor transitioning an on-campus pastoral liturgy course to an online environment brings about serendipitous discoveries that allow him to do more than survive as a frustrated teacher. The transition creates a revolution in one professor's whole approach to teaching.
Additional Info:
The challenge of learning to teach online leads a junior faculty person to achieve greater levels of teaching satisfaction and proficiency overall. For this professor transitioning an on-campus pastoral liturgy course to an online environment brings about serendipitous discoveries that allow him to do more than survive as a frustrated teacher. The transition creates a revolution in one professor's whole approach to teaching.
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"Successfully Teaching Biblical Languages Online at the Seminary Level: Guiding Principles of Course Design and Delivery"

TTR
Harlow, Joel
2007
Teaching Theology and Religion 10, no. 1 (2007): 13-24
BL41.T4
Topics: Teaching Religion   |   Online Learning

Additional Info:
Reformed Theological Seminary's Virtual Campus has successfully taught the biblical languages online since 1999. This article describes the theoretical principles that underlie the design and asynchronous delivery of online Greek and Hebrew to part-time adult distance students. The structure and administration of the courses is discussed, as well as how the students interact with their instructor and with the material. The fields of Adult Education, Learner Autonomy, and Distance Education suggest ...
Additional Info:
Reformed Theological Seminary's Virtual Campus has successfully taught the biblical languages online since 1999. This article describes the theoretical principles that underlie the design and asynchronous delivery of online Greek and Hebrew to part-time adult distance students. The structure and administration of the courses is discussed, as well as how the students interact with their instructor and with the material. The fields of Adult Education, Learner Autonomy, and Distance Education suggest that online students must learn differently than traditional in-class students by being more responsible for their learning. Research also suggests that online instructors must teach differently, assuming a role more like a learning coach. Finally, the literature suggests that institutions must interact with distance students differently than traditional in-class students. The article concludes with a definition of "success" in these courses and description of the time commitment expected of faculty in these courses.
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"Technology, Pedagogy, and Transformation in Theological Education: Five Case Studies"

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Delamarter, Steve, Javier Alanís, Russell Haitch, Mark Vitalis Hoffman, Arun W. Jones and Brent A. Strawn
2007
Teaching Theology and Religion 10, no. 2 (2007): 64-79
BL41.T4
Topics: Online Learning   |   Theological Education

Additional Info:
The exploration described is rooted in the projects of five participants in the 2004/05 Wabash Workshop for Pre-Tenure Theological Faculty (led by Toni Craven and assisted by Daisy Machado and Steve Delamarter). All the projects related technology and pedagogy. Javier Alanís (Lutheran Seminary Program in the Southwest) wanted to use images to help his students engage various concepts of the Trinity, being sensitive all the while to an educational context ...
Additional Info:
The exploration described is rooted in the projects of five participants in the 2004/05 Wabash Workshop for Pre-Tenure Theological Faculty (led by Toni Craven and assisted by Daisy Machado and Steve Delamarter). All the projects related technology and pedagogy. Javier Alanís (Lutheran Seminary Program in the Southwest) wanted to use images to help his students engage various concepts of the Trinity, being sensitive all the while to an educational context marked by all kinds of diversity. Russell Haitch (Bethany Theological Seminary) was brought into the world of online teaching and found himself trying to assess its potential from the standpoints of scripture, reason, experience, and a trinitarian theological-anthropology. Mark Vitalis Hoffman (Lutheran Theological Seminary at Gettysburg) wanted to help his students experience a fresh encounter with Jesus' parables and ended up in the esoteric field of video gaming theory (ludology) for help in conceiving an environment and process interactive enough to do justice to all of the possibilities. Arun Jones (Austin Seminary) wondered how he might use historical images of mission work in India to help his students experience some of the issues surrounding intercultural ministry. Brent A. Strawn (Candler School of Theology, Emory University) had some vexing and complex concepts relating to Old Testament introduction (the nature of the interactions between biblical narratives and ancient Near Eastern texts) that required new points of access in order to be able to capture the understanding and imagination of contemporary students in his setting. Over the course of the year together (one week in June 2004, a weekend in January 2005, and a week in June 2005), participants worked on their project as all of us in the workshop explored issues of teaching and learning.
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"Welcoming Design – Hosting a Hospitable Online Course "

TTR
Ascough, Richard
2007
Teaching Theology and Religion 10, no. 3 (2007): 131-136
BL41.T4
Topics: Course Design   |   Online Learning

Additional Info:
A discussion about how instructors can host a hospitable online learning environment can address one of the fundamental philosophical and theological concerns frequently expressed about online learning – the loss of face-to-face interaction and, with it, the loss of community building (cf. Delamarter 2005, 138). This perceived link between physical presence and community creation, sometimes articulated, frequently assumed, often stands in the way of instructors, administrators, and even institutions fully embracing online learning. ...
Additional Info:
A discussion about how instructors can host a hospitable online learning environment can address one of the fundamental philosophical and theological concerns frequently expressed about online learning – the loss of face-to-face interaction and, with it, the loss of community building (cf. Delamarter 2005, 138). This perceived link between physical presence and community creation, sometimes articulated, frequently assumed, often stands in the way of instructors, administrators, and even institutions fully embracing online learning. This article will argue that when one gives due attention to hospitality, the potential for building online community is greatly enhanced, and with it comes a more effective pedagogical strategy for deep learning. It will conclude with some general recommendations for employing hospitality for building online learning communities.
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Conquering the Content: A Step-by-Step Guide to Online Course Design

Book
Smith, Robin M.
2008
Jossey-Bass, San Francisco
LB1044.87.S617 2008
Topics: Course Design   |   Online Learning

Additional Info:
Conquering the Content is a practical resource for faculty who tackle overwhelming amounts of course content that must be tailored for Web-based learning. This important guide offers step-by-step instructions for creating online learning experiences that are manageable, effective, and of the highest quality.
Written by Robin M. Smith, an expert in the field on online learning, Conquering the Content provides guidance for incorporating learning theory into practical online courses. ...
Additional Info:
Conquering the Content is a practical resource for faculty who tackle overwhelming amounts of course content that must be tailored for Web-based learning. This important guide offers step-by-step instructions for creating online learning experiences that are manageable, effective, and of the highest quality.
Written by Robin M. Smith, an expert in the field on online learning, Conquering the Content provides guidance for incorporating learning theory into practical online courses. Designed for online instructors at all levels of experience, the book is filled with the templates, learning guides, and sample files that can be easily applied to construct and manage course content. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 Design with Learning in Mind
Learning in the Twenty-First Century
Advantages to Having a Course Online
How Web-based Learning Is the Same as Classroom Learning
Learning Styles
Think "Learning," Not "Teaching"
The Online Student's Environment
How Web-Based Learning Is Different from Classroom Learning
Action Steps

ch. 2 Design with the Future in Mind
It's Okay to Be Uncomfortable
The Future Will Be Here Sooner Than You Think
Creating the Outline
The Learning Guide
The Modules
File Systems
Managing Course Structure
Action Steps

ch. 3 Design with Assessment in Mind
Self-Assessment
Authentic Assessments
Quizzes
Teaching for the Long Term
Questions for First-Time Web-Based Instructors
Action Steps

ch. 4 Design with Organization in Mind
Learning Guide Development
Elements of the Learning Guide
Prioritizing in Creating Your Course
Resource Gathering
Web-Based Aspects of the Course
Choosing the Most Important Topics
Instructional Guidance
Action Steps

ch. 5 Design with Content in Mind
Introduction to Chunking
How the Brain Processes Information
Chunking for a Text-Based Lecture or Content Presentation
Bridges
Active Learning Opportunities
Prioritizing Course Development and Revisions
Evaluating the Effectiveness of Chunking
Action Steps

ch. 6 Design with Process in Mind
Best Practices
Design Using Someone Else's Mind
Action Step

ch. 7 Design with Navigation in Mind
Student Access to Module Components
Continuous Improvement
Documenting for Revisions
Link Rot
Where to Go from Here
0 Action Steps
1 What You Have Conquered!
Forms
Action Steps
American Association for Higher Education's Nine Principles of Good Practice for Assessing Student Learning
Design and Development Tasks

Notes: Ideas for Application
References
Index
Cover image

Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, & Doing

Book
Bonk, Curtis J., and Ke Zhang
2008
Jossey-Bass, San Francisco
LB1028.5.B597 2008
Topics: Online Learning   |   Learning Designs

Additional Info:
This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as ...
Additional Info:
This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional designers as well as those contemplating such positions design, develop, and deliver learner-centered online instruction. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Authors
The R2D2 Model: Read, Reflect, Display, and Do
Phase 1 of the R2D2 Model: Verbal and Auditory Learners
Activities for Phase 1: Verbal and Auditory Learners
Phase 2 of the R2D2 Model: Reflective and Observational Learners
Activities for Phase 2: Reflective and Observational Learners
Phase 3 of the R2D2 Model: Visual Learners
Activities for Phase 3: Visual Learners
Phase 4 of the R2D2 Model: Hands-On Learners
Activities for Phase 4: Hands-On Learners
Integrating R2D2 and Final Reflections on the Web of Learning
Web Links, Examples, and Resources
References
Index
Cover image

Evaluation in Distance Education and E-Learning: The Unfolding Model

Book
Ruhe, Valerie, and Bruno D. Zumbo
2009
The Guilford Press, New York
LC5800.R84 2009
Topics: Online Learning   |   Assessing Students

Additional Info:
With the rapid proliferation of distance education and e-learning courses, the need is growing for a comprehensive, professional approach to evaluating their effectiveness. This indispensable book offers a road map to guide evaluation practice in these innovative learning environments. Providing practical, step-by-step guidelines and tools for conducting evaluation studies—including how to deal with stakeholders, develop surveys and interview protocols, collect other scientific evidence, and analyze and blend mixed-methods data—...
Additional Info:
With the rapid proliferation of distance education and e-learning courses, the need is growing for a comprehensive, professional approach to evaluating their effectiveness. This indispensable book offers a road map to guide evaluation practice in these innovative learning environments. Providing practical, step-by-step guidelines and tools for conducting evaluation studies—including how to deal with stakeholders, develop surveys and interview protocols, collect other scientific evidence, and analyze and blend mixed-methods data—the work also features a template for writing high-quality reports. The "unfolding model" developed by the authors draws on Messick's influential assessment framework and applies it to program evaluation. Two case studies of actual programs (a distance learning course and an e-learning course) demonstrate the unfolding model in action. (From the Publisher)

Table Of Content:
ch. 1 Why Do We Need a New Approach to Evaluation in Distance Education and E-Learning?
ch. 2 The Theory and Practice of Program Evaluation
ch. 3 Evaluation Theory and Practice in Distance Education and E-Learning
ch. 4 Messick's Framework: What Do Evaluators Need to Know?
ch. 5 Getting Started
ch. 6 The Unfolding Model: Scientific Evidence
ch. 7 The Unfolding Model: Values and Consequences
ch. 8 Findings from Two Authentic Case Studies
ch. 9 Bringing It All Together

App. A Summary of the 1994 Program Evaluation Standards
App. B Glossary
App. C List of Associations

References
Author Index
Subject Index
Cover image

Brave New Digital Classroom: Technology and Foreign Language Learning

Book
Blake, Robert J.
2008
Georgetown University Press, Washington, DC
LB1028.3.B567 2008
Topics: Online Learning

Additional Info:
Brave New Digital Classroom deftly interweaves results of pedagogical research and descriptions of the most successful computer-assisted language learning (CALL) projects to explore how technology can best be employed in the foreign-language curriculum to assist the second language acquisition process.
Directed to all language teachers—whether at the school or the postsecondary level, with or without prior experience—this book focuses on how to use new technologies effectively. Blake ...
Additional Info:
Brave New Digital Classroom deftly interweaves results of pedagogical research and descriptions of the most successful computer-assisted language learning (CALL) projects to explore how technology can best be employed in the foreign-language curriculum to assist the second language acquisition process.
Directed to all language teachers—whether at the school or the postsecondary level, with or without prior experience—this book focuses on how to use new technologies effectively. Blake urges teachers to move beyond a simple functional competence of knowing how to use the tools toward first a critical competence—realizing what the various tools are good for—and ultimately a rhetorical competence of knowing how the tools will help transform the learning environment. This book examines the effective use of a range of technologies, from Internet sites through computer-mediated communication such as synchronous chatting and blogs, to distance learning. At the end of each chapter questions and activities demonstrate the interactionist, learner-centered pedagogy Blake espouses.
An invaluable reference for experienced researchers and CALL developers as well as those of limited experience, Brave New Digital Classroom is also ideal for graduate level courses on second language pedagogy. It will also be of interest to department chairs and administrators seeking to develop and evaluate their own CALL programs. (From the Publisher)

Table Of Content:
List of Illustrations
Foreword by Dorothy M. Chun
Preface

ch. 1 SLA, Language Teaching, and Technology: An Overview
ch. 2 Web Pages in Service of L2 Learning
ch. 3 CALL and Its Evaluation
ch. 4 Computer Mediated Communication (CMC)
ch. 5 Distance Learning for Languages: Does It Measure Up?
ch. 6 Putting It All Together

Appendix to Chapter 5
Glossary
References
Index
Cover image

Electronic Portfolios 2.0: Emergent Research on Implementation and Impact

Book
Darren Cambridge, Barbara Cambridge, and Kthleen Yancey, eds.
2009
Stylus, Sterling, VA
LB1029.P67E43 2009
Topics: Online Learning   |   Assessing Students   |   Student Portfolios   |   Curriculum Design and Assessment

Additional Info:
Higher education institutions of all kinds—across the United States and around the world—have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning.

Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book—all ...
Additional Info:
Higher education institutions of all kinds—across the United States and around the world—have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning.

Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how eportfolios influence learning and the learning environment for students, faculty members, and institutions.

This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale.

These studies exemplify how eportfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of eportfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system. (From the Publisher)

Table Of Content:
Acknowledgements
Introduction: On Transitions: Past to Present

Section One - Introduction: Reflection In Electronic Portfolio Practice
ch. 1 Reflection and Electronic Portfolios: Inventing the Self and Reinventing the University (Kathleen Blake Yancey)
ch. 2 Studying Student Reflection in an Electronic Portfolio Environment: An Inquiry in the Context of Practice (W.H. Rickards and Lauralee Guilbault)
ch. 3 Using ePortfolios to Support Lifelong and Lifewide Learning (Helen L. Chen)

Section Two - Integrative Learning
ch. 4 Two Faces of Integrative Learning Online (Darren Cambridge)
ch. 5 Becoming ePortfolio Learners and Teachers (Julie Huges)
ch. 6 Making Connections: The LaGuardia ePortfolio (Bret Eynon)
ch. 7 Connecting Contexts and Competencies: Using ePortfolios for Integrative Learning (Tracy Penny Light, Bob Sproule and Katherine Lithgow)

Section Three - Establishing Indentities: Roles, Competencies, Values, and Outcomes
ch. 8 Influencing Learning Through Faculty- and Student-Generated Outcome Assessment Michael Day)
ch. 9 The Promise of E-Portfolios for Institutional Assessment (Thomas S. Ewards and Colleen Burnham)
ch. 10 Demonstrating Intellectual Growth and Development: The IUPUI ePort (Sharon Hamilton and Susan Kahn)
ch. 11 A Values-Driven ePortfolio Journey: Na Wa‘a (Judith Kirkpatrick)
ch. 12 E-Portfolios in an Undergraduate Psychology Research Experiences Program Benjamin R. Stephens)
ch. 13 Perceptions of Teacher Candidates on ePortfolio Use(Neil W. Topp and Robert L. Goeman)

Section Four - Organizational Learning
ch. 14 Diffusing ePortfolios in Organizational Settings (Stephen R. Acker)
ch. 15 A Catalyst Without a Mandate: Building an ePortfolio Culture at the University of Washington (Tom Lewis and Janice Fournier)
ch. 16 Documenting the Outcomes of Learning (Milton D. Hakel and Erin N. Smith)
ch. 17 Sustaining Change through Student, Departmental, and Institutional Portfolios (Kathi A. Ketcheson)

Section Five - Electronic Portfolio Technology and Design For Learning
ch. 18 Technology and Change (Cara Lane)
ch. 19 Re-visioning Revision with ePortfolios in the University of Georgia First-year Composition Program (Christy Desmet, June Griffin, Deborah Church Miller, Ron Balthazor, and Robert Cummings)
ch. 20 Moving eFolio Minnesota to the Next Generation: From Individual Portfolios to an Integrated Institutional Mode (Lynette Olson, Lori Schroeder, and Paul Wakso
ch. 21 Assessing the Learning Potential of E-Portfolio Through Thinking Sheets (Mary Zamon and Debra Sprague)
ch. 22 The Maed English Education Electronic Portfolio Experience: What Preservice English Teachers Have to Teach Us About Eps and Reflection (Carl Young)

Conclusion: Moving Into The Future (Barbara Cambridge, Darren Cambridge, and Kathleen Yancey)
Index
Cover image

Students' Experiences of E-Learning in Higher Education: The Ecology of Sustainable Innovation

Book
Ellis, Robert A.; Goodyear, Peter
2010
Routledge, New York
LB2395.7.E46 2010
Topics: Online Learning

Additional Info:
Students' Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students' experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The ...
Additional Info:
Students' Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students' experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges.

Students' Experiences of e-learning in Higher Education reports research outcomes that locate e-learning within the broader ecology of higher education and:

* Offers a holistic treatment of e-learning in higher education, reflecting the need for integrating e-learning and other aspects of the student learning experience

* Reports research on students' experiences with e-learning conducted by authors in the United States, Europe, and Australia

* Synthesizes key themes in recent international research and summarizes their implicationsfor teachers and managers. (From the Publisher)

Table Of Content:
List of Figures
List of Tables
Forward
Acknowledgements
Acknowledgements of Copyright Permissions

ch. 1 Introduction
ch. 2 Thinking Ecologically About E-learning
ch. 3 New Students, New Technology
ch. 4 Student Experiences of E-learning in Higher Education: Learning through Discussion
ch. 5 Student Experiences of E-learning in Higher Education: Learning through Inquiry
ch. 6 University Teachers' Experiences of E-learning in an Ecology
ch. 7 An Ecology of Learning: Practical Theory for Leadership, Management and Educational Design
ch. 8 Teaching-as-Design and the Ecology of University Learning
ch. 9 Leadership for Learning: Perspectives on Learning Spaces
ch. 10 Relating the Idea of an Ecology of Learning to Campus Planning
ch. 11 Concluding Comments: The Ecological Perspective, Balance and Change

Notes
References
Index
Additional Info:
Written for Higher Education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults.

Learning with Digital ...
Additional Info:
Written for Higher Education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults.

Learning with Digital Games enables readers to quickly grasp practical and technological concepts, using examples that can easily be applied to their own teaching. The book assumes no prior technical knowledge but guides the reader step-by-step through the theoretical, practical and technical considerations of using digital games for learning. Activities throughout guide the reader through the process of designing a game for their own practice, and the book also offers:

A toolkit of guidelines, templates and checklists.

Concrete examples of different types of game-based learning using six case studies.

Examples of games that show active and experiential learning

Practical examples of educational game design and development.

This professional guide upholds the sound reputation of the Open and Flexible Learning series, is grounded in theory and closely links examples from practice. Higher Education academics, e-learning practitioners, developers and training professionals at all technical skill levels and experience will find this text is the perfect resource for explaining how to integrate computer games into their teaching practice.

A companion website is available and provides up-to-date technological information,additional resources and further examples. (From the Publisher)

Table Of Content:
Series Editor's Foreword
Acknowledgements

ch. 1 Introduction

Part I
Theory
ch. 2 Recognizing the Characteristics of Digital Games
ch. 3 Understanding the Pedagogy of Digital Games
ch. 4 Identifying Types of Digital Games for Learning

Part II
Practice
ch. 5 Integrating Digital Games Into the Curriculum
ch. 6 Designing a Digital Game for Learning
ch. 7 Assessing the Impact of Digital Games on Learning

Part III
Technology
ch. 8 Using Existing Digital Games for Learning
ch. 9 Developing New Digital Games for Learning
ch. 10 Evaluating Digital Games for Learning
ch. 11 Case Studies
ch. 12 Conclusions

Glossary
References
Index
TTR cover image

"Webbing the Common Good: Virtual Environment, Incarnated Community, and Education for the Reign of God"

TTR
Blier, Helen M.
2008
Teaching Theology and Religion 11, no. 1 (2008): 14-23
BL41.T4
Topics: Online Learning   |   Theological Education

Additional Info:
Online technologies, recently embraced by seminaries to respond to changing student needs and demographics, compel practitioners to ask questions about the content, methods, and desired outcomes of teaching/learning experiences. Indeed, as Delamarter and Brunner have pointed out in this journal (2005), many seminaries have turned to these strategies only to find that the issues are not technological; rather, they are pedagogical. This article discusses the insights generated by one such ...
Additional Info:
Online technologies, recently embraced by seminaries to respond to changing student needs and demographics, compel practitioners to ask questions about the content, methods, and desired outcomes of teaching/learning experiences. Indeed, as Delamarter and Brunner have pointed out in this journal (2005), many seminaries have turned to these strategies only to find that the issues are not technological; rather, they are pedagogical. This article discusses the insights generated by one such teaching experiment, a hybrid course on religious education for social justice. Through this educational experiment, the professor and students discovered that the format of the hybrid course proved to be an effective means by which to promote the praxis of social justice as well as develop some of the skills essential for effective ministry and education. The article begins with the rationale of the course design and content and continues with the perspectives of the students and instructor in reflection on the experiment. It concludes with some preliminary insights into the potential usefulness of hybrid learning for both peace and justice education as well as its value in the overall formation of educators and ministers.
TTR cover image

"E-jing: Using Information Technology to Teach about Chinese Religions"

TTR
Deitrick, Jim
2008
Teaching Theology and Religion 11, no. 3 (2008): 153-158
BL41.T4
Topics: Teaching Religion   |   Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious ...
Additional Info:
This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious discourse, while also allowing them to explore, kinesthetically, one of Confucianism's central practices, the reading and writing of Chinese characters. Appendices providing additional materials related to the course are available online: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=14153.
TTR cover image

"Religious Education and Information Technology: Challenges and Problems"

TTR
Sajjadi, Seyed Mahdi
2008
Teaching Theology and Religion 11, no. 4 (2008): 185-190
BL41.T4
Topics: Online Learning   |   Theological Education   |   Religious Education

Additional Info:
With advances in information technology, the velocity of information production on the global level has expanded as well. This acceleration has led to the delegitimizing of knowledge, the equating of information with knowledge, and the giving of predominance to information rather than knowledge. This advance has created epistemological challenges for the process of religious education. At the same time, the growth of the internet has created a "rhizomatic space" possessing ...
Additional Info:
With advances in information technology, the velocity of information production on the global level has expanded as well. This acceleration has led to the delegitimizing of knowledge, the equating of information with knowledge, and the giving of predominance to information rather than knowledge. This advance has created epistemological challenges for the process of religious education. At the same time, the growth of the internet has created a "rhizomatic space" possessing new methodological characteristics that create problems for religious education. Information technology generates a "hypertextual learning space," which weakens the place of traditional texts in the learning process, particularly in a traditional religious education process. This hypertextual development is especially problematic for religious education in conservative or fundamentalist traditions. This article analyzes the epistemological, methodological, and contextual problems and challenges posed by information technology for traditional religious education processes.
Cover image

The Online Learning Idea Book: 95 Proven Ways to Enhance Technology Based and Blended Learning

Book
Patti Shank, ed.
2007
Pfeiffer, San Francisco
LB1028.5.O499 2007
Topics: Online Learning   |   Learning Designs

Additional Info:
"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. ...
Additional Info:
"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.
(From the Publisher)

Table Of Content:
Preface
Acknowledgments
Introduction

Section 1 - Learners, Activities, and Assessments
ch. 1 Ideas for Supporting Learners and Learning
Learning Agreements
Prework Verification
Study Schedule
Performance Tips
Move It
Confirm Exercise Instructions
E-Portfolio
Anonymous Weekly Survey
Personal Wishes
Really Simple Syndication Feeds
Contingency Plans
Virtual Office Hours
Chatbots

ch. 2 Ideas for Making Collaboration Work
Group Formation
Prep for Collaborative Work
Team Agreement Template
Team Assessment
Rules of Engagement Agreement
Team Review Form

ch. 3 Ideas for Making Discussions Work
Discussion Message Protocols
Evaluate Your Contribution
Karma Points for Contributions
Acronym and Emoticon Help

ch. 4 Ideas for Self-Directed and Asynchronous Activities
Table Organizers
Red Dog
Enter, Compare, Print, and Discuss
Tell Me Why
Time Me
Digital Stories
Share Bookmarks
Tell Me About Yourself
An Expert View
Email the Author
MiniQuest
Blog It
My Chair
Easy Peer Editing
Introducing Critical Evaluation

ch. 5 Ideas for Synchronous Activities
Chat Moderator
Come (Back) Early
Low-Tech Listening Exercise
Trainer-Expert Collaboration
Pyramid
Before Ninety
Daring Feats
Spotlights
Vowels
Gordon Mackenzie-Style Lecture
Vanity License Plate
Lighten Up
Where Are You?
Word Search

ch. 6 Ideas for Self-Check Activities and Assessments
Adapted Classroom Assessment Techniques
Review Puzzles and Games
Flash Cards
Know Your Flooring
Board Game Self-Check
Drag-and-Drop Self-Check
Fact-or-Fiction Self-Check
Mixed Signals
Millionaire Game
Show Training Value

Section 2 - Instructional Design
ch. 7 Ideas for the Design and Development Process
Process Flowchart
Design Guidelines
Learner Stories
Personalized Learning Model
Content Templates
Fast E-Learning Templates

ch. 8 Ideas for Navigation and Usability
Concept Maps and Causal Loops for Navigation
Collapsible and Movable Text Layer
Automated Back and Next Buttons and Page Numbering
Double Use Glossary
Automated Reference
Here's What's New

ch. 9 Ideas for Creative Design
Funny Stats
Take the Metro
Metaphors to Aid Learning
Stories to Understand the Big Picture
Virtual Coach
Field Clinic
Outrageous Nonexamples
What I Really Think
Virtual Campus
Visual Ideas

ch. 10 Ideas for Creative Media
Show Me
Slow or Fast Images
Energy Balance
Interactive History
Interactive Physics
Inside a Cell
Sea Vents
Tsunami
Movement Sensors
Genome Timeline
DNA Sliding Clamp
DNA Sequence Explorer
Build Your Own Instructional Game

It's NOT Ninety-Five
Glossary
Your Ideas
About the Editor
Additional Info:
With the general practice of online teaching still in relative infancy, nuanced approaches for teaching target populations such as black students are especially scarce. This article submits a theoretical framework for approaching the activity of teaching black students online using a transformative, postmodern pedagogy that is sensitive to black learning styles. It also offers practical suggestions for course design and deployment in online religion courses. In the interest of providing ...
Additional Info:
With the general practice of online teaching still in relative infancy, nuanced approaches for teaching target populations such as black students are especially scarce. This article submits a theoretical framework for approaching the activity of teaching black students online using a transformative, postmodern pedagogy that is sensitive to black learning styles. It also offers practical suggestions for course design and deployment in online religion courses. In the interest of providing an optimal learning experience for every student, all instructors are encouraged to consider the race and culture variable in their online teaching, whether their roster contains one black student or many.
Cover image

Using Wikis for Online Collaboration: The Power of the Read-Write Web

Book
James A. West and Margaret L. west
2009
Jossey-Bass, San Francisco
LB1028.5.W398 2009
Topics: Collaborative Learning   |   Online Learning

Additional Info:
How can online instructors and course designers' instruction harness the popular Web 2.0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports ...
Additional Info:
How can online instructors and course designers' instruction harness the popular Web 2.0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports the effective design and delivery of online courses through the integration of collaborative writing and design activities. (From the Publisher)

Table Of Content:
Preface
About the Authors

ch. 1 Getting Ready to Wiki
Opportunities for Online Learning
What Is a Wiki?
Types of Wikis
Choosing the Right Wiki
Features of Wikis
Setting Up the Wiki
Summary

ch. 2 Designing Wiki Projects for Collaborative Learning
Teaching and Learning Through Wikis
Laying the Foundation-Preparing Students for Wiki Work
Building the Framework-Designing the Wiki Project
Monitoring Construction-Managing the Wiki Process
Summary

ch. 3 Wiki Projects for Knowledge Construction
Resource Bank
Frequently Asked Questions
Error Finding and Correcting
Historical Time Line
Annotated Bibliography
Online Dialogue
Group Summary
Class Encyclopedia
Summary

ch. 4 Wiki Projects for Critical Thinking
What If...? Scenarios
Case Studies
Debates
Collaborative Research Papers
Evaluation or Research Study
Frame-Based Writing
Nominal Group Technique
Structured Online Critiques
Summary

ch. 5 Wiki Projects for Contextual Application
Event Plan
Process Map
Virtual Science Lab
Field Research Project
Story Creation
Team Challenge
Media Design Project
Service Learning Project
Summary

ch. 6 Wikis Today and Tomorrow
The Value of Collaborative Writing
Integrating Wikis with Other Technologies
What the Future Holds
An Invitation to Collaborate
Additional Resources
Wikis for Educators
Web 2.0
Collaborative Writing
Scaffolding
Bloom's Taxonomy

References
Index
Cover image

A Guide to Authentic e-Learning

Book
Jan Herrington, Thomas C. Reeves, and Ron Oliver
2010
Routledge, New York
LB1044.87.H47 2010
Topics: Online Learning

Additional Info:
Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides 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 ...
Additional Info:
Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides 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-Learning offers 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. (From the Publisher)

Table Of Content:
List of Figures
List of Tables
Series Editors' Foreword
Acknowledgments

Introduction
Impediments to Authentic Learning in Higher Education
Inert Knowledge
Emerging Technologies and Cognitive Tools
Technologies of Participatory Culture
Participatory e-Learning
Learning Management Systems in e-Learning

ch. 1 What is Authentic e-Learning?
The Foundations of Authentic Learning: Situated Learning Critical Characteristics of Situated Learning for a Model of Authentic Learning
Elements of Authentic Learning
A Framework for Implementation

ch. 2 Authentic e-Learning Tasks
Activity as Practice
Academic Problems vs Practical Problems
Defining Authentic Tasks
Elements of Authentic Tasks
Authentic e-Learning Tasks
The Underlying Logic of Online Authentic Tasks in Higher Education
A Logic Map of an Authentic Tasks-based Higher Education Course

ch. 3 What is Not Authentic e-Learning?br> Non-authentic Tasks
Misconceptions of Authenticity of Tasks
Continuum of Authentic Characteristics

ch. 4 How Real does Authentic e-Learning Need to be?
Increasing Relevance in Learning
Simulations and Virtual Reality
Realistic or Real?
The Nature of Authenticity

ch. 5 Authentic e-Learning and the Conative Learning Domain
What should Higher Education Students Learn?
Are Today's Postsecondary Students "Millennials" or "Generation Me"?
Alignment is the Key
Putting it all Together

ch. 6 Designing and Producing Authentic e-Learning Courses
Revising an Existing Course
Designing a New Course
Implementing Authentic e-Learning Courses

ch.7 Assessmentof Authentic e-Learning
Assessment versus Evaluation
The Issue of Assessment
The Value of Assessment
Assessment and Student Learning
Restraints of Institutional Assessment Policies
Characteristics of Authentic Assessment
Authentic Assessment for Authentic Learning

ch.8 Evaluating Authentic e-Learning Courses
Evaluation Planning
Preparing an Evaluation Proposal: An Example
Evaluation Project Management
Evaluation Reporting
Summary

ch.9 Researching Authentic e-Learning
The Need for a Different Kind of Research
Design Research
Phases of Educational Design Research
Reporting Design Research
A Research Agenda for Authentic e-Learning

Conclusion
References
Index
Cover image

Distance Learning in Higher Education: A Programmatic Approach to Planning, Design, Instruction, Evaluation, and Accreditation

Book
Rovai, Alfred P.; Ponton, Michael K.; and Baker, Jason D.
2008
Teachers College Press, New York
LC5805.R68 2008
Topics: Online Learning   |   Curriculum Design and Assessment

Additional Info:
This useful resource describes best practices for designing online programs and courses. Translating research on the learning characteristics of adult university students and their experiences with online learning into practical guidelines, the authors address topics such as: program and course planning, design and delivery; multicultural and gender issues; program evaluation; student evaluation of online teaching, and institutional and program accreditation. The text includes resources such as online course materials and ...
Additional Info:
This useful resource describes best practices for designing online programs and courses. Translating research on the learning characteristics of adult university students and their experiences with online learning into practical guidelines, the authors address topics such as: program and course planning, design and delivery; multicultural and gender issues; program evaluation; student evaluation of online teaching, and institutional and program accreditation. The text includes resources such as online course materials and assessment tasks that are culturally responsive and implement the strategies presented in the book. (From the Publisher)

Table Of Content:
Preface
Purpose and Organization
Acknowledgments

ch. 1 Concepts of Distance Learning
ch. 2 Gender
ch. 3 Culture
ch. 4 Strategic Planning
ch. 5 Program and Course Design
ch. 6 Assessment of Student Learning
ch. 7 Online Discussions
ch. 8 Program Evaluation
ch. 9 Institution and Program Accreditation
ch. 10 Course Evaluation
ch. 11 Summary and Conclusion

App. A Example Extract from a Strategic Plan
App. B Analytic Participation Rubric
App. C Evidence of Quality Distance Learning Programs

Glossary
References
Index
Cover image

Women and Gaming: The Sims and 21st Century Learning

Book
Gee, James Paul and Elisabeth R. Hayes
2010
Palgrave Macmillan, New York
LB1029.S53G44 2010
Topics: Online Learning   |   Cognitive Development   |   Multiple Intelligences & Learning Styles   |   Teaching Diverse Students   |   Constructivist & Active Learning Theory

Additional Info:
Video games have become both big business and a technological focal point for new forms of learning. Today games are not just played; players engage in game design, write fan fiction, and organize themselves into collaborative learning communities. In these communities players acquire 21st century skills in technology, but, in the best of these communities, they hone these technical skills and strengthen emotional and social intelligence. The authors argue that ...
Additional Info:
Video games have become both big business and a technological focal point for new forms of learning. Today games are not just played; players engage in game design, write fan fiction, and organize themselves into collaborative learning communities. In these communities players acquire 21st century skills in technology, but, in the best of these communities, they hone these technical skills and strengthen emotional and social intelligence. The authors argue that women gamers—too often ignored as gamers—are in many respects leading the way in this trend towards design, cultural production, new learning communities, and the combination of technical proficiency with emotional and social intelligence. We draw on case studies about women who “play” the Sims, the best selling game in history, to argue a new general theory of learning for the 21st Century. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction: Gaming Goes Beyond Gaming
ch. 2 Video Games and 21st Century Skills: Why the Sudden Worldwide Interest in Video Games and Learning?
ch. 3 The Nickel and Dimed Challenge: Designing New Forms of Socially Conscious Play
ch. 4 A Young Girl Becomes a Designer and Goes Global: Succeeding at 21st Century Skills but Not at School
ch. 5 How Passion Grows: A Retired Shut-In Goes from Making a Purple Potty to Gaining Millions of Fans
ch. 6 Passionate Affinity Groups: A New Form of Community that Works to Make People Smarter
ch. 7 A Young Girl and Her Vampire Stories: How a Teenager Competes with a Best Selling Author
ch. 8 From The Sims to Second Life: A Young Woman Transforms Her Real Life
ch. 9 What Does it All Mean: What Women and The Sims Have to Teach Us About What Education and Learning Will Look Like in the 21st Century

Notes
References
Index
Cover image

Networked Collaborative Learning: Social Interaction and Active Learning

Book
Trentin, Guglielmo
2010
Chandos Publishing, Oxford
LB2395.7.T74 2010
Topics: Collaborative Learning   |   Online Learning

Additional Info:
The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with ...
Additional Info:
The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the authors direct experience gained through applying NCL to his university teaching. (From the Publisher)

Table Of Content:
List of tables and figures
About the author
List of acronyms
Preface

ch. 1 Technology-enhanced learning and networked collaborative learning
ch. 2 The Pedagogical dimension
ch. 3 The e-teacher professional dimension
ch. 4 The Instructional design dimension
ch. 5 The evaluation and assessment dimension
ch. 6 Conclusions

Appendix - eduction design support grid
References
Index
Cover image

Teaching Online: A Practical Guide

Book
Ko, Susan and Rossen, Steve
2008
Taylor & Francis, Inc. New York, NY
LB2395.7.K67 2008
Topics: Online Learning

Additional Info:
Suitable for courses in online teaching, web-based instruction, teaching with the Internet, or the online classroom, this book answers the most common questions and concerns of instructors who want create electronic educational environments.

Topics covered include choosing software and technology tools, building an online classroom, creating an online syllabus, course conversion, online classroom management, integrating online and face-to-face activities, and student support issues. The text is supported by ...
Additional Info:
Suitable for courses in online teaching, web-based instruction, teaching with the Internet, or the online classroom, this book answers the most common questions and concerns of instructors who want create electronic educational environments.

Topics covered include choosing software and technology tools, building an online classroom, creating an online syllabus, course conversion, online classroom management, integrating online and face-to-face activities, and student support issues. The text is supported by a web site that provides new strategies, tips, and information on emergent technologies.

Pedagogy includes Important points that highlight key topics; Definition boxes that feature key terms with brief definitions; and Sidebars, which focus student attention on important points. (From the Publisher)

Table Of Content:
Pt. I Getting Started
ch. 1 Teaching Online: An Overview
ch. 2 Scouting the Territory: Exploring Your Institution's Resources

Pt. II Putting the Course Together
ch. 3 Course Conversion
ch. 4 Creating an Effective Online Syllabus
ch. 5 Building an Online Classroom
ch. 6 Student Activities in the Online Environment
ch. 7 Creating Courseware: When Low-Tech Is High-Tech Enough
ch. 8 Copyright and Intellectual Property

Pt. III Teaching in the Online Classroom
ch. 9 Preparing Students for Online Learning
ch. 10 Classroom Management: General Considerations
ch. 11 Classroom Management: Special Issues
ch. 12 Integrating Online Elements in a Traditional Classroom

Pt. IV New Trends and Opportunities
ch. 13 Taking Advantage of New Opportunities
ch. 14 Where Do We Go From Here?

Glossary
Guide to Resources
Credits
Index
Cover image

Distance and Blended Learning in Asia

Book
Latchem, Colin, and Jung, Insung
2010
Taylor & Francis, Inc. New York, NY
LC5803.C65L275 2010
Topics: Online Learning   |   Academic Histories and Contexts

Additional Info:
Distance and Blended Learning in Asia is a unique and comprehensive overview of open, distance learning (ODL) and information and communication technology (ICT) in Asian education and training. Broad in coverage, this book critically examines ODL and ICT experiences from Japan to Turkey and from Sri Lanka to Mongolia – drawing conclusions from the successes and failures, and recommending ways in which planning, management and practice may be developed for the ...
Additional Info:
Distance and Blended Learning in Asia is a unique and comprehensive overview of open, distance learning (ODL) and information and communication technology (ICT) in Asian education and training. Broad in coverage, this book critically examines ODL and ICT experiences from Japan to Turkey and from Sri Lanka to Mongolia – drawing conclusions from the successes and failures, and recommending ways in which planning, management and practice may be developed for the world’s largest concentration of adult open and distance learners.

This pioneering book draws on Asian theory, research and practice to identify the strengths, weaknesses and challenges in all sectors of Asian education and training. It critically and insightfully discusses the ideas, skills and practices that are necessary to advance knowledge in leadership and management, professional development, innovation and quality assurance and research and diffusion.

Distance and Blended Learning in Asia provides an insightful, informative and critical review of ODL / ICT developments in schools, open schooling, colleges, universities, workplace training, professional development and non-formal adult and community education. The book is an invaluable reference for ODL / ICT professionals, educators and students anywhere in the world, and is essential reading for all of those involved in ODL / ICT in Asia. (From the Publisher)

Table Of Content:
List of Tables
Series Editor's Foreword
Preface

ch. 1 Technology, E-readiness and E-learning Readiness
ch. 2 Open Schooling, School Nets and ICT Integration in Classrooms
ch. 3 Higher Education
ch. 4 Lifelong Learning, Workplace Training, Professional Development and Non-Formal Adult and Community Education
ch. 5 New Providers and New Markets
ch. 6 ICT Integration In and Beyond the School
ch. 7 Instructional Design, Learner Support and Assessment in E-learning
ch. 8 Leadership for Educational Change and Innovation
ch. 9 Quality Assurance and Accreditation
ch. 10 Staff Training and Development
ch. 11 Research, Publication and Translating Research into Practice
ch. 12 Conclusions

Notes
References
Index
Tactics cover image

"The Religious Web-Quest"

Tactic
Woodard, Randall, and Woodard, Rose
2010
Teaching Theology and Religion 13, no. 2 (2010): 139-139
BL41.T4
Topics: Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
Additional Info:
One page TTR Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
Cover image

Rethinking Learning for a Digital Age:How learners are shaping their own experiences

Book
Sharpe, Rhona, Beetham, Helen, and Freitas Sara de
2010
Routledge, New York, NY
LB1028.5.R438 2010
Topics: Online Learning   |   18-22 Year Olds   |   Using Technology   |   Lectures and Large Classes

Additional Info:
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on ...
Additional Info:
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo.

Moves beyond stereotypes of the net generation to explore the diversity of e-learning experiences today • *Analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter • *Reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches

Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses. (From the Publisher)

Table Of Content:
Foreword
An introduction to rethinking learning

Part I. New contexts for learning
ch. 1 The influence of pervasive and integrative tools on learners’ experiences and expectations of study
ch. 2 Social networking: key messages from the research
ch. 3 Managing study and life with technology
ch. 4 Constructs that impact the Net Generation’s satisfaction with online learning
ch. 5 Provisionality, play and pluralism in liminal spaces

Part II. Frameworks for understanding learners’ experiences
ch. 6 Understanding students’ uses of technology for learning: towards creative appropriation
ch. 7 Expanding conceptions of study, context and educational design
ch. 8 How learners change: critical moments, changing minds
ch. 9 Listening with a different ear: understanding disabled students’ relationship with technologies
ch. 10 Strengthening and weakening boundaries: students negotiating technology mediated learning

Part III. New learning practices
ch. 11 The changing practices of knowledge and learning
ch. 12 Analysing digital literacy in action – a case study of a problem orientated learning process
ch. 13 Collaborative knowledge building
ch. 14 ‘But it’s not just developing like a learner, it’s developing as a person’: Reflections on e-portfolio based learning
ch. 15 Skills and strategies for e-learning in a participatory culture

Index
Article cover image
Wabash tree

"Online Education: An Asset in a Period of Educational Change"

Article
Nysse, Richard W.
2005
Peter Lang,New York, NY
Topics: Online Learning

Additional Info:
Additional Info:
Cover image

147 Practical Tips for Synchronous and Blended Technology Teaching and Learning

Book
Lehman, Rosemary M., Berg, Richard A.
2007
Atwood Publishing, Madison, WI
LC5800.L47 2007
Topics: Online Learning   |   Learning Designs

Additional Info:
Distance education today offers more than teaching and learning online. The growing sophistication and flexibility of synchronous technologies, plus continuing advances and familiarity with their uses, has opened up new opportunities for engaging students and relating with them in a myriad of ways.

Honed through many years of experience and grounded in distance education research, the tips selected for this book are placed in the well respected framework ...
Additional Info:
Distance education today offers more than teaching and learning online. The growing sophistication and flexibility of synchronous technologies, plus continuing advances and familiarity with their uses, has opened up new opportunities for engaging students and relating with them in a myriad of ways.

Honed through many years of experience and grounded in distance education research, the tips selected for this book are placed in the well respected framework of the instructional design process: pre-planning, planning, developing, implementing, evaluating.

Of special interest is the Companion Web Site designed to offer depth, additional materials, and a practitioner blog. With the web site, the book, the blog, the reader has the opportunity to work with point and electronic media to create an innovative plan. The Companion Web Site and blog are hosted by Instructional Communications Systems of the University of Wisconsin Extension, making available their experience and wealth of information to us all. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword

ch. 1 First Thoughts
ch. 2 Pre-Planning
ch. 3 Planning
ch. 4 Developing
ch. 5 Implementing
ch. 6 Evaluating
ch. 7 Final Thoughs
ch. 8 Postscript

Glossary
References
The Authors
Additional Info:
The infusion of games, simulations, and virtual worlds into online learning can be a transforming experience for both the instructor and the student. This practical guide, written by education game expert Clark Aldrich, shows faculty members and instructional designers how to identify opportunities for building games, simulations, and virtual environments into the curriculum; how to successfully incorporate these interactive environments to enhance student learning; and how to measure the learning ...
Additional Info:
The infusion of games, simulations, and virtual worlds into online learning can be a transforming experience for both the instructor and the student. This practical guide, written by education game expert Clark Aldrich, shows faculty members and instructional designers how to identify opportunities for building games, simulations, and virtual environments into the curriculum; how to successfully incorporate these interactive environments to enhance student learning; and how to measure the learning outcomes. It also discusses how to build institutional support for using and financing more complex simulations. The book includes frameworks, tips, case studies and other real examples, and resources.

Table Of Content:
Preface
The Author

Part I What Are Games, Simulations, and Virtual Worlds Really, and Why Should I Care?
ch. 1 Understanding Highly Interactive Virtual Environments
Do Highly Interactive Virtual Environments Work Better?
The Why
Clarifying What We Mean by Highly Interactive Virtual Environments

ch. 2 Embracing Interactivity
Interactivity Levels 0 through 6
Interactivity Levels and Leadership Models

ch. 3 Sims: A New Model of Content
Simulation Elements
Game Elements
Pedagogical Elements
Tasks and Levels
Genres of Stand-Alone Sims
Four Concluding Thoughts

ch. 4 Highly Interactive Content from the Students' and the Instructor's Perspective
Different Culture, Different Rules
Learning to Love Frustration and Anticipate Resolution
When the Most Valuable Thing for a Coach to Do Is Nothing

Part II Choosing and Using a Highly Interactive Virtual Environment
ch. 5 Identifying the Right Approach for the Right Need
Why Use Distance Learning Programs at All?
When to Use Highly Interactive Content
Costs Associated with HIVEs

ch. 6 Doing the Prep Work
Connect with Other Interested Professionals
Access the Content
Infrastructure Selection Criteria
Content Selection Criteria
Self-Paced/Single Player, Asynchronous, or Synchronous
Trust
Might Virtual Worlds Be the Universal Interface to (Other) Sims?

ch. 7 Integrating and Piloting
Technical Support for Students
Chunking Content
Piloting
Conclusion: The Need for Front Loading

ch. 8 A Brief Example of a Simulation Deployment
Peter Shea's Sim for Writing
Online versus Face to Face
Students as Real-Time Evaluators of Sims?

ch. 9 The Processes of Using a HIVE and the Role of Coaching
The Setup
On Ramp: From Real Life to Simulation
Teaching the Interface
First Public Simulation Play
Putting Together Groups for Multiplayer or Team-Based Sims
Coaching during the Student Use
After Action Reviews
Off Ramp: From Simulation Back to Real Life
Into the Breach

ch. 10 Creating Evaluation Strategies
Why Not Measure Experience with a Multiple-Choice Test?
Assessment Strategies
Assessment Techniques for Grading Student Performance

Conclusion

Part III Other Considerations
ch. 11 Selling Interactive Environments Internally-Getting Buy In from Administrators, Department Heads, Colleagues, Parents, and even Students
Building Support for HIVEs
What Does Success Look Like for You?
Epilogue: The New Attraction of Distance Learning

References
Index
Tactics cover image
Wabash tree

"Asynchronous Writing Assignments Using the Writing Rubric"

Tactic
Galle, Jeffery
2010
Teaching Theology and Religion 13, no. 4 (2010): 371
BL41.T4
Topics: Teaching Writing   |   Online Learning   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students reflect on the writing rubric used to grade their writing, in an online or hybrid course.
Additional Info:
One page TTR Teaching Tactic: students reflect on the writing rubric used to grade their writing, in an online or hybrid course.
Cover image

Teaching Literature at a Distance: Open, Online and Blended Learning

Book
Kayalis, Takis, author; and Natsina, Anastasia, ed.
2010
Continuum International Publishing Group, New York
LB1028.3.T387 2010
Topics: Online Learning

Additional Info:
Featuring essays by an international array of literature scholars, this volume examines the challenges and opportunities of teaching literature at Open and Virtual Universities in a wide range of national, cultural and linguistic contexts. It presents cutting-edge explorations of seminal issues, including: literature pedagogy and curriculum building; canon and theory debates; the uses of hypertext and other digital tools for literary instruction; the writing and evaluation of educational material; and ...
Additional Info:
Featuring essays by an international array of literature scholars, this volume examines the challenges and opportunities of teaching literature at Open and Virtual Universities in a wide range of national, cultural and linguistic contexts. It presents cutting-edge explorations of seminal issues, including: literature pedagogy and curriculum building; canon and theory debates; the uses of hypertext and other digital tools for literary instruction; the writing and evaluation of educational material; and the teaching of digital literature. These issues are addressed from various critical and theoretical viewpoints, which reflect the contributors’ long educational and administrative involvement with open and distance learning (ODL) in a rich diversity of cultural and academic frameworks.

As the first scholarly attempt to bring together questions of literature pedagogy and issues in open and distance, online and blended learning, this book is an essential resource for literature instructors and administrators in ODL, e-learning and b-learning programs. It offers techniques enabling scholars in more traditional academic settings to make literature courses more effective and stimulating by using tools developed for distance learning. (From the Publisher)

Table Of Content:
List of Images
List of Tables
Notes on Contributors
Introduction

Part One - Open and Distance Learning: Curricula and Pedagogies
ch. 1 Tendencies and Stakes of Literary Studies in European Open and Distance Learning Universities (Anastasia Natsina)
ch. 2 Teaching First-year Students in Open and Distance Education: Aims and Methods (Ellie Chambers)
ch. 3 Master's-level Study in Literature at the Open University: Pedagogic Challenges and Solutions (W.R. Owens)
ch. 4 Decolonizing the Distance Curriculum (Dennis Walder)
ch. 5 The Need for a Community: A Case for World Literature in Open and Distance Learning (Takis Kayalis)

Part Two - Pedagogical Challenges in Online and Blended Learning
ch. 6 Delivering Literacy Studies in the Twenty-first Century: The Relevance of Online Pedagogies (Kris L. Blair)
ch. 7 Digital Pedagogy: Taming the Palantiri (Ian Lancashire)
ch. 8 Teaching Literature in a Virtual Campus: Uses of Hypertext (Laura Borràs-Castanyer)
ch. 9 From Passive to Active Voices: Technology, Community, and Literary Studies (Louis Marshall and Will Slocombe)
ch. 10 Using Technology to Overcome Cultural Restrictions: A Case Study of Teaching English Literature Online to Arab Students (Ayesha Heble)

Part Three - Digital Tools and Web Applications
ch. 11 Literature in Digital Culture: Pedagogical Possibilities (Raine Koskimaa)
ch. 12 Teaching Poetry with New Media (Rui Torres)
ch. 13 Metamedievalism, Videogaming, and Teaching Medieval Literature in the Digital Age (Daniel T. Kline)
ch. 14 From Virtuality to Actuality: Representations and Enactments of Critical Theory on the World Wide Web (Anastasia Natsina and Takis Kayalis)
ch. 15 Hyper-Cities: Building a Web 2.0 Learning Platform (Todd Samuel Presner)
ch. 16 Affect and Narrative Encoding: The Problematics of Representing and Teaching Yanyuwa Narratives in Cyberspace (John Bradley and Frances Devlin-Glass)

Index
TTR cover image

"The Online Theology Classroom: Strategies for Engaging a Community of Distance Learners in a Hybrid Model of Online Education"

TTR
Hege, Brent A. R.
2011
Teaching Theology and Religion 14, no. 1 (2011): 13-20
BL41.T4
Topics: Online Learning

Additional Info:
One factor contributing to success in online education is the creation of a safe and vibrant virtual community and sustained, lively engagement with that community of learners. In order to create and engage such a community instructors must pay special attention to the relationship between technology and pedagogy, specifically in terms of issues such as course design, social presence, specially tailored assignments, learner expectations, and objectives, and facilitation of sustained ...
Additional Info:
One factor contributing to success in online education is the creation of a safe and vibrant virtual community and sustained, lively engagement with that community of learners. In order to create and engage such a community instructors must pay special attention to the relationship between technology and pedagogy, specifically in terms of issues such as course design, social presence, specially tailored assignments, learner expectations, and objectives, and facilitation of sustained engagement with the course material, fellow learners, and the instructor. Several strategies for accomplishing this goal are presented here based on the author's experiences teaching second-career students in hybrid introductory theology courses at a mainline denominational seminary.
Cover image

Online and Social Networking Communities

Book
Kear, Karen
2011
Routledge, New York, NY
HM742.K43 2011
Topics: Online Learning

Additional Info:
Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities, it addresses ‘web 2.0’ and other ‘social software’ tools and considers the role these technologies play in supporting student learning and building learning communities.

The guide offers:

• real-world case studies and ...
Additional Info:
Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities, it addresses ‘web 2.0’ and other ‘social software’ tools and considers the role these technologies play in supporting student learning and building learning communities.

The guide offers:

• real-world case studies and quality research
• must-have lists of useful resources
• guidance on building and supporting online learning communities
• discussion of how collaborative learning can be assessed
• coverage of wikis, forums, blogging, instant messaging, Second Life, Twitter, desktop videoconferencing and social networking sites such as Facebook.

Online and Social Networking Communities helps educators and trainers develop a critical approach by exploring online learning from both the student’s and educator’s perspective. This practical guide provides the tools to help develop confident and thoughtful online educators, able to create successful and enjoyable learning experiences for their students. (From the Publisher)

Table Of Content:
List of Figures
List of Tables
List of Case Studies
Series Editor's Foreword
Acknowledgements

ch. 1 Introduction
ch. 2 Theories of Learning in Online Communities
ch. 3 Tools for Online Learning Communities
ch. 4 Benefits and Problems of Online Learning Communities
ch. 5 Too Much Information
ch. 6 Feeling Connected
ch. 7 In Real Time
ch. 8 Assessment for Learning in Online Communities
ch. 9 Supporting Online Learning Communities

References
Index
Cover image

Connected Minds, Emerging Cultures: Cybercultures in Online Learning

Book
Wheeler, Steve, ed.
2009
Information Age Publishing, Charlotte, NC
LB1044.87.C64 2009
Topics: Course Design   |   Online Learning   |   Cognitive Development

Additional Info:
A volume in Perspectives in Instructional Technology and Distance Education Series Editors: Charles Schlosser and Michael Simonson Nova Southeastern University As the title indicates, this book highlights the shifting and emergent features that represent life online, specifically in and around the territory of e-learning. Cybercultures in themselves are complex conglomerations of ideas, philosophies, concepts, and theories, some of which are fiercely contradictory. As a construct, cyberculture is a result of ...
Additional Info:
A volume in Perspectives in Instructional Technology and Distance Education Series Editors: Charles Schlosser and Michael Simonson Nova Southeastern University As the title indicates, this book highlights the shifting and emergent features that represent life online, specifically in and around the territory of e-learning. Cybercultures in themselves are complex conglomerations of ideas, philosophies, concepts, and theories, some of which are fiercely contradictory. As a construct, cyberculture is a result of sustained attempts by diverse groups of people to make sense of multifarious activities, linguistic codes, and practices in complicated and ever-changing settings. It is an impossibly convoluted field. Any valid understanding of cyberculture can only be gained from living within it, and as Bell suggests, it is made up of people, machines and stories in everyday life. Although this book contains a mix of perspectives, as the chapters progress, readers should detect some common threads. Technology-mediated activities are featured throughout, each evoking its particular cultural nuances and, as Derrick de Kerckhove (1997) has eloquently argued, technology acts as the skin of culture.

All the authors are passionate about their subjects, every one engages critically with his or her topics, and each is fully committed to the belief that e-learning is a vitally important component in the future of education.

All of the authors believe that digital learning environments will contribute massively to the success of the information society we now inhabit.

Each is intent on exploration of the touchstone of any time, any place learning where temporal and spatial contextscease to become barriers to learning, and where the boundaries are blurring between the formal and informal.

This book is divided into four sections. In Part I, which has been titled Digital Subcultures, we begin an exploration of culture and attempt to locate the learner within a number of digital subcultures that have arisen around new and emerging technologies such as mobile and handheld devices, collaborative online spaces, and podcasting. The chapters in this section represent attempts by the authors to demonstrate that there are many subdivisions present on the Web, and that online learners cannot and should not be represented as one vast amorphous mass of Internet users. (From the Publisher)

Table Of Content:
Foreword
Introduction

Part I Digital Subcultures
ch. 1 Learning in Collaborative Spaces: Encouraging a Culture of Sharing (Steve Wheeler)
ch. 2 Mobile Subcultures (John Traxler)
ch. 3 Podcasting: A Listening Culture (Palitha Edirisingha)
ch. 4 The Emergence of Ubiquitous and Pervasive Learning Cultures (Mark A. M. Kramer)

Part II Roles and Identities
ch. 5 Identity of Cyberspace (Hugh Miller and Jill Arnold)
ch. 6 Digital Tribes, Virtual Clans (Steve Wheeler)
ch. 7 Gaming and the Network Generation (Nichola Whitton)
ch. 8 Creating an Online Course Generational Community (Leon James)
ch. 9 The Social Impact of Personal Learning Environments (Graham Attwell)

Part III Cyber Perspectives
ch. 10 Emerging Online Practices: An Endo-Aesthetic Approach to E-tutoring and E-learning
ch. 11 Cyberculture and Poststructural Approaches
ch. 12 Cyborg Theory and Learning
ch. 13 Transfer Through Learning Flexibility and Hypertextuality

Part IV Narratives and Case Studies
ch. 14 Cybercrime in Society
ch. 15 Language Evolution in Txting Enviornments
ch. 16 The Cultural Impact of E-learning and Intranets on Corporate Employees
ch. 17 Imagined Worlds, Emerging Cultures

Author the Authors
Cover image

Hybrid-Context Instructional Model The Internet and the Classrooms: The Way Teachers Experience It

Book
Ndon, Udeme T.
2010
Information Age Publishing, Charlotte, NC3/22/2011
LB1060.N43 2010
Topics: Online Learning   |   Leadership and Faculty Development

Additional Info:
This book is a product of a dissertation project that was completed in December 2006. This project investigated teachers' experiences in relation to teaching and learning using the hybrid-context instructional model. The dissertation itself has been noted as one of the best in providing practical tips for teachers in this area. The study methodology is included as appendix B. To answer the questions raised during the interviews, the findings of the ...
Additional Info:
This book is a product of a dissertation project that was completed in December 2006. This project investigated teachers' experiences in relation to teaching and learning using the hybrid-context instructional model. The dissertation itself has been noted as one of the best in providing practical tips for teachers in this area. The study methodology is included as appendix B. To answer the questions raised during the interviews, the findings of the study have been supplemented and supported with extensive literature review of empirical studies to provide theoretical and practical solutions. The literature review draws from total Internet, blended, and hybrid instruction studies. The literature on the total Internet instruction has relevance in that the Internet piece of the hybrid-context course shares the same course management systems and requires the same approaches and principles as do total Internet instruction. The book discusses the conceptual and descriptive presentations of the hybrid-context model, media, applicable teaching philosophies; strategies best accomplished in each medium; various ways of linking the face-to-face and the Internet activities; the why and how the study participants transitioned into teaching hybrid-context courses, teachers' expectations, etc. The discussion on 'labor of love' is the core of this book as the discussion has captured the surprises the study participants met in a way that is not reflected in the current literature. Built into this discussion are the amounts of things teachers had to learn in order to function well as hybrid-context model teachers. The contents of this book will aide teachers who teach in any way using the Internet. Therefore, any establishment/individual using the Internet for teaching and learning will benefit from the contents of this book. Also, the administrators will find this book a selling point to encourage more participation in the adoption of the hybrid-context instructional model as well as realizing what the teachers would need to successfully implement this phenomenon. (From the Publisher)

Table Of Content:
Preface
Introduction
Acknowledgments

Section I Conceptual Hybrid-Context Model
ch. 1 Hybrid-Context Components and Tools
ch. 2 Collaboration Programs and the Trend

Section II Descriptive Hybrid-Context Instructional Model
ch. 3 Descriptive Hybrid-Context Instruction Model
ch. 4 Implied Philosophies, Principles, and Strategies

Section III Course Planning, Development, Implementation, and Evaluation
ch. 5 Course Planning and Development
ch. 6 Course Delivery
ch. 7 Establishing a Community of Learners As Team/Group-Based Strategy
ch. 8 The Evaluation Process

Section IV The Resulting Power of Active Learning
ch. 9 Interactions
ch. 10 Feedback
ch. 11 Learner's Engagement, and Learning
ch. 12 Critical Thinking

Section V What Administrators, Teachers, and Stakeholders Need to Know
ch. 13 Policy and Administrative Concerns
ch. 14 Teachers' Learning, Processes, and Support
ch. 15 Professional Digital Teaching Portfolios
ch. 16 Multiple Teachers' Role Effect
ch. 17 The Learner

Section VI The Context Course Journey
ch. 18 The Hybrid Context Course Journey

Section VII Appendixes
A Samples of Hypothetical Situations
B Applicable Research Approaches
C Writer's Curriculum Vitae

Editor's Curriculum Vitae
About the Author
Cover image

Learning to Learn with Integrative Learning Technologies (ILT): A Practical Guide for Academic Success

Book
Kitsantas, Anastasia, and Dabbagh, Nada
2009
Information Age Publishing, Charlotte, NC
LB2395.7.K57 2009
Topics: Course Design   |   Online Learning   |   18-22 Year Olds   |   Cognitive Development   |   Using Technology

Additional Info:
The purpose of this practical guide is to facilitate college students' academic success by fostering self-regulated learning skills or learning to learn through the use of Integrative Learning Technologies (ILT). It enables the college instructor, online instructor, instructional developer, or educator to envision, plan for, and implement customized instructional and curricular designs that foster learning to learn and motivate students to take ownership of their own learning. Specifically, this book ...
Additional Info:
The purpose of this practical guide is to facilitate college students' academic success by fostering self-regulated learning skills or learning to learn through the use of Integrative Learning Technologies (ILT). It enables the college instructor, online instructor, instructional developer, or educator to envision, plan for, and implement customized instructional and curricular designs that foster learning to learn and motivate students to take ownership of their own learning. Specifically, this book demonstrates how college faculty who use Learning Management Systems (LMS) as well as emerging technologies such as Web 2.0 applications and social software can design learning tasks and course assignments that support and promote student: goal setting use of effective task strategies self-monitoring and self-evaluation time management help seeking motivation and affect Given the emphasis on retention of freshmen as a measure of institutional effectiveness, the focus on student success, and the increasing use of ILT in higher education, this book fulfills a dire need in the literature on the integration of technology and self-regulated learning. (From the Publisher)

Table Of Content:
Preface

ch. 1 Introduction to Learning How to Learn
ch. 2 Defining Integrative Learning Technologies
ch. 3 Self-Regulatory Training with Integrative Learning Technologies: A Theory-Based Model
ch. 4 Goal Setting
ch. 5 Task Strategies
ch. 6 Self-Monitoring and Self-Evaluation
ch. 7 Time Management
ch. 8 Help Seeking
ch. 9 Motivation, Affect, and Learning Communities
ch. 10 New Approaches to Integrative Learning Technologies
Cover image

The Perfect Online Course: Best Practices for Designing and Teaching

Book
Orellana, Anymir, Hudgins, Terry L., and Simonson, Michael, eds.
2009
Information Age Publishing, Charlotte, NC
LB1028.38.P47 2009
Topics: Online Learning

Additional Info:
A volume in Perspectives in Instructional Technology and Distance Education Series Editors: Charles Schlosser and Michael Simonson Nova Southeastern University The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within ...
Additional Info:
A volume in Perspectives in Instructional Technology and Distance Education Series Editors: Charles Schlosser and Michael Simonson Nova Southeastern University The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course's learning goals.

The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly Review of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part II: Best Guidelines and Standards; Part III: Best Instructional Methods and Models; Part IV: Best Engagement Strategies; and the concluding section, And Finally..., with words from Simonson who delineates the structure of a perfect online course. (From the Publisher)

Table Of Content:
Preface: In Search of Perfection

Part I: Introduction
ch. 1 We Need a Plan: An Instructional Design Approach for Distance Education Course (Michael Simonson)
ch. 2 Does it Matter? Analyzing the Results of Three Different Learning Delivery Methods (WIlliam N. Chernish, Agnes L. DeFranco, James R. Linder, Kim E. Dooley)

Part II: Best Guidelines and Standards
ch. 3 In Search of Quality: An Analysis of e-Learning Guidelines and Specifications (Atsusi Hirumi)
ch. 4 Learning Online: Adapting the Seven Principles of Good Practice to a Web-Based Instructional Environment (Christine K. Sorensen, Danilo M. Baylen)
ch. 5 Instructor's Self-Perceived Pedagogical Principle Implementation in the Online Environment (Jinsong Zhang and Richard T. Walls)
ch. 6 Key Instructional Design Elements for Distance Education (Lihua Zheng and Sharon Smaldino)
ch. 7 Class Size and Interaction in Online Courses (Anymir Orellana)
ch. 8 What Works: Student Perceptions of Effective Elements in Online Learning (Marcy Reisetter and Greg Boris)
ch. 9 Design and Implementation of a Web-Based Learning Environment: Lessons Learned (Alaa Sadik and Sorel Reisman)
ch. 10 A Framework for Analyzing Designing, and Sequencing Planned e-Learning Interactions (Atsusi Hirumi)
ch. 11 Designing Effective e-Learning: Guidelines for Practitioners (Angelene C. McLaren)

Part III: Best Instructional Methods and Models
ch. 12 An Analysis of Team vs. Faculty-Based Online Course Development: Implications for Instructional Design (Mark Hawkes and Dan O. Coldeway)
ch. 13 Getting it Right Gradually: An Iterative Method for Online Instruction Development (Douglas A. Kranch)
ch. 14 Towards a Person-Centered Model of Instruction: Can an Emphasis on the Personal Enhance Instruction in Cyberspace? (Christopher Miller and Joan M. Mazur)
ch. 15 Enhancing Web-Based Instruction Using a Person-Centered Model of Instruction (Christopher T. Miller)
ch. 16 Evaluating College Students' Efforts in Asynchronous Discussion: A Systematic Process (Dave S. Knowlton)
ch. 17 Pragmatic Methods to Reduce Dishonesty in Web-Based Course (Newell Chiesl)
ch. 18 Organizing Instructional Content for Web-based Courses: Does a Single Model Exist? (Joi L. Moore, Richard E. Downing, and David L)
ch. 19 An Instructional Design Approach for Effective Shovelware: Modifying Material for Distance Education (Gary R. Morrison and Gary J. Anglin)
ch. 20 Investigating the Use of Advance Organizers as an Instructional Strategy for Web-Based Distance Education (Baiyun Chen, Atsusi Hirumi, and Ning Jackie Zhang)
ch. 21 Streamlining the Online Course Development Process by using Project Management Tools (M’hammed Abdous and Wu He)
ch. 22 The Learning Contract Process: Scaffolds for Building Social, Self-Directed Learning (Naomi R. Boyer)

Part IV: Best Engagement Strategies
ch. 23 Interaction in Online Learning Environments: A Review of the Literature (Constance E. Wanstreet)
ch. 24 Interaction Online: A Reevaluation (John Battalio)
ch. 25 Online Learner's Preferences for Interaction (Pamela T. Northrup)
ch. 26 Learner Support Needs in Online Problem-Based Learning (Steve Wheeler)
ch. 27 Deep Learning: The Knowledge, Methods, and Cognition Process in Instructor-Led Online Discussion ( Byron Havard, Jianxia Du, and Anthony Olinzock)
ch. 28 It's The Same Only Different: The Effect the Discussion Moderator has on Student Participation in Online Class Discussions (Vance A. Durrington and Chien Yu)
ch. 29 Does Sense of Community Matter? An Examination of Participants' Perception of Building Learning Communities in Online Courses ( Xiaonjing Liu, Richard J. Magjuka, Curtis J. Bonk, and Seung-hee Lee)

Conclusion
ch 30. And Finally . . . Designing the "Perfect" Online Course

Author Affiliations
Original Publications
Cover image

Blended Learning in Higher Education: Framework, Principles, and Guidelines

Book
Garrison, D. Randy, Vaughan, Norman D., and Vaughan, N. D.
2007
John Wiley & Sons, San Francisco
LB2398.7.G36 2008
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
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 ...
Additional Info:
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
(From the Publisher)

Table Of Content:
Preface
The Authors

Part One: Community of Inquiry Framework
ch. 1 Introduction
ch. 2 Community of Inquiry and Blended Learning
ch. 3 Designing Blended Learning to Create a ommunity of Inquiry
ch. 4 Community of Inquiry for Faculty Development

Part Two: Blended Learning in Practice
ch. 5 Scenarios
ch. 6 Guidelines
ch. 7 Strategies and Tools
ch. 8 The Future

Appendix 1. Organizational Change
Appendix 2. Project Proposal Form
Appendix 3. Redesign Guide for Blended Learning
Appendix 4. Blended Faculty Community of Inquiry lanning Document
Appendix 5. Student Survey Questionnaire
Appendix 6. Faculty Interview Questions
Appendix 7. Student Survey Results
Appendix 8. Faculty Interview Comments
Appendix 9. Template for Preparing a Blended Learning Course Outline
Appendix 10. Sample Blended Learning Course Outline
Appendix 11. Sample Assessment Rubric for an e-Portfolio Assignment

References
Index
Tactics cover image

"Using Word Clouds for Reflection and Discussion in an Online Class"

Tactic
Hamm, Scott E.
2011
Teaching Theology and Religion 14, no. 2 (2011): 156
BL41.T4
Topics: Discussion   |   Online Learning   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: prompting student discussion using word clouds.
Additional Info:
One page TTR Teaching Tactic: prompting student discussion using word clouds.
Cover image

The Professor's Guide to Taming Technology: Leveraging Digital Media, Web 2.0

Book
Ping, Kathleen P., Cox, Thomas D., eds.
2011
Information Age Publishing, Charlotte, NC
LB2395.7.P76 2011
Topics: Online Learning   |   Using Technology   |   Changes in Higher Education

Additional Info:
A Volume in the Series: Instructional Innovations in Teaching and Learning Series Editor(s): Kathleen P. King, University of South Florida and Mark Gura, Fordham University This book is provided as a guide, encouragement and handbook for faculty to introduce digital media in language you can understand and provide strategies and activities you can quickly assimilate into your teaching. We are excited that more people will be able to benefit ...
Additional Info:
A Volume in the Series: Instructional Innovations in Teaching and Learning Series Editor(s): Kathleen P. King, University of South Florida and Mark Gura, Fordham University This book is provided as a guide, encouragement and handbook for faculty to introduce digital media in language you can understand and provide strategies and activities you can quickly assimilate into your teaching. We are excited that more people will be able to benefit from the powerful help and guidance contained in this book. We are even more exhilarated as we anticipate how each of you will discover applications and new directions we would never anticipate, and look forward. We look forward to your innovations as you use the material you discover here.

This book responds to the needs of our changing world and students by revealing innovative technology applications and how faculty are and can use digital media in teaching in higher education because faculty make the quickest changes and learn how to do it best. It is a valuable resource for faculty from faculty, because it allows the sharing of successful teaching experiences with digital media with our worldwide colleagues so they may modify it, extend it, and improve it.

Moreover, in our work with faculty across all disciplines, we also find that many struggle to think about teaching in ways in which they can incorporate technology meaningfully. While we might be experts in our discipline (chemistry, philosophy, music, etc) due to the curriculum of terminal degrees, we might not have strong preparation in instructional design.

We have been fortunate to bring together faculty experts across different disciplines to specifically speak about how and why to use digital media in higher education settings. We realize we are asking you to think about your way of teaching with new ideas and strategies. Therefore, we try to illustrate them with clear examples. These different approaches include clear descriptions of what these activities look like, why to develop and implement them, and how to do so for your specific needs. (From the Publisher)

Table Of Content:
Preface: Bridging the Gap of Change
Acknowledgments

Part I Vision and Foundations
ch. 1 Using Digital Media in Higher Education: An Adult Learning Perspective (Thomas D. Cox and Kathleen P. King)
ch. 2 Voice Empowerment, and Impact: Using Digital Technologies in the Classroom (Kathleen P. King)

Part II Digital Media
ch. 3 Podcasting: Learning on Demand and Content Creation (Kathleen P. King)
ch. 4 Using Online Asynchronous Audio Communication in Higher Education (Jody Oomen-Early, Mary Bold, Kristin L. Wiginton, and Tara Gallien)
ch. 5 Video Development and Instructional Use: Simple and Powerful Options (Kathleen P. King and Thomas D. Cox)
ch. 6 Blogging as a Reflective Practice in the Graduate Classroom (Teresa J. Carter)
ch. 7 Narrated Digital Presentations: An Educator's Journey and Strategies for Integrating and Enhancing Education (Brian W. Donavant)
ch. 8 The Use of wikis for Collaboration in Higher Education (Pooneh Lari)
ch. 9 Virtual Office Hours (April Williams and Thomas D. Cox)
ch. 10 Skype and Other Virtual Conferencing Tools (Ellen Manning)
ch. 11 Facebook Goes on "Prac": Using Social Networking Tools to Support Students Undertaking Teaching Practicium (Jennifer Duncan-Howell and Rebecca English)

Part III Special Topics
ch. 12 Revelations of Adaptive Technology Hiding in Your Operating System (Kathleen P. King)
ch. 13 Accessible Technology for Online and Face-to-Face Teaching (Sheryl Burgstahler and Alice AndersonMike Litzkow)
ch. 14 Incorporating 3D Virtual Laboratory Specimen to Enhance Online Science: Examples from Paleontology and Biology (Kevin F. Downing and Jennifer K. Holtz)
ch. 15 A Guide to Using Technology in the History Classroom (Keith Sisson and Kathleen P. King)

Part IV Thinking Ahead
ch. 16 Action Steps for Continued Faculty Success in Taming Technology ( Kathleen P. King and Thomas D. Cox)

The Authors and Contributors
Cover image

Computer Games and Instruction

Book
Tobias, Sigmund, and Fletcher, J. D., eds.
2011
Information Age Publishing, Charlotte, NC
LB1029.G3C67 2011
Topics: Online Learning   |   18-22 Year Olds   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic institutions worldwide now ...
Additional Info:
There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic institutions worldwide now offer game related programs of study.

In view of the intense interest in computer games educators and trainers, in business, industry, the government, and the military would like to use computer games to improve the delivery of instruction. Computer Games and Instruction is intended for these educators and trainers. It reviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, in education, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use by lower socio-economic students, for students’ reading, and for contemporary theories of instruction. Finally, well known scholars of games will respond to the evidence reviewed. (From the Publisher)

Table Of Content:
Preface

Section I - Introduction To Computer Games
ch. 1 Introduction ( Sigmund Tobias and J.D. Fletcher)
ch. 2 Searching for the Fun in Learning: A Historical Perspective on the Evolultion of Educational Video Games (Alex Games and Kurt D. Squire)
ch. 3 Using Video Games as Educational Tools in Healthcare (Janis A. Cannon- Bowers)
ch. 4 After the Revolution: Game-Informed Training in the U.S. Military (Ralph Ernest Chatham)
ch. 5 Multi-User Games and Learning: A Review of the Research (Jonathon Richter and Daniel Livingstone)

Section II - Review of The Literature and Reactions
ch. 6 Review of Research on Computer Games (Sigmund Tobias, J.D. Fletcher, David Yun Dai, and Alexander P. Wind)
ch. 7 Reflections on Empirical Evidence on Games and Learning (James Paul Gee)
ch. 8 Developing a Research Agenda for Educational Games and Simulations ((Chris Dede)
ch 9 Comments on Research Comparing Games to Other Instructional Methods (Marc Prensky)

Section III - Computer Games Issues
ch. 10 Multimedia Learning and Games (Richard E. Mayer)
ch. 11 Action Game Play as a Tool to Enhance Perception, Attention and Cognition (Ashley F. Anderson and Daphne Bavelier)
ch. 12 Developing an Electronic Game for Vocabulary Learning: A Case Study (Michael L. Kamil and Cheryl Taitague)
ch. 13 Instructional Support in Games (Henny Leemkuil and Ton de Jong)
ch. 14 Implications of Constructivism for the Design and Use of Serious Games (Jamie R. Kirkley, Thomas M. Duffy, Sonny E. Kirkley, and Deborah L. H. Kremer)
ch. 15 Implications of Game Use for Explicit Instruction )Putai Jin and Renae Low)
ch. 16 Cost Analysis in Assessing Games for Learning (J. D. Fletcher)
ch. 17 Using Computer Games to Teach Adult Learners Problem Solving (Joan (Yuan-Chung) Lang and Harold F. O’Neil)
ch. 18 Gender and Gaming (Elisabeth R. Hayes)
ch. 19 Computer Games and Opportunity to Learn: Implications for Teaching Students from Low Socioeconomic Backgrounds (David Yun Dai and Alexander P. Wind)

Section IV - Evaluations and Summing Up
ch. 20 Stealth Assessments in Computer-Based Games to Support Learning (Valerie J. Shute)
ch. 21 Computer Games, Present and Future ( Sigmund Tobias and J. D. Fletcher)

Author Identification
TTR cover image

"The Application of Cognitive-Developmental or Mediated Cognitive Learning Strategies in Online College Coursework"

TTR
Pruitt, Richard A.
2011
Teaching Theology and Religion 14, no. 3 (2011): 226-246
BL41.T4
Topics: Online Learning   |   Cognitive Development

Additional Info:
This research article explores the active use of cognitive-developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring of 2008. While focus on the interaction among students remains an important aspect of the online discussion environment, particular attention is given to the interaction ...
Additional Info:
This research article explores the active use of cognitive-developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring of 2008. While focus on the interaction among students remains an important aspect of the online discussion environment, particular attention is given to the interaction between the student and the instructor. This paper argues that while online learning environments are ultimately student-controlled, they should be teacher-centered. The findings of this research suggest that students are more directly influenced by an instructor’s intentional effort to mediate the learning process than by the course objectives, material, or subject matter. Successful use of online technologies requires deliberate action on the part of the instructor to integrate various mediated cognitive learning strategies: (a) student participation and response is significantly increased, and (b) student motivation and morale is dramatically influenced.
TTR cover image

"Forum: Teaching Biblical Studies Online"

TTR
Gravett, Sandra L.; Ulrich, Daniel W.; Nysse, Richard W.; Polaski, Sandra Hack
2011
Teaching Theology and Religion 14, no. 3 (2011): 256-283
BL41.T4
Topics: Teaching Religion   |   Online Learning

Additional Info:
In this edited transcript of a panel at the Society of Biblical Literature (November 23, 2009, Boston, Massachusetts), five Bible scholars give brief presentations on various challenges and opportunities encountered when teaching academic biblical studies courses online in both undergraduate and theological education contexts. Each presentation is followed by questions from the audience and discussion. Topics include: a typology of different approaches to online teaching, advantages and disadvantages of online compared to ...
Additional Info:
In this edited transcript of a panel at the Society of Biblical Literature (November 23, 2009, Boston, Massachusetts), five Bible scholars give brief presentations on various challenges and opportunities encountered when teaching academic biblical studies courses online in both undergraduate and theological education contexts. Each presentation is followed by questions from the audience and discussion. Topics include: a typology of different approaches to online teaching, advantages and disadvantages of online compared to face-to-face classrooms (for both students and faculty), opportunities for imaginative exercises online, the advantages of online threaded discussions, and the joys and pitfalls of bringing your course into an online environment for the first time.
Cover image

A Practical Guide to Using Second Life in Higher Education

Book
Savin-Baden, Maggi
2010
Open University Press, McGraw-Hill Education, New York
LB2395.7.S28 2010
Topics: Online Learning   |   Role-Playing   |   Constructivist & Active Learning Theory

Additional Info:
In recent years there has been increasing use of virtual worlds in Higher Education, particularly in Second Life. This practical handbook is a pedagogically-informed text that guides staff in the use of Second Life in the fields of further and higher education.

The book has been designed to support teachers who want to use Second Life and provides both an overview and a detailed consideration of the opportunities ...
Additional Info:
In recent years there has been increasing use of virtual worlds in Higher Education, particularly in Second Life. This practical handbook is a pedagogically-informed text that guides staff in the use of Second Life in the fields of further and higher education.

The book has been designed to support teachers who want to use Second Life and provides both an overview and a detailed consideration of the opportunities this immersive world offers for teaching, learning, assessment and research.

To assist readers, Maggi Savin-Baden has included:
- A glossary of terms
- Details of challenges and mistakes to avoid
- Examples of good practice
- Links to websites and other sources of help

This book is designed both for those new to Second Life as well as those with experience of teaching in virtual environments. It will help teachers to progress from getting started with Second Life to developing their teaching within the environment. (From the Publisher)

Table Of Content:
Part one: Getting started in Second Life
ch. 1 The Value of Second Life For Learning In Higher Education
ch. 2 Practical Tips For Getting Started
ch. 3 Planning and Designing Learning In Second Life
ch. 4 Teaching Approaches To Use In Second Life

Part two: Developing your teaching in Second Life
ch. 5 Purposeful Pedagogy
ch. 6 Being A Teacher In Second Life
ch. 7 Equipping Students For Learning In Second Life
ch. 8 Assessment For Learning In Second Life

Part three: Shifting boundaries
ch. 9 Harnessing Technology For Learning
ch. 10 Researching Immersive Virtual Worlds
ch. 11 Futures and Possibilities

Appendix A: Second Life: Module Exemplar
Appendix B: Dealing With Challenges and Mistakes In Second Life

Glossary
Weblinks
References
Bibliography
Index
Article cover image

"Spiritual Formation in Online Higher Education Communities: Nurturing Spirituality in Christian Higher Education Online Degree Programs"

Article
Maddix, Mark A.
2010
Christian Education Journal, Series 3, Vol. 7, No. 2, pgs. 423-434
Topics: Online Learning   |   Ministerial Formation

Additional Info:
Spiritual formation is one of the recognized benchmarks of higher education that is Christian. A communal commitment to spiritual formation is indeed part of the Christian higher education community's DNA, and is in fact reflected in the criteria for accreditation in both the Association of Biblical Higher Education (ABHE) and the Association of Theological Schools (ATS). However, as many Christian institutions of higher education begin to engage in online instruction, ...
Additional Info:
Spiritual formation is one of the recognized benchmarks of higher education that is Christian. A communal commitment to spiritual formation is indeed part of the Christian higher education community's DNA, and is in fact reflected in the criteria for accreditation in both the Association of Biblical Higher Education (ABHE) and the Association of Theological Schools (ATS). However, as many Christian institutions of higher education begin to engage in online instruction, even offering entire degree programs online, how can they affirm their campus's commitment to the spiritual formation of students? This article addresses the question of providing intentional Christian nurture toward spiritual formation in online degree programs. The aim of the article is to inform participants of the challenges and opportunities for student spiritual formation in online degree programs so as to better equip participants to develop Christian nurture initiatives for online students from an informed perspective. To do so the article includes two parts: (a) the development of a theoretical matrix for online spiritual formation, based principally on precedent literature and the experience of the two authors; and (b) a survey of actual Christian nurture and spiritual formation models specifically designed for online programs.
Additional Info:
This practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design.

Jay Caulfield defines hybrid courses as ones where not only ...
Additional Info:
This practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design.

Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning.

Starting with a brief review of the relevant theory – such as andragogy, inquiry-based learning, experiential learning and theories that specifically relate to distance education – she addresses the practicalities of planning a hybrid course, taking into account class characteristics such as size, demographics, subject matter, learning outcomes, and time available. She offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online.

The section on designing and teaching in the hybrid environment covers such key elements as promoting and managing discussion, using small groups, creating opportunities for student feedback, and ensuring that students’ learning expectations are met.

A concluding section of interviews with students and teachers offers a rich vein of tips and ideas. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword
Preface

Section One: Introduction
ch. 1 What Is Hybrid?
ch. 2 Theoretical Applications
ch. 3 Experiential Learning
ch. 4 Planning Your Hybrid Course: Critical Questions to Consider

Section Two: Designing and Teaching Your Hybrid Course
ch. 5 Discussion As A Way of Learning In A Hybrid Course
ch. 6 Providing and Soliciting Student Feedback
ch. 7 Using Small Groups As A Learning Strategy
ch. 8 Meeting Student Expectations
ch. 9 Enhancing Teaching Through The Use of Technology

Section Three: Interview Data
ch. 10 What Students Say About Hybrid
ch. 11 What The Best Hybrid Teachers Say
ch. 12 What The Best Hybrid Teachers Do

Conclusion
ch. 13 Coming Full Circle, Future Research, and Final Reflections

References
Index
Reference Index
Cover image

Evaluating e-learning: Guiding Research and Practice

Book
Phillips, Rob; McNaught Carmel; and Kennedy, Gregor
2012
Routledge, New York, NY
LB1028.3.P475 2012
Topics: Online Learning   |   Assessing Students

Additional Info:
How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not?

Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, Evaluating e-Learning offers step-by-step guidance for conducting an evaluation plan of e-learning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a ...
Additional Info:
How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not?

Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, Evaluating e-Learning offers step-by-step guidance for conducting an evaluation plan of e-learning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives, including those covered in other books in the connecting with e-learning series.

This useful guide offers a multi-level approach that allows both beginners and experienced professionals to follow the level of text that suits their current needs. Practical applications discussed include:

• how to develop broad evaluation questions
• how to use an evaluation framework
• how to determine the sources of data to be used
• how to develop an evaluation matrix
• how to collect, analyze and interpret the data.

Readers will find this jargon-free guide is a must-have resource that provides the proper tools for evaluating their own e-learning practices with ease. (From the Publisher)

Table Of Content:
Contents
Preface

I. Setting the Scene
ch. 1 E-learning, learning and evaluation
ch. 2 Evaluation as part of a teacher’s role

II. Theory
ch. 3 The Learning Environment, Learning Processes and Learning Outcomes (LEPO) Framework
ch. 4 What is meant by educational evaluation and research?
ch. 5 Research paradigms and methodologies
ch. 6 Evaluation-research approaches suitable for e-learning
ch. 7 The process of carrying out evaluation research
ch. 8 Evaluation research across the e-learning lifecycle
ch. 9 Conducting an Evaluation-research Study
ch. 10 Project-management Evaluation
ch. 11 Using evaluation-research results: An overview of impact issues beyond the confines of a single project
Cover image

Learning Theory and Online Technologies

Book
Harasim, Linda
2012
Routledge, New York, NY
LB1044.87.H365 2012
Topics: Online Learning

Additional Info:
Learning Theory and Online Technologies offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes).

...
Additional Info:
Learning Theory and Online Technologies offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes).

An ideal textbook for undergraduate education and communication programs, and Educational Technology Masters, PhD, and Certificate programs, readers will find Learning Theory and Online Technologies provides a synthesis of the key advances in elearning theory, the key frameworks of research, and clearly links theory and research to successful learning practice. (From the Publisher)

Table Of Content:
ch. 1 Introduction to Learning Theory and Technology
ch. 2 Historical Overview of Learning and Technology
ch. 3 Behaviorist Learning Theory
ch. 4 Cognitivist Learning Theory
ch. 5 Constructivist Learning Theory
ch. 6 Online Collaborative Learning (OCL) Theory
ch. 7 OCL Pedagogies in Practice
ch. 8 OCL Cases of Institutional Innovation
ch. 9 OCL Exemplars: Online Communities of Practice
ch. 10 In Retrospect and In Prospect
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Ubiquitous Learning: Strategies for Pedagogy, Course Design and Technology

Book
Kidd, Terry T., and Chen, Irene, eds.
2011
Information Age Publishing, Charlotte, NC
LB1028.3.U355 2011
Topics: Online Learning

Additional Info:
Ubiquitous Learning: Strategies for Pedagogy, Course Design, and Technology bridges the gap between digital media and education, by presenting an intriguing look on the future of education. By combining theory, research, and practice, this book paints a broad picture of the field of ubiquitous learning by focuses on how to use theory and research to enhance technology integration to support teaching and learning through instructional design strategies for instruction, models ...
Additional Info:
Ubiquitous Learning: Strategies for Pedagogy, Course Design, and Technology bridges the gap between digital media and education, by presenting an intriguing look on the future of education. By combining theory, research, and practice, this book paints a broad picture of the field of ubiquitous learning by focuses on how to use theory and research to enhance technology integration to support teaching and learning through instructional design strategies for instruction, models and frameworks for course design, and applications of mobile and social media tools to create, implement, and deliver a ubiquitous learning environment.

This book is of interest to researchers and graduate students in educational technology, information sciences, adult learning and other learning and performance fields, as well as university faculty, teachers, administrators, policymakers, and industry leaders, who can use this text to make essential decisions related to their respective roles in education.

Ubiquitous Learning: Strategies for Pedagogy, Course Design, and Technology is a great reference for those who wish to enhance their levels of teaching and student engagement though the use of technology. (From the Publisher)

Table Of Content:
Acknowledgements
Preface

Part I: Introduction To U-Learning: Process, Pedagogy, and Practice
ch. 1 The Pedagogy of Things: Ubiquitous Learning, Student Culture, and Constructivist Pedagogical Practice (C. Edward Watson and William O. Plymale)
ch. 2 A Process-Oriented Pedagogy for Ubiquitous Learning (Philip Bonanno)
ch. 3 Ubiquitous Learning: Issues in the Australian Higher Education ContextTrish Andrews, Belinda Tynan, and Cherry Stewart)

Part II: Social Media + Mobile Learning = U-Learning: Creating Classroom Connections
ch. 4 Micro-Cycles: Course Design Model for Mobile Learning ( Chris Haskell and Barbara Schroeder)
ch. 5 Various Supporting Devices in Ubiquitous Learning (Victor Jengchung Chen and Andree E. Widjaja)
ch. 6 Social Media, Story Stream + the University Classroom (Brad King)
ch. 7 Social Networks: Pedagogical Tool or Pedagogical Threat? (Keith J. Benson and Josephine A. Koster)
ch. 8 Is the iPhone a Ubiquitous Learning Device? First Step Toward Digital Lecture Notes (Martin Ebner and Thomas Billicsich)

Part III: A New Direction Toward Teaching and Learning: Ubiquitous Learning
ch. 9 A New Learning Environment Based on Reproducible Ubiquitous Computing: Experiences and Prospects (Patrick Wessa, Ian E. Holliday, and Peter Reddy)
ch. 10 The Good Teacher: Effective Teaching Strategies for a Ubiquitous Learning Environment (Torria Bond)
ch. 11 Helping Your Lecturers to Creatively Introduce Ubiquitous Computing Technologies into Their Teaching: What Every Lecturer Should Know (Lisa-Dionne Morris)
ch. 12 Pedagogical Use of Video Podcast in Engineering: Teaching, Learning, and Assessment (Ying Xiong and Imin Kao)
ch. 13 Ubiquitous Mathematics from South Africa to Finland: Does Reverse Transfer Work? (Temu H. Laine, Eeva Nygren, Erkki Sutinem, Carolina Islas Sedano, Mike Joy, and Seugnet Blignau)
ch. 14 Case Study: Using Flickr in Design Education (Diane Robbie and Lynette Zeeng)
ch. 15 Global Perspectives of U-Learning (Dallas McPheeters)
ch. 16 The Future as a Ubiquitous Learning Opportunity (Kay E. Strong and Peter C. Bishop)

About the Editors
Glossary of Terms
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Blended Learning: Across the Disciplines, Across the Academy

Book
Glazer, Francine S., ed.
2011
Stylus Publishing, LLC, Sterling, VA
LB2395.7.B56 2012
Topics: Online Learning

Additional Info:
This is a practical introduction to blended learning, presenting examples of implementation across a broad spectrum of disciplines. For faculty unfamiliar with this mode of teaching, it illustrates how to address the core challenge of blended learning—to link the activities in each medium so that they reinforce each other to create a single, unified, course—and offers models they can adapt.

Francine Glazer and the contributors to ...
Additional Info:
This is a practical introduction to blended learning, presenting examples of implementation across a broad spectrum of disciplines. For faculty unfamiliar with this mode of teaching, it illustrates how to address the core challenge of blended learning—to link the activities in each medium so that they reinforce each other to create a single, unified, course—and offers models they can adapt.

Francine Glazer and the contributors to this book describe how they integrate a wide range of pedagogical approaches in their blended courses, use groups to build learning communities, and make the online environment attractive to students. They illustrate under what circumstances particular tasks and activities work best online or face-to-face, and when to incorporate synchronous and asynchronous interactions. They introduce the concept of layering the content of courses to appropriately sequence material for beginning and experienced learners, and to ensure that students see both the online and the face-to-face components as being equal in value and devote equal effort to both modalities. The underlying theme of this book is encouraging students to develop the skills to continue learning throughout their lives.

By allowing students to take more time and reflect on the course content, blended learning can promote more student engagement and, consequently, deeper learning. It appeals to today’s digital natives who are accustomed to using technology to find and share information, communicate, and collaborate, and also enables non-traditional students to juggle their commitments more efficiently and successfully. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword
Introduction

ch. 1 Blended Learning in the Culinary Arts - Tradition Meets Technology (Carl Behnke)
ch. 2 Baby Steps to Blended - Introduction of a Blended Unit to a Conventional Course (Francine S. Glazer)
ch. 3 Teaching a Survey Course in Anthropology (Alan Aycock)
ch. 4 Combining Tradition With Technology - Redesigning a Literature Course (Tracey M. Gau)
ch. 5 Blended, With a Twist (Robert Hartwell and Elizabeth F. Barkley)
ch. 6 Concluding Thoughts on This Volume (Francine S. Glazer)

Contributors
Index
Article cover image

"Communicating Faith and Online Learning"

Article
Stuart-Buttle, Ros
2011
Communicating Faith, ch. 21, pgs 328-342
Topics: Teaching Religion   |   Online Learning   |   Religion and Academia

Additional Info:
Additional Info:
Cover image

Taking Your Course Online: An Interdisciplinary Journey

Book
Torrens, Kathleen M., and Amador, José, eds.
2012
Information Age Publishing, Charlotte, NC
LB2395.7.T35 2011
Topics: Online Learning

Additional Info:
This book focuses on online pedagogy and the challenges and opportunities incumbent in the transformation of a face-to-face college course. It is intended as a resource and support for new online teachers – a source of ideas and strategies from a variety of disciplinary perspectives as well as pedagogical perspectives – and for those experienced in the online environment. The book meets the needs of faculty new to online teaching by providing ...
Additional Info:
This book focuses on online pedagogy and the challenges and opportunities incumbent in the transformation of a face-to-face college course. It is intended as a resource and support for new online teachers – a source of ideas and strategies from a variety of disciplinary perspectives as well as pedagogical perspectives – and for those experienced in the online environment. The book meets the needs of faculty new to online teaching by providing them a wide variety of perspectives on the online transition – e.g. pedagogical, multidisciplinary, class size and level – by faculty with varying degrees of previous experience who have recently made the transition from face-to-face to online. Their advice and recollections offer a fresh, contemporary perspective on the subject. For administrators and faculty experienced with online instruction, the collection works as a resource for ideas intended to sustain the vibrancy and efficacy of the online environment.

Taking Your Course Online includes the experiences of a cohort of faculty that responded to a University - wide call for faculty interested in developing online courses for summer session. This group participated in a series of workshops that addressed various aspects of developing online courses and online pedagogy. All of the authors taught their new online course over a subsequent 10-week summer session, and many of them have done so subsequently as well. Their experiences have great currency in the ever-changing world of online teaching. Because the collection represents the work of teachers exposed to best practices and many discussions concerning rigor, assessment, and accountability, it provides support for the viability of online teaching/learning in an environment frequently plagued by doubts about its effectiveness.

Practitioners using this book will learn how to turn their face-to-face course into an online course successfully, understand best practices for transitioning courses/online teaching, minimize errors and avoid pitfalls in the transition process, and maximize learning. Faculty development professionals can use this book as a resource to teach faculty from a wide range of disciplines how to transition from the actual to the virtual classroom. Administrators such as deans and program chairs will gain useful insights into ways to think about taking entire programs online, as well as how to guide faculty in their development of pedagogical skills pertinent to online learning. (From the Publisher)

Table Of Content:
Preface
Foreword
Acknowledgments
Introduction

Section I: Humanities
ch. 1 Transforming a Media Studies Course: Application of Asynchronous and Textual Technologies (Ian Reyes)
ch. 2 Toward Universal Design In Learning: Converting a Writing/Disability Studies Course From Physical to Virtual Space (Celest Martin)
ch. 3 Transformative Teaching: From Classroom Lectern to Internet-Based Learning Platforms (Adam David Roth)
ch. 4 Converting Immediacy to the Online Classroom: A Course in Family Communication (Rachel DiCioccio)

Section II: Science and Mathematics
ch. 5 Teaching Sociology Online: Some Experiences, Problems, and Proposed Solutions (Barbara J. Costello.)
ch. 6 Introduction to Soil Science: Transforming a Problem-Based Learning Course to Online (José A. Amador.)
ch. 7 Creating a First Online Course in the Mathematics Department (James Baglama)

Section III: The Professions
ch. 8 Design Professions and Online Instruction: An Introduction to Landscape Architecture (Farhad Atash)
ch. 9 Professional Practice in Health and Illness: An Online Transformation (Kara Misto)

Conclusions - And in Conclusion (osé A. Amador and Kathleen Torrens)
About the Authors
Contributor List
Cover image

The Multiplayer Classroom: Designing Coursework as a Game, 1st Edition

Book
Sheldon, Lee
2012
Course Technology/Cenage Learning, Boston, MA
LB1027.23.S53 2012
Topics: Course Design   |   Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
Discover how to engage your students and raise their grades and attendance in your classroom. The Multiplayer Classroom: Designing Coursework as a Game is your detailed guide to designing any structured learning experience as a game. Written for professional educators or those learning to be educators, here are the tools to engage and excite students by using principles learned in the development of popular video games. Suitable for use in ...
Additional Info:
Discover how to engage your students and raise their grades and attendance in your classroom. The Multiplayer Classroom: Designing Coursework as a Game is your detailed guide to designing any structured learning experience as a game. Written for professional educators or those learning to be educators, here are the tools to engage and excite students by using principles learned in the development of popular video games. Suitable for use in the classroom or the boardroom, the book features a reader-friendly style that introduces game concepts and vocabulary in a logical way. You don't need any experience making games or even playing games to use this book. Yet, you will learn how to create multiplayer games for any age on any subject. Bring your classroom into the 21st century! (From the Publisher)

Table Of Content:
Introduction

Part I: Introduction
ch. 1 Level 1: "Good Morning. You All Have an F"
ch. 2 Level 2: Games in the Classroom

Part II: Multiplayer Classrooms
ch. 3 Level 3: Theory and Practice of Game Design Syllabi
ch. 4 Level 4: Theory and Practice of Game Design Class
ch. 5 Case Histories Introduction
ch. 6 Case History 1: Marked Tree High School
ch. 7 Level 5: Multiplayer Game Design Syllabi
ch. 8 Level 6: Multiplayer Game Design Class
ch. 9 Case History 2: University of Arizona South: Teaching with Technology
ch. 10 Level 7: Introduction to Game Design Syllabus
ch. 11 Level 8: Introduction to Game Design Class
ch. 12 Case History 3: Louisiana State University: Introduction to the Study of Education
ch. 13 Level 9: Designing Interactive Characters Syllabus
ch. 14 Level 10: Designing Interactive Characters Class
ch. 15 Case History 4: Valencia Community College: United States History to 1877

Part III: Game Design and Development
ch. 16 Level 11: Identifying Learning Objectives and Student Needs
ch. 17 Case History 5: Robert Louis Stevenson Middle School: General Math
ch. 18 Level 12: Student Demographics
ch. 19 Case History 6: Texas Tech University: History of Higher Education in the United States
ch. 20 Level 13: How Games are Designed
ch. 21 Case History 7: Ohio Valley College of Technology: Introduction to Keyboarding & Business Writing, Introduction to Computers
ch. 22 Level 14: Production

Part IV: After The Launch
ch. 23 Level 15: Playing the Game
ch. 24 Case History 8: Waunakee Community High School: Computer Science Classes

Part V: After This Book
ch. 25 Level 16: Designing the Future
ch. 26 Level 17: Resources

Index
Cover image

The Excellent Online Instructor: Strategies for Professional Development

Book
Palloff, Rena M., Pratt, Keith
2011
John Wiley & Sons, San Francisco
LB1044.87.P338 2011
Topics: Online Learning

Additional Info:
The hiring, training, and evaluation of good online instructors is a high priority for online institutions. This book shows what it takes to develop a new instructor in order to promote excellent online teaching and describes the qualities of a good online instructor and reveals how to evaluate good teaching online. In addition, It includes illustrative models of faculty training for online teaching based on adult learning principles and best ...
Additional Info:
The hiring, training, and evaluation of good online instructors is a high priority for online institutions. This book shows what it takes to develop a new instructor in order to promote excellent online teaching and describes the qualities of a good online instructor and reveals how to evaluate good teaching online. In addition, It includes illustrative models of faculty training for online teaching based on adult learning principles and best practices in faculty training and identifies how   technology can be used to facilitate and enhance the training process. (From the Publisher)

Table Of Content:
List of Figures and Tables
Preface
Acknowledgments
The Authors

Part One - The Excellent Online Instructor
ch. 1 What Are the Characteristics of Excellent Online Teaching?
What Does the Excellent Online Instructor Look Like?
The Importance of Establishing Presence
Engaging Learners and Creating Community
Excellence in Course Development
Providing Effective Facilitation When Teaching Courses Developed by Others
Good Facilitation Online:What Is Involved?
Key Points That Define the Excellent Online Instructor
Becoming Your Own Faculty Developer

ch. 2 Phases of Development
Faculty Readiness to Teach Online
The Phases of Online Faculty Development
The Key to Understanding the Phases
Faculty Mentoring for Online Teaching
Dealing with Faculty Resistance
Key Points Regarding Training Needs and Phases of Development for the Excellent Online Instructor
Becoming Your Own Faculty Developer

ch. 3 Elements of Training for Excellence
What Does Good Faculty Training Look Like?
Online, Face-to-Face, or Hybrid:Which Works Best?
Who Should Conduct Training for Online Teaching?
Key Points in Training for Excellence
Becoming Your Own Faculty Developer

Part Two - Supporting the Movement from New to Great
ch. 4 Models of Faculty Development
A Phased Approach to Online Faculty Development
Establishing a Long-Term Faculty Development Effort
The Learning Community Approach to Online Faculty Development
Working with Adjuncts at a Distance
Training Efficiently
Certificate Programs in Online Teaching
Key Points Regarding Models of Online Faculty Development
Becoming Your Own Faculty Developer

ch. 5 Mentoring Online Faculty
Common Elements of Mentoring Approaches
Approaches to Mentoring for Online Teaching
Developing an Effective Mentoring Program
What Organizations Can Do to Promote Mentoring
Key Points About Mentoring Online Faculty
Becoming Your Own Faculty Developer

ch. 6 The Widening Gap: Professional Development for K-12 Teachers
Online Teaching Methods in the K-12 Environment
Characteristics of Excellent Online Teachers
Preservice Teacher Preparation and Professional Development
Coping Effectively with the Issues and Challenges of K-12 Online Teaching
Key Points in K-12 Online Teaching
Becoming Your Own Faculty Developer

Part Three - Connecting the Dots: Faculty Development and Evaluation
ch. 7 Linking Training to Faculty Evaluation
Online Course Evaluation and Faculty Evaluation
Managing and Evaluating Faculty at a Distance
Key Points on Linking Faculty Development to Evaluation
Becoming Your Own Faculty Developer

ch. 8 Best Practices in the Development of Excellent Online Faculty
Best Practices for Faculty Developers and Faculty Tasked with Faculty Development
Best Practices for Faculty Engaged in Their Own Development
Best Practices for Institutions
A "Best System" for Developing Excellent Online Instructors
Resources for Faculty Developers, Faculty, and Administrators

Appendix A: Resources for Faculty Developers and Those Tasked with Faculty Development
Appendix B: Resources for Faculty
Appendix C: Resources for Administrators of Online Programs

References
Index
Cover image

Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives

Book
Spector, J. Michael
2012
Routledge, New York, NY
LB1028.3.S6295 2012
Topics: Online Learning

Additional Info:
An ideal textbook for masters, doctoral, or educational specialist certificate programs, Foundations of Educational Technology offers a fresh, project-centered approach to the subject, helping students build an extensive electronic portfolio as they navigate the text. The book addresses fundamental characteristics of educational technology that span various users, contexts and settings; includes a full range of engaging exercises for students that will contribute to their professional growth; and offers the following 4...
Additional Info:
An ideal textbook for masters, doctoral, or educational specialist certificate programs, Foundations of Educational Technology offers a fresh, project-centered approach to the subject, helping students build an extensive electronic portfolio as they navigate the text. The book addresses fundamental characteristics of educational technology that span various users, contexts and settings; includes a full range of engaging exercises for students that will contribute to their professional growth; and offers the following 4-step pedagogical features inspired by M.D. Merrill’s First Principles of Instruction:

• TELL: Primary presentations and pointers to major sources of information and resources

• ASK: Activities that encourage students to critique applications and share their individual interpretations

• SHOW: Activities that demonstrate the application of key concepts and complex skills with appropriate opportunities for learner responses

• DO: Activities in which learners apply key concepts and complex skills while working on practice assignments and/or projects to be created for their electronic portfolios

The first textbook to launch Routledge’s new Integrative Approaches to Educational Technology series, this indispensable volume covers the core objectives addressed in foundations of educational technology courses. (From the Publisher)

Table Of Content:
Part I. Introduction and Overview
ch. 1 Introducing education technology
ch. 2 Learning and performing
ch. 3 Teaching and training
ch. 4 Supporting learning, performance and instruction with technology
ch. 5 Integrative approaches to planning and implementation

Part II. Theoretical Perspectives with Example Applications
ch. 6 Theories of human development
ch. 7 Theories of learning and performance
ch. 8 Theories of information and communications
ch. 9 Instructional theories
ch. 10 Instructional design theories

Part III. Elaboration, Examples, Discussion, and Activities
ch. 11 Introducing innovative technologies and managing change
ch. 12 Teaching with technology
ch. 13 Educational technologies in the workplace
ch. 14 Designing technology-supported learning environments
ch. 15 Integrating technology into activities and tasks

Part IV. Extensions for Different Contexts
ch. 16 K-12 settings
ch. 17 Higher education
ch. 18 Business and industry
ch. 19 Governmental agencies
ch. 20 Not-for-profit and non-governmental agencies

References
Glossary of Terms
Extended Bibliography
Links and Other Resources
Cover image

The Complete Step-by-Step Guide to Designing and Teaching Online Courses

Book
Thormann, Joan, and Zimmerman, Isa Kaftal
2012
Teachers College Press, New York
LB1044.87.T57 2012
Topics: Course Design   |   Online Learning

Additional Info:
In this valuable resource, experts share deep knowledge including practical “how-to” and preventive trouble-shooting tips. Instructors will learn about course design and development, instructional methods for online teaching, and student engagement and community building techniques. The book contains successful teaching strategies, guidance for facilitating interactions and responding to diversity, and assessments, as well as future directions for online learning. With many field-tested examples and practice assignments, and with voices from ...
Additional Info:
In this valuable resource, experts share deep knowledge including practical “how-to” and preventive trouble-shooting tips. Instructors will learn about course design and development, instructional methods for online teaching, and student engagement and community building techniques. The book contains successful teaching strategies, guidance for facilitating interactions and responding to diversity, and assessments, as well as future directions for online learning. With many field-tested examples and practice assignments, and with voices from students, teachers, and experts, this book arms instructors and administrators with the tools they need to teach effective and empowering online courses. This one-stop resource addresses all of the core elements of online teaching in terms that are universally applicable to any content area and at any instructional level. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments

ch. 1 Introduction; and How to Use This Book
Impact of Online Teaching and Learning
Transformations in Schooling
How to Use This Book
Chapter Descriptions
Summary

ch. 2 Course Design and Development
Philosophy of Education for Teaching Online
Pedagogy of Online Instruction
Summary

ch. 3 Instructional Methods, Models, and Strategies
Blended Versus Totally Online:
Choosing a Delivery Method
Instructional Strategies
Summary

ch. 4 Assignment Templates and Examples
Templates for Innovative Exercises and Experiences
Sample Successful Online Assignment Templates Summary

ch. 5 Facilitation and Building Online Community
Student and Faculty Interaction
Developing Online Communication and Facilitation Skills
Building Online Community
Summary

ch. 6 Evaluation and Assessment in Online Teaching
Testing for Learning
Formative and Summative Evaluation
Ways of Evaluating Student Learning
Evaluating Various Student Activities and Products
Technology Choices for Evaluation
Grading Criteria
High-Stakes Testing
Summary

ch. 7 Teaching Diverse Students Online
Students with Special Needs
Universal Design for Learning (UDL)
ELL (English Language Leaners) or ESOL (English for Speakers of a Second Language)
Gifted and Talented
At-Risk Students
Summary

ch. 8 Dealing with Dilemmas
Resistance to Online Learning
Skills Readiness
Access and Availability
Student Integrity Issues
Professional Issues Facing Istructors
Educator Preparation Models
Student Retention
Summary

ch. 9 Looking to, and at, the Future; and Conclusions
Gaming as Learning
Home Schooling (K-12)
Impact of Online Learning on Formal Schooling
Diversity and Globalization
Mobile Phones and M-Learning
Preparing for Teaching Online
Summary

Appendix A: Glossary
Appendix B: Course Guidelines
References
Index
About the Authors
Cover image

The Mobile Academy: mLearning for Higher Education

Book
Quinn, Clark N.
2012
Jossey-Bass, San Francisco, CA
LB2395.7.Q56 2012
Topics: Course Design   |   Online Learning   |   Changes in Higher Education   |   Curriculum Design and Assessment

Additional Info:
In MindMeld, Jon D. Aleckson and Penny Ralston-Berg draw on a great many years of experience in educational technology to describe how the benefits of learning from an accomplished expert (a professor, for instance) can be translated into an online format. Industry professionals know that the online format presents an opportunity for highly interactive pedagogy, a pedagogy by which students synchronize learning with doing, replicating the information-processing habits that come ...
Additional Info:
In MindMeld, Jon D. Aleckson and Penny Ralston-Berg draw on a great many years of experience in educational technology to describe how the benefits of learning from an accomplished expert (a professor, for instance) can be translated into an online format. Industry professionals know that the online format presents an opportunity for highly interactive pedagogy, a pedagogy by which students synchronize learning with doing, replicating the information-processing habits that come from real-life work in the field. According to Aleckson, the key to creating an ideal eLearning product is to meet the challenge of micro-collaboration.

In order to develop sophisticated online learning activities, we must find a way to convey the tacit knowledge of someone with real-life experience using the tools of software design. This requires us to micro-collaborate: individuals with very different backgrounds and very different skills sets have to work in harmony to achieve a common goal. It may sound simple, but anyone who has labored on an eLearning project knows otherwise. In MindMeld, Aleckson and Ralston-Berg take us step by step through the leadership, management, and communication strategies that make effective micro-collaboration possible, using stories of actual projects to illustrate his points. In addition, they provide a collection of documentation tools to assist in keeping an eLearning project on spec, on time, and on budget.

This concise, readable volume contextualizes each aspect of eLearning development and highlights the ways in which different team members interact. It will prove invaluable to readers in both the business and academic worlds.

As a bonus to readers, the authors have created an exciting set of "tools" for helping conceptualize and implement the process. (From the Publisher)

Table Of Content:
List of Figures
Preface
Acknowledgments
About the Author

ch. 1 TheMobile Revolution
Context
Related Experiences
Why Higher Education Needs to Pay Attention
The Rest of This Book
Practice

ch. 2 Foundations: Mobile
Devices
Of Platforms and Processing Power
Four C’S and Thinking Differently
Definition
Summary
Practice

ch. 3 Foundations: Learning
Making Learning Work
Beyond the Basics
Summary
Practice

ch. 4 Administration ‘‘To Go’’
Principles
Delivery
Summary
Practice
Task Checklist

ch. 5 Content Is King
Media
Media Specifics
Accessing
Summary
Practice
Content Form

ch. 6 Practice: Interactivity and Assessment
Design
Interactions
Meta-learning
Summary
Practice
Category Checklist

ch. 7 Going Social
Learning Interactions
Social Media
Meta-learning
Summary
Practice
Channel Checklist

ch. 8 Going Beyond
Augmented Reality
Alternate Reality
Adaptive Delivery
Moving Forward
Practice

ch. 9 Getting Going: Organizational Issues
Design
Development
Implementation
Policies
You Gotta Be in It to Get It
Practice

Bibliography
Index
Cover image

Teaching Intensive and Accelerated Courses: Instruction that Motivates Learning

Book
Wlodkowski, Raymond J., and Ginsberg, Margery B.
2010
Jossey-Bass, San Francisco, CA
LB1029.A22 W63 2010
Topics: Course Design   |   Online Learning   |   Adult Learners

Additional Info:
In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors' twenty ...
Additional Info:
In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors' twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski's classic Enhancing Adult Motivation to Learn, to offer tried-and-true practices instructors can use to provide continuously engaging learning. (From the Publisher)

Table Of Content:
Preface
About the Authors

ch. 1 Understanding Accelerated and Intensive Courses as Excellent Learning Experiences
ch. 2 Using a Motivational Framework to Enhance Learning in Accelerated and Intensive Courses
ch. 3 Being a Motivating Instructor
ch. 4 Establishing Inclusion in a Learning Environment
ch. 5 Developing Positive Attitudes Toward Learning
ch. 6 Enhancing Meaning in Learning
ch. 7 Engendering Competence Among Learners
ch. 8 Designing Instruction for Intensive and Accelerated Courses
ch. 9 Strengthening Instruction and Retention

References
Index
Cover image

Creating a Sense of Presence in Online Teaching: How to Be There for Distance Learners

Book
Lehman, Rosemary M., and Conceicao, Simone C. O.
2010
Jossey-Bass, San Francisco, CA
LB1044.87.L439 2010
Topics: Online Learning

Additional Info:
How can faculty create a strong e presence for their online classes? This volume highlights the need for creating a presence in the online environment. The authors explore the emotional, psychological, and social aspects from both the instructor and student perspective. It provides an instructional design framework and shows how a strong presence contributes to effective teaching and learning. Filled with illustrative examples and based on research and experience, the ...
Additional Info:
How can faculty create a strong e presence for their online classes? This volume highlights the need for creating a presence in the online environment. The authors explore the emotional, psychological, and social aspects from both the instructor and student perspective. It provides an instructional design framework and shows how a strong presence contributes to effective teaching and learning. Filled with illustrative examples and based on research and experience, the book contains methods, case scenarios, and activities for creating, maintaining, and evaluating presence throughout the cycle of an online course. (From the Publisher)

Table Of Content:
List of Figures, Exhibits, and Tables
Preface
About the Authors

ch. 1 The Role of Presence in the Online Environment
Why Is It Important to Understand Presence?
Creating a Sense of Presence
What We Know About Presence
Presence as the Result of Our Perceptual Process
Understanding Presence
Summary

ch. 2 Ways in Which Presence Can Be Experienced
Types of Experience
Modes of Presence
Dimensions of the Learner
The Being There for the Online Learner Model
Summary

ch. 3 Designing Your Online Course with a Sense of Presence
Determinants of Presence
Framework for Designing Online Courses with a Sense of Presence
Getting Yourself "There" for Your Online Course
Getting Your Learners “There” for Your Online Course
Summary

ch. 4 Activities That Create a Sense of Presence in Your Online Course
Before the Course Begins
During the Online Course
End of the Course
How to Know If Presence Is “There” in Your Online Course
Summary

ch. 5 Are You Here or There? Making Sense of Presence
Case 1. Getting to Know You and Your Course
Case 2. Second Life Participation and Blogging
Case 3. Creating a Web-Based Training Course as a Team
Creating a Syllabus with a Sense of Presence
Final Thoughts and Future Directions

Appendix 1: Training Resources
Appendix 2: Online Course Design Resources
Appendix 3: Sample Syllabus
Definitions of Terms
References
Index
Cover image

MindMeld: Micro-Collaboration between eLearning Designers and Instructor Experts

Book
Aleckson, Jon D., and Ralston-Berg, Penny
2011
Atwood Publishing, Madison, WI
LB1028.5.A3575 2011
Topics: Online Learning

Additional Info:
In MindMeld, Jon D. Aleckson and Penny Ralston-Berg draw on a great many years of experience in educational technology to describe how the benefits of learning from an accomplished expert (a professor, for instance) can be translated into an online format. Industry professionals know that the online format presents an opportunity for highly interactive pedagogy, a pedagogy by which students synchronize learning with doing, replicating the information-processing habits that come ...
Additional Info:
In MindMeld, Jon D. Aleckson and Penny Ralston-Berg draw on a great many years of experience in educational technology to describe how the benefits of learning from an accomplished expert (a professor, for instance) can be translated into an online format. Industry professionals know that the online format presents an opportunity for highly interactive pedagogy, a pedagogy by which students synchronize learning with doing, replicating the information-processing habits that come from real-life work in the field. According to Aleckson, the key to creating an ideal eLearning product is to meet the challenge of micro-collaboration.

In order to develop sophisticated online learning activities, we must find a way to convey the tacit knowledge of someone with real-life experience using the tools of software design. This requires us to micro-collaborate: individuals with very different backgrounds and very different skills sets have to work in harmony to achieve a common goal. It may sound simple, but anyone who has labored on an eLearning project knows otherwise. In MindMeld, Aleckson and Ralston-Berg take us step by step through the leadership, management, and communication strategies that make effective micro-collaboration possible, using stories of actual projects to illustrate his points. In addition, they provide a collection of documentation tools to assist in keeping an eLearning project on spec, on time, and on budget.

This concise, readable volume contextualizes each aspect of eLearning development and highlights the ways in which different team members interact. It will prove invaluable to readers in both the business and academic worlds.

As a bonus to readers, the authors have created an exciting set of "tools" for helping conceptualize and implement the process. (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 On the Genealogy of the Five Factors
ch. 2 The More Interactivity, the Better
ch. 3 Politics: Flattening Power Relationships
ch. 4 Structure: Project Management and the Development Process
ch. 5 Culture: Creating a Shared Language for Micro-Collaborative Communication
ch. 6 Performance: Formative Evaluation
ch. 7 Momentum: The Panoramic Factor

Afterword
References
Index
Cover image

Supporting Online Students: A Practical Guide to Planning, Implementing, and Evaluating Services

Book
Crawley, Anita
2012
Jossey-Bass, San Francisco
LB1044.87.C75 2012
Topics: Online Learning

Additional Info:
Supporting Online Students shows how effective and efficiently delivered support services improve academic success and course retention for online learners. Drawing on a decade's worth of research, Crawley describes the scope of services that should be made available to online students, from admissions and registration to advising and student engagement. The book includes guidelines and standards for these services as outlined by half a dozen national professional organizations, as well ...
Additional Info:
Supporting Online Students shows how effective and efficiently delivered support services improve academic success and course retention for online learners. Drawing on a decade's worth of research, Crawley describes the scope of services that should be made available to online students, from admissions and registration to advising and student engagement. The book includes guidelines and standards for these services as outlined by half a dozen national professional organizations, as well as planning and implementation, innovative practices, and specialized services needed by particular online student groups. (From the Publisher)

Table Of Content:
Foreword
Preface
About the Author

ch. 1 Setting the Stage: The Transformation
ch. 2 Profile of Online Students
ch. 3 Supporting Online Students with Disabilities
ch. 4 Putting Services Online
ch. 5 Administrative Suite
ch. 6 Academic Services Suite
ch. 7 Personal Services Suite
ch. 8 Communications Suite
ch. 9 Planning and Implementation
ch. 10 Evaluation

Final Thoughts
References
Index
Cover image

Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners and Teachers

Book
Graf, Sabine, author, ed.; Lin, Fuhua, ed.; Kinshuk, ed.; and McGreal, Rory, ed.
2012
IGI Global, Hershey PA
LB1028.73.I577 2012
Topics: Online Learning   |   Using Technology

Additional Info:
sequence of learning objects that is adapted to an individual user’s goals, preferences, and... Sample PDF $37.50 Chapter 5Technology enhanced learning takes place in many different forms and contexts, including formal and informal settings, individual and collaborative learning, learning in the classroom, at home, at work, and outdoor in real life situations, as well as desktop-based learning and learning by using mobile devices. Environments range from desktop-based learning systems such ...
Additional Info:
sequence of learning objects that is adapted to an individual user’s goals, preferences, and... Sample PDF $37.50 Chapter 5Technology enhanced learning takes place in many different forms and contexts, including formal and informal settings, individual and collaborative learning, learning in the classroom, at home, at work, and outdoor in real life situations, as well as desktop-based learning and learning by using mobile devices. Environments range from desktop-based learning systems such as learning management systems, which present learners with learning material and activities, to mobile, pervasive, and ubiquitous learning environments which are used in real life settings and enable learners to learn from real learning objects. In each of these forms and contexts, adaptive and intelligent support has potential to contribute in making such learning environments more personalized, user-friendly, and effective in supporting learners in learning.

Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners and Teachers focuses on how intelligent support and adaptive features can be integrated in currently used learning systems and discusses how intelligent and adaptive learning systems can be improved in order to provide a better learning environment for learners. This book provides academics as well as professional practitioners innovative research work for enhancing learning environments with adaptively and intelligent support in different contexts and settings, ranging from provision of courses and assessment in formal desktop-based learning systems to learning environments that support collaborative, informal, ubiquitous learning. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgement
Writing Competence
ch. 1 Decision Models in the Design of Adaptive Educational Hypermedia Systems (Demetrios G Sampson, Pythagoras Karampiperis)

ch. 2 Automatic Personalization in E-Learning Based on Recommendation Systems: An Overview (Mohamed Koutheaïr Khribi, Mohamed Jemni, Olfa Nasraoui)

ch. 3 Engineering and Reengineering of Technology Enhanced Learning Scenarios Using Context Awareness Processes (Clara Inés Peña de Carrillo, Christophe Choquet, Christophe Després, Sébastien Iksal, Pierre Jacoboni, Aina Lekira, El Amine Ouraiba, Diem Pham Thi-Ngoc)

ch. 4 From Europe to China: Adapting Courseware Generation to a Different Educational Context Xiaohong Tan, Carsten Ullrich, Ruimin Shen

ch. 5 An Architecture for Learning Environments Based on the Lightweight Integration of Intelligent Agents (Sergey Butakov, Denis Smoline, Nousheen Naimat Samuel, Naima Naimat Samuel)

ch. 6 Intelligent Model-Based Feedback: Helping Learners to Monitor their Individual Learning Progress (Dirk Ifenthaler)

ch. 7 A Knowledge-Based Approach of Modeling an Internet-Based Intelligent Learning Environment for Comprehending Common Fraction Operations (Siu Cheung Kong)

ch. 8 From “Self-Tested” to “Self-Testing”: A Review of Self-Assessment Systems for Learning (Mingming Zhou)

ch. 9 A Tool for Adaptive E-Assessment of Project Management Competences (Constanta-Nicoleta Bodea, Maria-Iuliana Dascalu)

ch. 10 E-Learning Tools with Intelligent Assessment and Feedback for Mathematics Study (Christine Bescherer, Daniel Herding, Ulrich Kortenkamp, Wolfgang Müller, Marc Zimmermann)

ch. 11 Boosting Semantic Relations for Example Population in Concept Learning (pages 165-181) (Ming-Chi Liu, Kinshuk, Yueh-Min Huang, Dunwei Wen)

ch. 12 Improving User Profiling for a Richer Personalization: Modeling Context in E-Learning (Isabela Gasparini, Victoria Eyharabide, Silvia Schiaffino, Marcelo S. Pimenta, Analía Amandi, José Palazzo M. de Oliveira)

ch. 13 Tracing the Metacognitive Competencies of Online Learners (Vive Kumar)

ch. 14 A Multi-Actor Ontology-Based Assistance Model: A Contribution to the Adaptive Semantic Web (Gilbert Paquette, Olga Marino)

ch. 15 Context-aware Framework for Supporting Personalisation and Adaptation in Creation of Learning Designs (Patricia Charlton, George D. Magoulas)

ch. 16 Analyzing Critical Functions of Recording Tools for Synchronous Cyber Classroom Instruction (Chun-Wang Wei, I-Chun Hung, Kinshuk, Nian-Shing Chen)

ch. 17 Software Agent Systems for Supporting Student Team Project Working (Janice Whatley)

ch. 18 Embodied and Embedded Intelligence: Actor Agents on Virtual Stages (Bob Heller, Mike Procter)

ch. 19 Technology Enhanced Language Learning in Virtual Worlds (Tosti H.C. Chiang, Tom T.C. Tsai, Irene Y.S. Li, Indy Y.T. Hsiao, Stephen J.H. Yang)

ch. 20 Mobile Learning: An Economic Approach (Andreea Molnar, Cristina Hava Muntean)

ch. 21 Mobile Computing and Mixed-Initiative Support for Writing Competence (pages 327-341) (Vive Kumar, Maiga Chang, Tracey L. Leacock)

Compilation of References
About the Contributors
Index
Cover image

Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment

Book
Keppell, Mike, author, ed.; Souter, Kay, ed.; and Riddle, Matthew, ed.
2012
IGI Global, Hershey PA
LB2324.P47 2012
Topics: Online Learning

Additional Info:
Higher education is facing a renaissance in terms of its approaches to teaching and learning and the use of physical and virtual spaces.

Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching. The redefined spaces encompass a broader range of physical, virtual, formal, informal, blended, flexible, and ...
Additional Info:
Higher education is facing a renaissance in terms of its approaches to teaching and learning and the use of physical and virtual spaces.

Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching. The redefined spaces encompass a broader range of physical, virtual, formal, informal, blended, flexible, and time sensitive factors. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgement

Section I - Space Perspectives
ch. 1 Distributed Learning Spaces: Physical, Blended and Virtual Learning Spaces in Higher Education (Mike Keppell, Matthew Riddle)
ch. 2 Changing Approaches to Educational Environments: Valuing the Margins, Interstices and Liminalities of Learning Spaces (Warren Sellers, Kay Souter)
ch. 3 Beyond The Look: Viral Learning Spaces as Contemporary Learning Environments (Merilyn Childs, Regine Wagner)
ch. 4 Design of Outdoor and Environmentally Integrated Learning Spaces (John M. Rafferty)

Section 2 - Physical and Virtual Learning Spaces
ch. 5 Balancing Context, Pedagogy and Technology on Learning Space Design Opportunities Amidst Infrastructural Developments in Hong Kong (Robert Fox, Paul Lam) br> ch. 6 Designing and Evaluating Learning Spaces: PaSsPorT and Design-Based Research (Shirley Reushle)
ch. 7 Networked Learning Environments (Chris Jones)
ch. 8 The Role of Institutions in Creating Student-Focused Virtual Learning Spaces with e-Portfolio Systems (Eva Heinrich, Yuliya Bozhko)
ch. 9 The DEHub Virtual Learning Space: A Niche Social Network Community of Practice (Nathan Wise, Belinda Tynan)

Section 3 - Blended Learning Spaces
ch. 10 Using Blogs to Traverse Physical and Virtual Spaces (Kerryn Newbegin, Leonard Webster)
ch. 11 Ezine and iRadio as Knowledge Creating Metaphors for Scaffolding Learning in Physical and Virtual Learning Spaces (Steve Dillon, Deidre Seeto, Anne Berry)
ch. 12 Learning Spaces for the Digital Age: Blending Space with Pedagogy (Lynne Hunt, Henk Huijser, Michael Sankey)

Section 4 - Authentic Learning Spaces
ch. 13 Assessment in Virtual Learning Spaces (Geoffrey Crisp)
ch. 14 The Charles Darwin University vHospital: Creating an Authentic Virtual Learning Environment for Undergraduate Nursing Students (Gylo (Julie) Hercelinskyj, Beryl McEwan)
ch. 15 Re-Imaging Teaching for Technology-Enriched Learning Spaces: An Academic Development Model (Caroline Steel, Trish Andrews)
ch. 16 Experiential Space (Chris Cheers, Chen Swee Eng, Glen Postle)
ch. 17 Student Mentors in Physical and Virtual Learning Spaces (Keith Kirkwood, Gill Best, Robin McCormick, Dan Tout)

Compilation of References
About the Contributors
Index
Cover image

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies

Book
Wang, Victor C. X.; Farmer, Lesley; Parker, Judith; and Golubski, Pamela M., eds.
2012
IGI Global, Hershey PA
LC5225.D38 P43 2011
Topics: Online Learning

Additional Info:
Pedagogy and andragogy are often treated as separate fields, despite their similarities and shared goal of stimulating learning in individuals to the fullest degree possible.  

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies displays that teachers can further their art by considering both pedagogy and andragogy in light of the each other, specifically in the modern classroom. Information Communication Technologies are ubiquitous in today's learning institutions ...
Additional Info:
Pedagogy and andragogy are often treated as separate fields, despite their similarities and shared goal of stimulating learning in individuals to the fullest degree possible.  

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies displays that teachers can further their art by considering both pedagogy and andragogy in light of the each other, specifically in the modern classroom. Information Communication Technologies are ubiquitous in today's learning institutions and this book provides an important platform for the furthering of the modern instructional paradigm. To truly advance into future possibilities opened by technology, teachers are required to allow for learning without the constraints of traditional attitudes toward time, space, age and experience. This book shows how to blend and learn from the revolution taking place in educational institutions across the world. (From the Publisher)

Table Of Content:
Preface
Acknowledgment

ch. 1 Pedagogical Teaching and Learning (Victor C.X. Wang)
ch. 2 Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community amongst College Students (Pamela M. Golubski)
ch. 3 E-Learning for K-12 Learners and Adult Learners
ch. 4 Assessing Online Learning Pedagogically and Andragogically (Lesley S. J. Farmer)
ch. 5 Utilizing a Virtual Environment for Academic Advising (Pamela M. Golubski)
ch. 6 Utilizing Virtual Environments for the Creation and Management of an E-Mentoring Initiative (Pamela M. Golubski)
ch. 7 Curriculum Development for Online Learners (Lesley S. J. Farmer)
ch. 8 Gender Issues in Online Education (Lesley S. J. Farmer)
ch. 9 Instructional Methods for Online Learners (Judith Parker)
ch. 10 Comparing Traditional Teaching with Andragogical Teaching via Web 2.0 Technologies (Judith Parker)
ch. 11 Age Issues in Online Teaching (Lesley S. J. Parker)
ch. 12 Engaging Traditional Learning and Adult Learning via Information Technologies (Judith Parker)
ch. 13 Encouraging Student Motivation in Distance Education (Judith Parker)
ch. 14 Online Knowledge Dictator or Learning Facilitator (Victor C. X. Wang)
ch. 15 Addressing Cultures in Online Teaching (Lesley S. J. Farmer)
ch. 16 Summarizing Teaching Approaches in the Traditional Classroom and the Virtual Environment (Lesley S. J. Farmer)

About the Contributors
Index
Cover image

Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches

Book
Ronau, Robert N., author, editor; Rakes, Christopher R., ed.; and Niess, Margaret L., ed.
2012
IGI Global, Hershey PA
LB1028.3.E423 2012
Topics: Online Learning   |   Using Technology

Additional Info:
Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we are not yet clear on how they should be implemented. The pedagogical value of specific technology tools and the cumulative effects of technology exposure over time on student learning are two areas that need to be explored in order to better determine the effectiveness of technology as ...
Additional Info:
Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we are not yet clear on how they should be implemented. The pedagogical value of specific technology tools and the cumulative effects of technology exposure over time on student learning are two areas that need to be explored in order to better determine the effectiveness of technology as a teaching tool.

Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research. This book provides essential support for compiling the resulting literature and envisioning future research directions in this area. (From the Publisher)

Table Of Content:
Preface
Acknowledgement

Section I - Strategies for Conducting Educational Technology or Teacher Knowledge Research
ch. 1 Teacher Knowledge for Teaching with Technology: A TPACK Lens (Margaret L. Niess)
ch. 2 How Do We Measure TPACK? Let Me Count the Ways (Matthew J. Koehler, Tae Seob Shin, Punya Mishra)
ch. 3 Assessment in Authentic Environments: Designing Instruments and Reporting Results from Classroom-Based TPACK Research (Thomas C. Hammond, R. Curby Alexander, Alex M. Bodzin)

Section 2 - The Current Landscape in Educational Technology and Teacher Knowledge Research
ch. 4 A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of Individual Aspects and Their Interactions (Robert N. Ronau, Christopher R. Rakes)
ch. 5 The TRACK of Dynamic Representations (Lynn Bell, Nicole Juersivich, Thomas C. Hammond, Randy L. Bell)
ch. 6 Overcoming the Tensions and Challenges of Technology Integration: How Can We Best Support our Teachers? (Erica C. Boling, Jeanine Beatty)

Section 3 - Examining the Role of Educational Technology and Teacher Knowledge Research in Guiding Individual, Classroom, and School Instructional Practice
ch. 7 TPACK Vernaculars in Social Studies Research (John K. Lee, Meghan M. Manfra)
ch. 8 Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge (Stephen J. Pape, Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Sharilyn Pwens, Jonathan D. Bostic, Soon Chun Lee)
ch. 9 A Model for Examining the Criteria Used by Pre-Service Elementary Teachers in Their Evaluation of Technology for Mathematics Teaching (Christopher J. Johnson, Patricia S. Moyer-Packenham)
ch. 10 Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education (Joseph M. Piro, Nancy Marksbury)
ch. 11 A Theoretical Framework for Implementing Technology for Mathematics Learning (Travis K. Miller)
ch. 12 Successful Implementation of Technology to Teach Science: Research Implications (David A. Slykhuis, Rebecca McNall Krall)
ch. 13 The Effects of Teacher Content Authorizing on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld (Irina Lyublinskaya, Nelly Tournaki)
ch. 14 Making the Grade: Reporting Educational Technology and Teacher Knowledge Research (robert N. Ronau, Christopher R. Rakes)

Complication of Reference
About the Contributors
Index
Cover image
Wabash tree

Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning

Book
Bowen, Jose Antonio
2012
Jossey-Bass, San Francisco
LB1028.3.B69 2012
Topics: Online Learning   |   Changes in Higher Education

Additional Info:
Introducing a new way to think about higher education, learning, and technology that prioritizes the benefits of the human dimension. José Bowen recognizes that technology is profoundly changing education and that if students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize “naked” face-to-face contact with faculty. Here, he illustrates how technology is most ...
Additional Info:
Introducing a new way to think about higher education, learning, and technology that prioritizes the benefits of the human dimension. José Bowen recognizes that technology is profoundly changing education and that if students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize “naked” face-to-face contact with faculty. Here, he illustrates how technology is most powerfully used outside the classroom, and, when used effectively, how it can ensure that students arrive to class more prepared for meaningful interaction with faculty. Bowen offers practical advice for faculty and administrators on how to engage students with new technology while restructuring classes into more active learning environments. (From the Publisher)

Table Of Content:
Preface
About the Author

Part I: The New Digital Landscape
ch. 1. The Flat Classroom and Global Competition
ch. 2. Social Proximity and the Virtual Classroom
ch. 3. Games, Customization, and Learning

Part II: Designing 21st-Century Courses
ch. 4. Designing College More Like a Video Game
ch. 5. Technology for Information Delivery
ch. 6. Technology for Engagement
ch. 7. Technology for Assessment
ch. 8. The Naked Classroom

Part III: Strategies for Universities of the Future
ch. 9. The Educational Product in the Internet Age
ch. 10. The Naked Curriculum
ch. 11. The Naked Campus

Bibliography
Index
Cover image

Social Media for Educators: Strategies and Best Practices

Book
Joosten, Tanya
2012
Jossey-Bass, San Francisco
LB1044.87.J667 2012
Topics: Course Design   |   Online Learning

Additional Info:
Tap into the power of social media and increase course effectiveness! Faculty will learn to choose the appropriate social media tool for the intended learning outcome, design engaging and innovative activities, and better meet pedagogical needs. In addition, the author offers strategies for assessing and documenting the effectiveness of using these tools in your course. Administrators and student affairs professionals will also find a wealth of information useful for planning ...
Additional Info:
Tap into the power of social media and increase course effectiveness! Faculty will learn to choose the appropriate social media tool for the intended learning outcome, design engaging and innovative activities, and better meet pedagogical needs. In addition, the author offers strategies for assessing and documenting the effectiveness of using these tools in your course. Administrators and student affairs professionals will also find a wealth of information useful for planning faculty development programs and communicating with students.

Although the book focuses on higher education, tools and techniques presented here can be easily generalized for K–12 classrooms or organizational learn­ing. The best practices and faculty development tips can be informative for individuals involved in any kind of professional development or network-building. (From the Publisher)

Table Of Content:
List of Tables, Figures, and Exhibits
Preface
Acknowledgments
About the Author

Part One: Background
ch. 1 Why Social Media?
ch. 2 Preparing to Use Social Media

Part Two: Social Media: What Do We Do with It?
ch. 3 Increasing Communication and Encouraging Contact
ch. 4 Developing a Richer Learning Experience
ch. 5 Building Cooperation and Feedback Through Dialogue

Part Three: Other Considerations in Implementation
ch. 6 Guiding Social Media in Our Institutions
ch. 7 Evaluating Social Media

Appendix A Sample Social Bookmarking Activity
Appendix B Sample Survey Items
References
Resources
Index
Cover image

Digital Games and Learning

Book
Maharg, Paul, author; de Freitas, Sara, ed.
2011
Continuum International Publishing Group, New York
LB1029.G3 D535 2011
Topics: Online Learning   |   Using Technology   |   Constructivist & Active Learning Theory

Additional Info:
The popularity of entertainment gaming over the last decades has led to the use of games for non-entertainment purposes in areas such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming, with an increase in leisure game approaches in schools, colleges, universities and in professional training and continuing professional development.

The movement raises many significant issues and ...
Additional Info:
The popularity of entertainment gaming over the last decades has led to the use of games for non-entertainment purposes in areas such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming, with an increase in leisure game approaches in schools, colleges, universities and in professional training and continuing professional development.

The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can games be used to motivate, deepen and accelerate learning? How can they be used to greatest effect in learning and teaching? The contributors explore these and many other questions that are vital to our understanding of the paradigm shift from conventional learning environments to learning in games and simulations. (From the Publisher)

Table Of Content:
Acknowledgments
Notes on Contributors
Foreword
Introduction

Part I: Theoria - Theoretical Positions
ch. 1 Digital Games and Learning: Modelling learning experiences in the digital age (Paul Maharg and Sara de Freitas)
ch. 2 Four-dimensional Consideration of Feedback in Serious Games (Ian Dunwell, Sara de Freitas and Steve Jarvis)
ch. 3 A Complex Systems Framework for Simulating Teaching and Learning David Gibson (David Gibson)

Part II: Cultura - Cultural Perspectives
ch. 4 Revolution: Experiential learning through virtual role play (Russell Francis)
ch. 5 Stealth Learning in Online Games (Esther MacCallum-Stewart)
ch. 6 Murder on Grimm Isle: The design of a game-based learning environment (Michele Dickey)
ch. 7 Are Games All Child’s Play? (Scot Osterweil and Eric Klopfer)

Part III: Praxis - Theory into practice
ch. 8 Constructions of Games, Teachers and Young People in Formal Learning (Richard Sandford, Keri Facer and Ben Williamson)
ch. 9 Games and Simulations in Informal Science Education (Kurt Squire and Nathan J. Patterson)
ch. 10 From Master to Games-Master: Managing disequilibrium and scaffolding in simulation-based learning (Karen Barton and Patricia McKellar)
ch 11 Designing Serious Games for Cultural Heritage Purposes (Francesco Bellotti, Riccardo Berta, Alessandro De Gloria, Giulia Panizza, Matteo Pellegrino and Ludovica Primavera)

Index
Cover image
Wabash tree

Continuing to Engage the Online Learner: More Activities and Resources for Creative Instruction

Book
Conrad, Rita-Marie, and Donaldson, J. Ana
2012
Jossey-Bass, San Francisco, CA
LB1044.87.C655 2012
Topics: Online Learning

Additional Info:
This book includes a definitive model for engaged learning that can be applied in a wide range of on-line learning environments and across age levels.  It also addresses current topics such as engaging in a blended learning environment, social networking, and using related technology tools. Continuing to Engage the Online Learner provides an introduction to the theory of engaged learning and its design, assessment, and management in online and blended ...
Additional Info:
This book includes a definitive model for engaged learning that can be applied in a wide range of on-line learning environments and across age levels.  It also addresses current topics such as engaging in a blended learning environment, social networking, and using related technology tools. Continuing to Engage the Online Learner provides an introduction to the theory of engaged learning and its design, assessment, and management in online and blended learning environments. In addition, the book describes the types of activities that engage the online learner in each phase of engagement and provides 50 new examples of activities. (From the Publisher)

Table Of Content:
Tables, Figure, and Exhibit
Preface
The Authors

Part One : Revisiting Online Engagement
ch. 1 The State of Online Engagement
Foundations of Engagement
Engagement in Today’s Online Learning Environment
Impact of Social Networking and Connectivism
Increasing Transformational Learning
The Twenty-First-Century Learner
The Engaged Educator
Instructor’s Role and Philosophy
Creating a Sense of Presence
Mobile Technology
Summary

ch. 2 Evolution of the Phases of Engagement
Phase 1: Connect
Phase 2: Communicate
Phase 3: Collaborate
Phase 4: Co-Facilitate
Phase 5: Continue
Appropriate Activities
Summary

ch. 3 Implementing the Phases of Engagement
Online or Blended?
Engaging Large Classes
Managing Engagement
Timely Communication
Instructor Time Management
Changing Course
Online Educator’s “Bill of Rights”
Dealing with Diffi cult Students
Summary

ch. 4 Assessing Online Engaged Learning
Developing a Written Assessment for Online Engaged Learning
Developing a Performance Assessment for Online Engaged Learning
Grading
Providing Feedback
Technology to Use for Assessment
Phase-Based Assessment
Using Assessment to Improve Engagement
Summary

Part Two: Activities to Engage Online Learners
ch. 5 Phase 1 Activities: Connect
Ten-Question Hunt
Bucket List
Dream Job
E.T., Phone Home
Four Nouns
Hot Potato
Life Without . . .
Location, Location, Location
Movie or Song of Your Life
Passion
Rainbow
Untidy Timeline
Would You Rather . . . ?

ch. 6 Phase 2 Activities: Communicate
100 . . . 150
Five Words
Boolean Search
Elevator Talk
Focused Listening
Let’s Explore Lingo
Online Resource Time Travel
Reading a Brief
Reincarnation
Uh-Oh!

ch. 7 Phase 3 Activities: Collaborate
Build Your Own Search Engine
Building a Better Keyboard
Group Wiki
Hot Air Balloon
Reverse Brainstorm
Student-Powered Ning Blogging
Team Kickoff
Vegetables
Virtual Lounge
Vlogs Are Us
Whine and Cheese Party

ch. 8 Phase 4 Activities: Co-Facilitate
Course Vocabulary Bank
Facilitating Diversity Online
Factoids
Google Docs for Peer Evaluation
Online Role-Play
Virtual Dining Meeting

ch. 9 Phase 5 Activities: Continue
Cloud Quilt
Concept Quilt
Dollar Store
Do Over
Job Interview
Lessons Learned
Lessons Meet Application
Poem from the Mind of . . .
Poetry Meets Theory
Show Me the Money
Talk with Grandmother
Virtual Door

References
Index
Cover image

Managing Online Instructor Workload: Strategies for Finding Balance and Success

Book
Conceição, Simone C. O., and Lehman, Rosemary M.
2011
Jossey-Bass, San Francisco, CA
LC5803.C65 C66 2011
Topics: Online Learning   |   Faculty Well-Being   |   Leadership and Faculty Development

Additional Info:
A large number of institutions are now providing online programs, requiring instructors to change the way they think about teaching and master a distinct set of workload management skills. The first book to discuss workload management for online instructors, Managing Online Instructor Workload offers practical strategies, advice, and examples for how to prioritize, balance, and manage an online teaching workload. Based on surveys and interviews, the timely and comprehensive insight ...
Additional Info:
A large number of institutions are now providing online programs, requiring instructors to change the way they think about teaching and master a distinct set of workload management skills. The first book to discuss workload management for online instructors, Managing Online Instructor Workload offers practical strategies, advice, and examples for how to prioritize, balance, and manage an online teaching workload. Based on surveys and interviews, the timely and comprehensive insight in this book is essential for online instructors, instructional designers, faculty developers and others involved in online learning.

Table Of Content:
List of Tables
Preface
About the Authors

ch. 1 Issues and Challenges When Teaching Online
Institutional Issues and Challenges
Instructional Issues and Challenges
Our Study on Instructor Workload When Teaching Online
Summary

ch. 2 Instructors' Stories for Balancing Workload
Co-Teaching as a Strategy for Balancing Workload
Planning Ahead as a Way to Predict Workload
Giving Individual Feedback as a Workload Management Strategy
Managing Time, Rather Than Time Managing You
Blocking Out Time for the Online Course
Teaching Online During Short Terms
Using Time Allocation Strategies When Teaching for Multiple Institutions
Teaching Online Exclusively from Home
Managing Workload Based on Years of Experience
Teaching Online for a Variety of Institutions
Cohort Program as a Time-Saver
Managing Similar Tasks When Designing for Multiple Courses
Teaching a Recurring Mixed-Mode Online Course
Managing Workload When Current Information Drives Content
Summary

ch. 3 Looking at Workload from a Design Perspective
Identifying Course Tasks
Why It Is Important to Use an Instructional Design Process
Design Framework for Creating a Sense of Presence
Using a Template to Manage Tasks and Prioritize Time
Summary

ch. 4 Managing Tasks and Prioritizing Time
Creating a New Online Course
Converting a Face-to-Face Course
Revising an Existing Online Course
Summary

ch. 5 Using Workload Strategies for Maintaining Quality of Life
Design Strategies
Support Strategies
Teaching Strategies
Time Allocation Strategies
Summary

ch. 6 Final Thoughts and Practical Implications for Balancing Workload
Teaching from an Open Perspective
Adapting the Course Design
Modifying Workload Strategies
Rethinking How to Prioritize Time and Manage Workload
Practical Implications for Balancing Workload

Glossary
References
Index
Cover image

Transcultural Blended Learning and Teaching in Postsecondary Education

Book
Francois, Emmanuel Jean, author, ed.
2013
IGI Global, Hershey, PA
LB1028.5.T625 2013
Topics: Online Learning   |   Teaching Diverse Students

Additional Info:
Schedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. 

Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended ...
Additional Info:
Schedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. 

Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended learning and teaching through a holistic and transcultural perspective. This research volume serves as a valued resource for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate blended learning programs and courses. It also provides researchers with the latest research in transcultural blended learning and teaching theories, findings, best practices, and emerging trends. (From the Publisher)

Table Of Content:
Preface
Acknowledgment

Section I
ch. 1 Transculturality (Emmanuel Jean Francois)
ch. 2 A Traditional African Perspective of Blended Learning (Mejai B. M. Avoseh, Olugbenga Abimbola Fayomi, Bolanie Clara Simeon-Fayomi)
ch. 3 How Cultural and Learning Style Differences Impact Students’ Learning Preferences in Blended Learning (Dirk Tempelaar, Bart Rienties, Bas Giesbers, Sybrand Schim van der Loeff)
ch. 4 Exploring Hofstede’s Cultural Dimension Using Hollins’ Structured Dialogue to Attain a Conduit for Effective Intercultural Experiences (Angela Owusu- Ansah)
ch. 5 Cyborg in the Village: Culturally Embedded Resistances to Blended Teaching and Learning (G'han Ruth Singh)
ch. 6 Not Just in Theory: Theoretical Aspects of Transcultural Blended Learning and Teaching Curriculum Design (Orly Sela)
ch. 7 Blended Learning Design and Teaching Strategies: Case of the Program Planning Course (Peggy Hui-Chaun Wei, Huang Chin- Yun)
ch. 8 Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context: Professional Development among School Teachers in Rural Siberia, Russia (Wendy Griswold)
ch. 9 A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education (Alfred T. Kisubi)
ch. 10 Educational Technology and Instructional Design in Synchronous Blended Learning Environments (Sandra Y. Okita)
ch. 11 Facilitating Learning with Adult Students in the Transcultural Classroom (Gerald E. Thomas)
ch. 12 Crossing into the Dreamtime: Evaluating the Benefits of Weblogs as a Blended Learning Tool for University Students to Teach Elementary School Students about Australian Culture (Courtney Bauder, John K. Thompson)
ch. 13 Innovative Approaches in Project Management Blended Education: A Case Study on Introducing Agent-Based Simulation in a Master Degree Program (Constanta Nicoleta Bodea, Karen Pollack, Ike Shibley, Vicki S. Williams, Wu Shao-Wei, Ching Yu-Hui)
ch. 14 The Blended Learning Initiative: A University-Wide Program to Develop, Deliver, and Assess Blended Courses (Suzanne Weinstein, Karen Pollack, Ike Shibley, Vicki S. Williams, Wu Shao-Wei, Ching Yu-Hui)
ch. 15 Blended Learning: The Road to Inclusive and Global Education (Natasha Boskic, Sharon Hu)
ch. 16 Blended Learning in the Campus-Based University: A Case Study Exploring the Student Experience of Technology for Enhancing Learning (Amanda Jefferies)
ch. 17 Quality Matters in Transcultural Blended Learning and Teaching in Postsecondary Education: A Conceptual Framework (Emmanuel Jean Francois)
ch. 18 Intercultural Issues in Graduate Blended Learning Environments (L. Hyatt, Laurie Shcroeder, Adonay A. Montes)
ch. 19 Current and Emerging Trends in Transcultural Blended Learning and Teaching (Emmanuel Jean Francois)
Cover image

Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments

Book
Le, Thao, author, editor; and Le, Quynh, ed.
2011
IGI Global, Hershey, PA
LB1028.3.T39663 2012
Topics: Online Learning

Additional Info:
Although there is broad agreement that preparing global citizens for the digital age is a core responsibility of educators and schools, there is debate and uncertainty about how best to prepare students for this future.

Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments explores how technology-based learning can enhance student engagement, performance, and empowerment. This book provides researchers, educators, and practitioners with insights from ...
Additional Info:
Although there is broad agreement that preparing global citizens for the digital age is a core responsibility of educators and schools, there is debate and uncertainty about how best to prepare students for this future.

Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments explores how technology-based learning can enhance student engagement, performance, and empowerment. This book provides researchers, educators, and practitioners with insights from educational programs, classroom teaching, and theory-into-practice research; places educational technologies appropriately in their social and cultural contexts; and reflects upon challenges and problems in evaluating and implementing changes in the field. It shows how computer-enhanced education can improve teaching and learning without confusing the increase of computer facilities with the quality of education. (From the Publisher)

Table Of Content:
Foreword
Preface

Section I - Enhancing Pedagogy through Digital Technologies
ch. 1 Enhancing Pedagogy with mLearning (Damon Thomas, Angela Thomas, and Andrew Fluck)
ch. 2 Digital Technologies: Enhancing Pedagogy and Extending Opportunities for Learning in Senior Secondary Physical Education? (Dawn Penney, Paul Newhouse, Andrew Jones, and Alistair Campbell)
ch. 3 Technology-Enhanced Learning: The Introduction and Use of Information and Communication Technology in Special Education (Adrian F. Ashman)
ch. 4 Using Prediction Markets to Deliver Authentic Learning Experiences (Patrick Buckley, John Garvey, and Fergal McGrath)
ch. 5 New Challenges in Web-Based Education (Quynh Lê, and Mark Lê)
ch. 6 Online Facilitator Strategies of Professors Rated as Providing Different Levels of Support (Barbara Signer, Amanda McCluskey, and Margot Ely)
ch. 7 Technology Empowerment and the Deployment of Netbooks in Education (Tom S. Chan, J. Stephanie Collins, and Shahriar Movafaghi)
ch. 8 Investigating Higher Education and Secondary School Web-Based Learning Environments Using the WEBLEI (Vinesh Chandra, Darrell Fisher, and Vanessa Chang)
ch. 9 Digital Learning Environments and Student-Centered Curriculum in a University Context (Sevinc Gülsecen)
ch. 10 Creating an Environment for Pre-Service Teachers to Develop Technical Pedagogical and Content Knowledge (Chun Hu)
ch. 11 MyLO: Collaborative Learning through Web-Based Coursework Applications (Si Fan, Quynh Lê, and Yun Yue)

Section 2 - Engagement and Empowerment: Social and Cultural Dimensions
ch. 12 Privacy Concerns in Social Network Sites (Arda Arikan)
ch. 13 Participatory Culture, New Media, and Civic Engagement: A Generation Who Dares to Hope (Sibylle Gruber)
ch. 14 ICT in Vietnamese Education: Development and Challenges (Hoang Boi Nguyen, and Thao Lê)
ch. 15 Intercultural Awareness in E-Learning (Eunice Luyegu)
ch. 16 Implications of ICT for Society and Individual (Mahan Ranjbar, and Abbas Ghanbary)
ch. 17 Empowering Students in Computer-Supported Education (Yongming Shi, Si Fan, and Yun Yue)

Section 3 - Evaluate and Reflective Aspects
ch. 18 Mixed Realities: Human Interaction Technologies (Daniel Rolf)
ch. 19 Web-Based Learning: Status Quo and Trend (Si Fan, and Quynh Lê)
ch. 20 Student Engagement with Technology: So, What's It Got to Do with Learning? (Garry Falloon)
ch. 21 Web Conference and Remote Laboratories as Part of Blended Learning in Engineering and Science: A Paradigm Shift in Education or More of the Same? (Steve Mackay, and Darrell Fisher)
ch. 22 Evaluating Educational Software: A Historical Overview and the Challenges Ahead (Michelle M. Mukherjee)
ch. 23 Accessibility Issues of Educational Web Sites (Serhat Kurt)
ch. 24 Is All that Glitters God? Re-Thinking E-Learning and Education Revolutions (Matthew Piscioneri)
ch. 25 ICT in Higher Education: Evaluate Views of Teachers and Students (Yang Yang, Hoang Boi Nguyen, and Sun Hee Jang)

About the Contributors
Index
Cover image

Essentials of Online Course Design: A Standards-Based Guide

Book
Vai, Marjorie, and Sosulski, Kristen
2011
Routledge, New York, NY
LB1044.87.V35 2011
Topics: Course Design   |   Online Learning

Additional Info:
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 ...
Additional Info:
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. (From the Publisher)

Table Of Content:
Preface
Introduction to this guide

ch. 1 Orientation to online teaching and learning
ch. 2 Tour – Online Course Setup
ch. 3 Writing for an online course
ch. 4 Visual design basics
ch. 5 Engaging the online learner
ch. 6 Activities that engage
ch. 7 Using engaging resources
ch. 8 Assessment and feedback
ch. 9 Building the course foundation – Outcomes, syllabus, and course online
ch. 10 Creating the Structure – The Online Lessons

Appendix A – Devising and Writing Learning Outcomes
Appendix B – Using the Standards Checklist
Cover image

Going Online with Protocols: New Tools for Teaching and Learning

Book
McDonald, Joseph P., Zydney, Janet Mannheimer, Ditchter, Alan, and McDonald, Elizabeth C.
2012
Teachers College Press, New York
LB1044.87.G65 2012
Topics: Online Learning

Additional Info:
Many users of the popular professional development book, The Power of Protocols, discovered that protocols are also very useful for online teaching. This new book, by three of the same authors, focuses on using protocols to enhance learning with their students in multiple environments including online-a growing sector of the educational world. Going Online with Protocols lays out the diverse challenges faced by teachers and by facilitators in the online ...
Additional Info:
Many users of the popular professional development book, The Power of Protocols, discovered that protocols are also very useful for online teaching. This new book, by three of the same authors, focuses on using protocols to enhance learning with their students in multiple environments including online-a growing sector of the educational world. Going Online with Protocols lays out the diverse challenges faced by teachers and by facilitators in the online world and provides readers with strategies to tackle them. The authors provide online adaptations for such traditional protocols as the Tuning Protocol, the Collaborative Assessment Conference, and the Consultancy Protocol. They also offer entirely new protocols unique to online environments. This dynamic resource combines a rich theoretical background with step-by-step illustrations of powerful protocols, along with tips on how and when to use them.

Book Features:
• The only book to specifically address teaching with protocols.
• Detailed guidance to help experienced online teachers use protocols.
• Clear steps for newcomers to teaching online or teaching with Web 2.0 tools.
• Descriptions of each protocol including its purpose, the steps in the process, and facilitation tips.
• Protocols suited to a wide variety of technology platforms, ranging from pure text-based to multi-sensory environments.
• A free supplement at www.tcpress.com with abbreviated protocols that can be downloaded and customized.

Joseph P. McDonaldis Professor of Teaching and Learning at New York University's Steinhardt School of Culture, Education, and Human Development. Janet Mannheimer Zydney is an assistant professor of curriculum and instruction for University of Cincinnati's College of Education, Criminal Justice, and Human Services (CECH). Alan Dichter is a consultant in educational leadership and former New York City Local Instructional Superintendent and Director of Leadership Development for the Portland Oregon public schools. Elizabeth C. McDonald is a master teacher in the department of Teaching and Learning at New York University's Steinhardt School and a former elementary school principal. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction
Protocols: Three Seminal Examples
Protocol Adventure
Online Adventure
How This Book is Organized
Origins of the Book

ch. 2 Protocol-Based Teaching and Learning
Where Do Protocols Come From?
Impact on Pedagogy
Signature Pedagogy
Protocol Pedagogoy
Deep Features of Protocol Pedagogy

ch. 3 Teaching and Learning Online
First Stop
Second Stop
Third Stop
Challenges of Going Online
Benefits of Going Online

ch. 4 Online Protocols for Starting Up
A Hinting Game
Reflection on a Term
Postcards from the Edge
Fears, Hopes, and Norms
Provocative Prompts
The Making Meaning Protocol: Virtual Environment Version

ch. 5 Online Protocols for Delving in
Save the Last Word for Me
Start, Steer, Summarize
The Pruning Protocol
Mars/Venus Protocol
Believing and Doubting Protocol
What Do I Know? Suspect? Need to Find Out?

ch. 6 Online Protocols for Finishing Up
Tuning Protocol
The Charrette Protocol
Self-Facilitating Seminar Protocol
Overcoming Obstacles
Success Analysis Protocol
The 3 Whats

ch. 7 Jump Into the Future
Ask Three, The Me
Describe, Respond, Act
The Replay/Resource/Rehearse Protocol
Advice to Jumpers

Notes
References
Index
About the Authors
Cover image

Best Practices for Teaching with Emerging Technologies

Book
Pacansky-Brock, Michelle
2013
Routledge, New York, NY
LB1028.3.P22 2013
Topics: Online Learning   |   Using Technology

Additional Info:
As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. Best Practices for Teaching with Emerging Technologies will provide both new and experienced online, hybrid, and face-to-face instructors with:

• practical examples of how low-cost and free technologies can be used to support student learning
• best ...
Additional Info:
As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. Best Practices for Teaching with Emerging Technologies will provide both new and experienced online, hybrid, and face-to-face instructors with:

• practical examples of how low-cost and free technologies can be used to support student learning
• best practices for integrating web-based tools into a course management system and managing student privacy in a Web 2.0 environment
• "Showcase" spotlights woven throughout the book, providing examples of how the tools described in the book are already being used effectively in educational settings
• an easy-to-reference format, organized with visual icons used to delineate each tool's visual, video, voice, and mobile features
• ideas for integrating mobile learning into your students' learning experiences.

This practical, easy-to-use guide will serve the needs of both two- and four-year college educators seeking to refresh or transform their instruction. Readers will be rewarded with an ample yet manageable collection of proven emerging technologies that can be leveraged for generating content, enhancing communications with and between students, and cultivating participatory, student-centered learning activities. (From the Publisher)

Table Of Content:
Preface
Acknowledgements
Introduction: The Flipped Classroom

ch. 1 Building a Solid Foundation
ch. 2 A New Paradigm for a New Century
ch. 3 Essentials Toolkit
ch. 4 Tools for Communication and Content Creation … Beyond Text!
ch. 5 Backchannels & Tools for Participatory Learning
ch. 6 Mobile and Beyond
ch. 7 Online Resources

Notes
Index
Cover image

Using Social Media Effectively in the Classroom: Blogs, Wikis, Twitter, and More

Book
Seo, Kay
2013
Routledge, New York, NY
LB1044.87.S46 2013
Topics: Online Learning   |   Using Technology

Additional Info:
The rapid expansion of blogs, Twitter, wikis, and virtual worlds has dramatically transformed the landscape of education. Through highly accessible networks, these new media can integrate students into a learning community by enabling them to create, customize, and share content online. Using Social Media Effectively in the Classroom shows educators how to:

• utilize social media to best support learners
• resolve potential problems
• create a powerful sense ...
Additional Info:
The rapid expansion of blogs, Twitter, wikis, and virtual worlds has dramatically transformed the landscape of education. Through highly accessible networks, these new media can integrate students into a learning community by enabling them to create, customize, and share content online. Using Social Media Effectively in the Classroom shows educators how to:

• utilize social media to best support learners
• resolve potential problems
• create a powerful sense of community within user-centered Web 2.0 technologies.

Moving beyond basic explanations of technologies and how to use them, this book provides research-based, jargon-free, practical examples of what works, what doesn’t, and why when it comes to social media. Organized according to the systematic process of instructional design, contributors describe innovative strategies for incorporating social media into educational settings as well as significant issues to be taken into consideration at each phase of planning, designing, teaching, and evaluation. (From the Publisher)

Table Of Content:
Contributors
Preface

Unit I: Planning a Socially Enriched Learning Environment
ch. 1 Analysis in Virtual Worlds: The Influence of Learner Characteristics on Instructional Design
ch. 2 Blurring the Lines: Teacher Insights on the Pitfalls and Possibilities of Incorporating Online Social Media into Instructional Design
ch. 3 Analysis of Second Life as a Delivery Mechanism in EFL Education

Unit II: Developing Powerful Instructional Strategies with Social Media
ch. 4 Designing Recorded Voice Reflection as a Pedagogical Strategy
ch. 5 Live in Your World, Learn in Ours: Virtual Worlds… Engaging the New Generation of Students!
ch. 6 Developing a Wiki for Problem-Based Online Instruction and Web 2.0 Exploration
ch. 7 Learning and Teaching as Communicative Actions: Social Media as Educational Tool

Unit III: Teaching Successfully with Social Media
ch. 8 Everyone’s All a-Twitter about Twitter: Three Operational Perspectives on Using Twitter in the Classroom
ch. 9 Online Videos in the Classroom: Exploring the Opportunities and Barriers to the Use of YouTube in Teaching Introductory Sociology
ch. 10 A Framework to Enrich Student Interaction via Cross-Institutional Microblogging

Assessing Instructional Effectiveness with Social Media
ch. 11 Designing Assessments for Differentiated Instruction Using Social Media Applications
ch. 12 VoiceThread as a Facilitator of Instructional Critique
ch. 13 Is There (still) a Place for Blogging in the Classroom?: Using Blogging to Assess Writing, Facilitate Engagement and Evaluate Student Attitudes
Cover image

Using Games to Enhance Learning and Teaching: A Beginner's Guide

Book
Whitton, Nicola, and Moseley, Alex, eds.
2012
Routledge, New York, NY
LB1029.G3 U75 2012
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
Click Here for Book Review
Abstract: Using Games to Enhance Learning and Teaching provides educators with easy and practical ways of using games to support student engagement and learning. Despite growing interest in digital game-based learning and teaching, until now most teachers have lacked the resources or technical knowledge to create games that meet their needs. The only realistic option for many has been to use existing games which ...
Additional Info:
Click Here for Book Review
Abstract: Using Games to Enhance Learning and Teaching provides educators with easy and practical ways of using games to support student engagement and learning. Despite growing interest in digital game-based learning and teaching, until now most teachers have lacked the resources or technical knowledge to create games that meet their needs. The only realistic option for many has been to use existing games which too often are out of step with curriculum goals, difficult to integrate, and require high-end technology.

Using Games to Enhance Learning and Teaching offers a comprehensive solution, presenting five principles for games that can be embedded into traditional or online learning environments to enhance student engagement and interactivity. Extensive case studies explore specific academic perspectives, and featured insights from professional game designers show how educational games can be designed using readily accessible, low-end technologies, providing an explicit link between theory and practice. Practical in nature, the book has a sound theoretical base that draws from a range of international literature and research. (From the Publisher)

Table Of Content:
List of Figures
List of Tables
Notes on Contributors
Notes on Guest Expert Contributors
Acknowledgements

Part I - Background
ch. 1 Introduction (Alex Moseley and Nicola Whitton)
ch. 2 Good Game Design is Good Learning Design (Nicola Whitton)

Part II - Applying Game Principles to Education
ch. 3 Challenge: Levelling Up (Nicola Whitton)
ch. 4 Community: The Wisdom of Crowds (Michelle A. Hoyle and Alex Moseley)
ch. 5 Narrative: Let me tell you a story (Nicola Whitton and Dave White)
ch. 6 Competition: Playing to win? (Alex Moseley)
ch. 7 Multiple media: A picture is worth a thousand words (Peter Whitton)

Part III - Creating Games For Learning
ch. 8 Authentic contextual games for learning (Simon Brookes and Alex Moseley)
ch. 9 Mapping games to curricula (Alex Moseley and Rosie Jones)
ch. 10 Assessment and games (Alex Moseley)
ch. 11 Designing low-cost games for learning (Nicola Whitton and Alex Moseley)

Part IV - Games in Practice
ch. 12 Developing Alternate Reality Games for learning (Katie Piatt)
ch. 13 Evaluating Immersive Virtual Environments for learning (Sarah Smith-Robbins)
ch. 14 Alternate Reality Games and Literature (Danielle Barrios-O'Neill and Alan Hook)

Part V - Conclusions
ch. 15 Conclusions (Nicola Whitton and Alex Moseley)

References
Index
Cover image

Teaching and Learning in the Digital Age

Book
Starkey, Louise
2012
Routledge, New York, NY
LB1028.3.S737 2012
Topics: Online Learning   |   Using Technology   |   Changes in Higher Education   |   Constructivist & Active Learning Theory

Additional Info:
Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and offer strategies for ...
Additional Info:
Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences.

Illustrated throughout with case studies from across the subjects and the age range, key issues considered include:

• how young people create and share knowledge both in and beyond the classroom and how current and new pedagogies can support this level of achievement
• the use of complexity theory as a framework to explore teaching in the digital age
• the way learning occurs – one way exchanges, online and face-to-face interactions, learning within a framework of constructivism, and in communities
• what we mean by critical thinking, why it is important in a digital age, and how this can occur in the context of learning
• how students can create knowledge through a variety of teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated.

With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters’ Level work, as well as students on Education Studies courses. (From the Publisher)

Table Of Content:
List of figures and tables
Introduction
Acknowledgements

ch. 1 The complexity of schools
ch. 2 The digital age
ch. 3 Knowledge and connectivism
ch. 4 Connections and relationships
ch. 5 Creating Knowledge
ch. 6 Critical thinking
ch. 7 Learning in the digital age
ch. 8 Teaching in the digital age
ch. 9 The start of the digital age

Notes
References
Index
Cover image

Design for Learning in Virtual Worlds

Book
Nelson, Brian C., and Erlandson, Benjamin E.
2012
Routledge, New York, NY
LB1044.87.N445 2012
Topics: Online Learning   |   Constructivist & Active Learning Theory

Additional Info:
From the Publisher
Design for Learning in Virtual Worlds, the first book focused specifically on how to design virtual worlds for educational purposes, explores:

• the history and evolution of virtual worlds
• the theories behind the use of virtual worlds for learning
• the design of curricula in virtual worlds
• design guidelines for elements experienced in virtual worlds that support learning
• design guidelines for learning ...
Additional Info:
From the Publisher
Design for Learning in Virtual Worlds, the first book focused specifically on how to design virtual worlds for educational purposes, explores:

• the history and evolution of virtual worlds
• the theories behind the use of virtual worlds for learning
• the design of curricula in virtual worlds
• design guidelines for elements experienced in virtual worlds that support learning
• design guidelines for learning quests and activities in virtual worlds.

The authors also examine the theories and associated design principles used to create embedded assessments in virtual worlds. Finally, a framework and methodology is provided to assist professionals in evaluating "off-the-shelf" virtual worlds for use in educational and training settings. Design for Learning in Virtual Worlds will be invaluable both as a professional resource and as a textbook for courses within Educational Technology, Learning Sciences, and Library Media programs that focus on gaming or online learning environments.

Table Of Content:
List of Illustrations
Preface
Acknowledgements

Part One: Introduction and Overview
ch. 1 Definition and History of Virtual Worlds for Education
ch. 2 Mechanics of Virtual Worlds: The World
ch. 3 Mechanics of Virtual Worlds: The GUI

Part Two: Theoretical Basis For Learning and Assessment In Virtual Worlds
ch. 4 Theoretical Basis for Learning in Virtual Worlds
ch. 5 Defining the Context of Virtual Worlds
ch. 6 Measurement and Assessment with Virtual Worlds

Part Three: Theoretical Perspectives: Design For Learning In Virtual Worlds
ch. 7 Critiquing Virtual Worlds and Virtual-World-based
ch. 8 Designing Curricula for Virtual Worlds
ch. 9 Designing Measures for Assessment with Virtual Worlds

Part Four: Beyond Design: Development and Implementation of Virtual Worlds
ch. 10 Developing Virtual Worlds for Learning Introduction
ch. 11 Implementation and Evaluation of Virtual Worlds in Multiple Contexts

Index
Cover image

Cloud Computing for Teaching and Learning: Strategies for Design and Implementation

Book
Chao, Lee
2012
IGI Global, Hershey, PA
QA76.9.C58 C585 2012
Topics: Online Learning   |   Using Technology   |   Changes in Higher Education   |   Curriculum Design and Assessment

Additional Info:
With its cost efficiency, enabling of collaboration and sharing of resources, and its ability to improve access, cloud computing is likely to play a big role in the classrooms of tomorrow.

Cloud Computing for Teaching and Learning: Strategies for Design and Implementation provides the latest information about cloud development and cloud applications in teaching and learning. The book alsos include empirical research findings in these areas for professionals ...
Additional Info:
With its cost efficiency, enabling of collaboration and sharing of resources, and its ability to improve access, cloud computing is likely to play a big role in the classrooms of tomorrow.

Cloud Computing for Teaching and Learning: Strategies for Design and Implementation provides the latest information about cloud development and cloud applications in teaching and learning. The book alsos include empirical research findings in these areas for professionals and researchers working in the field of e-learning who want to implement teaching and learning with cloud computing, as well as provide insights and support to executives concerned with cloud development and cloud applications in e-learning communities and environments. (From the Publisher)

Table Of Content:
Preface

Section 1 - Education and Research in Cloud Computing Environments
ch. 1 Overview of Cloud Computing and its Application in E-Learning
ch. 2 A Semantic Framework for Cloud Learning Environments
ch. 3 Utilizing Open Source Cloud Computing Environments to Provide Cost Effective Support for University Education and Research
ch. 4 Conducting Research in the Cloud
ch. 5 Cloud Computing for Education and Research in Developing Countries

Section 2 - Teaching and Learning with Cloud
ch. 6 Teaching Clouds: Lessons Taught and Lessons Learnt
ch. 7 Implement Virtual Programming Lab with Cloud Computing for Web-Based Distance Education
ch. 8 Cloud Computing for On-Demand Virtual Desktops and Labs
ch. 9 Developing a Private Cloud Based IP Telephony Laboratory and Curriculum

Section 3 - Policies and Legal Issues in Education Cloud
ch. 10 Harnessing the Potential of Cloud Computing to Transform Higher Education
ch. 11 Mobile Cloud Services as Catalysts for Pedagogical Change
ch. 12 Cloud Computing: Next Generation Education
ch. 13 Legal and Contractual Issues of Cloud Computing for Educational Institutions
ch. 14 Security Issues in Cloud Computing

Section 4 - Cloud Computing and its Technical Foundation
ch. 15 Cloud Computing Solution for Internet Based Teaching and Learning
ch. 16 Data Partitioning for Highly Scalable Cloud Applications
ch. 17 Intelligent Clouds: By Means of Using Multi-Agent Systems Environments
ch. 18 Large-Scale Systems and Society

Compilation of References
About the Contributors
Index
Cover image

Blended Learning Environments for Adults: Evaluations and Frameworks

Book
Anastasiades, Panagiotes S.
2012
IGI Global, Hershey PA
LC5219.B535 2012
Topics: Online Learning   |   Adult Learners

Additional Info:
There is a general notion that adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children. Adult learners include working adults with family responsibilities, older workers who may not feel confident about returning to school and people who are currently in the workforce and who need to upgrade skills and knowledge. The combination of synchronous and asynchronous transmission with face ...
Additional Info:
There is a general notion that adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children. Adult learners include working adults with family responsibilities, older workers who may not feel confident about returning to school and people who are currently in the workforce and who need to upgrade skills and knowledge. The combination of synchronous and asynchronous transmission with face to face instruction allow for the implementation of a new Blended Collaborative Learning Environment, which is flexible in terms of location, time, and pace of adult learners.

Blended Learning Environments for Adults: Evaluations and Frameworks demonstrates the view that Information and Communication Technologies should not be considered as a neutral teaching medium, but instead be implemented under pedagogical conditions; aiming at the development of critical thinking through their creative integration into the social and cultural context. This comprehensive collection brings a group of scholars in order to build up a pedagogical approach and analytical implementation steps and directions for designing and implementing Blended Learning Collaborative Environments for adults. (From the Publisher)

Table Of Content:
Preface

ch. 1 Academic Development Perspectives of Blended Learning
ch. 2 The Definition of Blended Learning in Higher Education
ch. 3 Social Aspects and Web 2.0 Challenges in Blended Learning
ch. 4 Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Envirornments
ch. 5 The 'Pleasure Principle' in Blended Learning Approaches
ch. 6 The Artificial Intelligence in the Support of e-Learning Management and Quality Maintenance
ch. 7 Developing a Collaborative ELearning Construction Framework for Blended Learning
ch. 8 Internet-Based Remove Laboratories as a Part of a Blended Learning Environment
ch. 9 A Program-Based Approach to Developing and Implementing Blended Instruction: The University of Vermont School Library Media Studies Sequence
ch. 10 Framework for Evaluating Blended Learning in a University Public-Speaking Course in Singapore
ch. 11 Using a Blended e-Learning Cooperative Approach in Higher Education: A Case from Egypt
ch. 12 Design of a Blended Learning Environment for the Training of Greek Teachers: Results of the Survey on Educational Needs
ch. 13 Enabling Creative Blended Learning for Adults through Learning Design
ch. 14 Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

Compilation of References
About the Contributors
Index
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Cases on Cultural Implications and Considerations in Online Learning

Book
Edmundson, Andrea, author, ed.
2013
IGI Global, Hershey PA
LB1044.87.C368 2013
Topics: Online Learning   |   Teaching Diverse Students

Additional Info:
Expectations – of life, work, education, and so forth – are rooted in cultural values. As a result, access to an engagement with online learning is a culture-bound experience.

Cases on Cultural Implications and Considerations in Online Learning illustrates ways in which to reach and engage learners across cultures by using online learning that accommodates cultural differences and preferences. This casebook helps online educators understand what cultural expectations their students ...
Additional Info:
Expectations – of life, work, education, and so forth – are rooted in cultural values. As a result, access to an engagement with online learning is a culture-bound experience.

Cases on Cultural Implications and Considerations in Online Learning illustrates ways in which to reach and engage learners across cultures by using online learning that accommodates cultural differences and preferences. This casebook helps online educators understand what cultural expectations their students have before they create online programs and tailor their instructional designs for multicultural and international learners. (From the Publisher)

Table Of Content:
Preface

Section 1 - Cultural Expectations
ch. 1 Designing Culturally Appropriate E-Learning for Learners from an Arabic Background: A Study in the Sultanate of Oman (Andrea Hall)
ch. 2 Collabor8: Online and Blended Cross-Cultural Studios (Ian McArthur)
ch. 3 Chinese Postgraduate Students Learning Online in New Zealand: Perceptions of Cultural Impact (Yan Cong, and Kerry Earl)
ch. 4 Incorporating "World View" into the LMS or CMS is Best (Katherine Watson)

Section 2 - Cultural Accessibility
ch. 5 Cultural Implications of E-Learning Access (and Divides): Teaching an Intercultural Communication Course Online (Pauline Hope Cheong, and Judith N. Martin)
ch. 6 Blended Learning Internationalization from the Commonwealth: An Australian and Canadian Collaboration Case Study (Shelley Kinash, and Susan Crichton)
ch. 7 Developing an E-Learning Course for a Global Legal Firm (Gemma Baltazar)
ch. 8 Integrating Culture with E-Learning Management System Design (Ray Archee, and Myra Gurney)

Section 3 - Content Globalization
ch. 9 Developing a Grassroots Cross-Cultural Partnership to Enhance Student Experiences (Iryna Pentina, and Veronique Guilloux)
ch. 10 Cultural Adaptation of E-Learning Courseware: An Ethics & Compliance Example (Randall Stieghorst, and Andrea Edmundson)
ch. 11 Culturally Significant Signs, Symbols, and Philosophical Belief Systems within E-Learning Environments (Caroline M. Crawford, and Ruth Gannon Cook)

Section 4 - Instructional Globalization
ch. 12 Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams (Nicholas Bowskill, and David McConnell)
ch. 13 A Multidisciplinary Project Integrating Marketing Research, Art and Spanish Langauge for Social Sciences (Manuel Cuadrado-Garcia, Maria-Eugenia Ruiz-Molina, and Lourdes Hernández-Martin)
ch. 14 ORIENT: The Intercultural Empathy through Virtual Role-Play (Sibylle Enz, Carsten Zoll, Natalie Vannini, Mei Yii Lim, Wolfgan Schneider, Lynne Hall, Ana Paiva, Ruth Aylett)
ch. 15 Learning in Cross-Cultural Online MBA Courses: Perceptions of Chinese Students (Xiaojing Liu, and Richard J. Magjuka)
ch. 16 Integrated Cross-Cultural Virtual Classroom Exchange Program: How Adaptable Public Schools are in Korea and the USA? (Eunhee Jung O'Neill)
ch. 17 International Collaboration in Distance Education in Sub-Saharan Africa: Trends, Trials and Tomorrow's Thrusts (Gbolagade Adekanmbi, and Bopelo Boitschwarelo)

Compilation of References
About the Contributors
Index
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Cases on Online Learning Communities and Beyond: Investigations and Applications

Book
Yang, Harrison Hao, and Wang, Shuyan, eds.
2013
IGI Global, Hershey PA
LB1028.3.C3265 2013
Topics: Online Learning

Additional Info:
Technology-enriched online settings provide new ways to support lifelong learning. Learners can interact with other learners, gain from their experiences, and then construct their own knowledge, be it through Google Docs, online collaborative communities, YouTube, wikis, or blogs.

Cases on Online Learning Communities and Beyond: Investigations and Applications provides a variety of essential case studies which explore the benefits and pedagogical successes of distance learning, blended learning, collaborative ...
Additional Info:
Technology-enriched online settings provide new ways to support lifelong learning. Learners can interact with other learners, gain from their experiences, and then construct their own knowledge, be it through Google Docs, online collaborative communities, YouTube, wikis, or blogs.

Cases on Online Learning Communities and Beyond: Investigations and Applications provides a variety of essential case studies which explore the benefits and pedagogical successes of distance learning, blended learning, collaborative learning environments, computer-supported group-based learning, and professional learning communities. This casebook is an essential resource for educators, instructional designers, trainers, administrators, and researchers working in the areas of online learning and distance learning. (From the Publisher)

Table Of Content:
Preface
Acknowledgment

Section 1 - Participants
ch. 1 Academic integrity and Student Satisfaction in an Online Environment ( Michele T. Cole, Daniel J. Shelley, Louis B. Swartz)
ch. 2 Opportunities for Enhancing Ethical Climates in Online Courses: Best Practices for Reducing Student Cheating (Robyn Hulsart, Vikkie McCarthy)
ch. 3 Is It Better to be Alone or in Company? The Impact of the Structural Profile of Interpersonal Skills on Computer-Supported Group-Based Learning (Elvis Mazzoni, Pietro Gaffuri, Patrizia Selleri)
ch. 4 The Power of Digital Literacy to Transform and Shape Teacher Identities (Janette Hughes, Lorayne Robertson)
ch. 5 The Teaching Assistants' Community of Practice Facilities Undergraduate Online Learning in a Blended Course (Xiaojun Chen, Jea H. Choi, Ji Hyun Yu, Timothy Newby)
ch. 6 Attitudes towards Diverse Learners: A Hybrid Technology Course for Secondary School Mathematics Pre/In-Service Teachers (Faith Maina, Marcia M. Burrell)

Section 2 - Communications and Collaboration Technologies
ch. 7 Technology: A Tool for Creating Collaborative Learning Environments (Rita Gravina, Helena Pereira-Raso)
ch. 8 Google Docs in Higher Education (Jorge Reyna)
ch. 9 Using Blogs to Journal, Document, and Create Community (Jennifer Munday)
ch. 10 Authentic Assessment through an Online Professional Conference: Barriers and Affordances (Authentic Assessment through an Online Professional Conference: Barriers and Affordances)
ch. 11 Lecture Capture as a Tool to Enhance Student Accessibility: A Canadian Case Study (Susan Vajoczki, Susan Watt)
ch. 12 Choosing the Right Course Management System for Distance Education Course (Zafer Unal, Ashlihan Unal)
ch. 13 Using Web for Delivery of Open and Distance Learning Programmes: A Case Study for Introspection (Kumar Sunil, M.K. Salooja)

Section 3 - Pedagogical Design and Practices
ch. 14 Constructing a Working Life-Oriented Model for Online Course Modernization (Irja Leppisaari, Rilna Kleimola, Markus Maunula, Tuula Hohenthal)
ch. 15 Design of an Online Continuing Education Module: Herbal and Dietary Supplements Impact Warfarin Safety and Efficacy (Jennifer L. Strohecker, Wendy Athens)
ch. 16 Juggling Channels and Turn-Taking in a Dual Channel Synchronous Class: A Conversation Analysis Approach (Christie L. Suggs, Vanessa Paz Sennen, Jennifer B. Meyers)
ch. 17 Teaching a YouTube (Chareen Sneison)
ch. 18 Peer Feedback for Enhancing Students' Project Development in Online Learning (Swapna Kumar, Johanna Kenney, Vasa Buraphedeja)
ch. 19 Toward a Model of Multi-Level Professional Learning Communities to Guide the Training and Practice of Literacy Coaches (Michelle McAnuff-Gumbs, Katherine Verbeck)
ch. 20 Didactical Design for Online Process-Based Assessment in Teacher Education: Making the Informal Formal (Peter Bergstrom)

Compilation of References
About the Contributors
Index
Cover image

Design, Implementation, and Evaluation of Virtual Learning Environments

Book
Thomas, Michael, author, ed.
2012
IGI Global, Hershey PA
LB1044.87.D475 2012
Topics: Online Learning

Additional Info:
Virtual learning environments offer a novel environment through which teachers can engage students in active learning. Whether through virtual worlds such as Second Life or a custom-designed personal learning environment, together students and teachers can explore new boundaries in education.

Design, Implementation, and Evaluation of Virtual Learning Environments highlights invaluable research covering the design, development, and evaluation of online learning environments. An essential resource for academics, professionals, corporate ...
Additional Info:
Virtual learning environments offer a novel environment through which teachers can engage students in active learning. Whether through virtual worlds such as Second Life or a custom-designed personal learning environment, together students and teachers can explore new boundaries in education.

Design, Implementation, and Evaluation of Virtual Learning Environments highlights invaluable research covering the design, development, and evaluation of online learning environments. An essential resource for academics, professionals, corporate trainers and policy makers, this book examines the role of technology enhanced learning in this emerging area. (From the Publisher)

Table Of Content:
Preface

Section 1 - Key Concepts
ch. 1 The Centralisation Dilemma in Educational IT (Martin Weller)
ch. 2 e-Learning in the Cloud (Niall Sclater)
ch. 3 Toward a Personal Learning Environment Framework (Mohamed Amine Chatti, Mohammad Ridwan Agustiawan, Matthias Jarke, and Marcus Specht)

Section 2 - Design
ch. 4 Designing Effective Spaces, Tasks and Metrics for Communication in Second Life Within the Context of Programming LEGO NXT Mindstorms Robots (Michael Vallance, Stewart Martin, Charles Wiz, and Paul van Schaik)
ch. 5 Home Virtualis: Virtual Worlds, Learning, and an Ecology of Embodied Interaction (Leslie Jarmon)
ch. 6 Second Life as a Surrogate for Experiential Learning (Michael N. DeMers)
ch. 7 An Interdisciplinary Design Project in Second Life: Creating a Virtual Marine Science Learning Environment (Riley Triggs, Leslie Jarmon, Tracy A. Villareal)
ch. 8 Virtual Speed Mentoring in the Workspace - Current Approaches to Personal Informal Learning in the Workplace: A Case Study (Chuck Hamilton, Kristen Langlois, and Henry Watson)

Section 3 - Implementation
ch. 9 Communication and Education in a Virtual World: Avatar-Mediated Teaching and Learning in Second Life (Lorri Mon)
ch. 10 Mechanics Simulations in Second Life (Kelly Black))
ch. 11 Development of an Interactive Virtual 3-D Model of the Human Testis Using the Second Life Platform (Douglas R. Danforth)
ch. 12 Affective Load and Engagement in Second Life: Experiencing Urgent, Persistent, and Long-Term Information Needs (Diane Nahl)
ch. 13 Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach (Sheila Webber)
ch. 14 Low-Coast Virtual Laboratory Workbench for Electronic Engineering (Ifeyinwa E. Achumba, Djamel Azzi, and James Stocker)

Section 4 - Evaluation
ch. 15 The Development of a Personal Learning Environment in Second Life (Sandra Sutton Andrews, Mary Stokrocki, Angel Jannasch, and Samuel A. DiGangi)
ch. 16 A Framework for the Assessment of Wiki-Based Collaborative Learning Activities (Hagit Meishar-Tal, and Mat Schencks)
ch. 17 Evaluating Games-Based Learning (Thomas Hainey, and Thomas Connolly)
ch. 18 Challenges Facing the Semantic Web and Social Software as Communication Technology Agents in E-Learning Environments (Bolanie A. Olaniran)

Compilation of References
About the Contributors
Index
Cover image

Dialogic: Education for the Internet Age

Book
Wegerof, Rupert
2013
Routledge, New York, NY
LB1044.87.W475 2013
Topics: Online Learning   |   Changes in Higher Education   |   Constructivist & Active Learning Theory

Additional Info:
Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple.

This new ...
Additional Info:
Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple.

This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education.

Areas covered in the book include:

dialogical learning and cognition
dialogical learning and emotional intelligence
educational technology, dialogic ‘spaces’ and consciousness
global dialogue and global citizenship
dialogic theories of science and maths education

The challenge identified in Wegerif’s text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 The Challenge
ch. 2 Educating Dialogue
ch. 3 Educating Reason
ch. 4 Educating Creativity
ch. 5 Educating Technology
ch. 6 Educating Science
ch. 7 Educating the Planet
ch. 8 Education into Dialogue

Notes
References
Index
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Using Network and Mobile Technology to Bridge Formal and Informal Learning

Book
Trentin, Guglielmo; and Repetto, Manuela, eds.
2013
Chandos Publishing, Oxford
LB1028.5.U85 2013
Topics: Online Learning   |   Leadership and Faculty Development

Additional Info:
- includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT)
 - provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning
 - gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance ...
Additional Info:
- includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT)
 - provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning
 - gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways

An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by ‘pedagogy 2.0’) of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers’ professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education. (From the Publisher)

Table Of Content:
List of figures and tables
List of abbreviations
Preface
About the contributors

ch. 1 Tapping the motivational potential of mobile handhelds: defining the research agenda (Cathy Tran, Mark Warschauer, and AnneMarie M. Conley)
 - Introduction
 - Educational technology and motivation: past, present and future
 - Proposed research strands for motivation and mobile handheld technology
 - Methodological considerations for research in mobile learning and motivation
 - Conclusion
 - Acknowledgments
 - References

ch. 2 Using social network sites and mobile technology to scaffold equity of access to cultural resources (John Cook, Norbert Pachler, and Ben Bachmair)
 - Introduction
 - Resources for learning: self-representation and writing in a school context
 - Key concepts
 - Using NMT for bridging social capital
 - Conclusions
 - Notes
 - Bibliography (John Cook, Norbert Pachler, Ben Bachmair)

ch. 3 A mobile Web 2.0 framework: reconceptualising teaching and learning (Thomas Cochrane, and Roger Bateman)
 - Introduction
 - Background
 - Mobile Web 2.0 design framework: some examples of use
 - Mobile Web 2.0 framework: key aspects
 - Discussion
 - Conclusion
 - Bibliography

ch. 4 Facing up to it: blending formal and informal learning opportunities in higher education contexts (Julie Willems, and Debra Bateman)
 - Introduction
 - The blurring of formal and informal learning
 - A new model for the knowledge economy
 - Methodology
 - Discussion
 - Conclusionv  - Bibliography

ch. 5 Networked lives for learning: digital media and young people across formal and informal contexts (Solveig Roth, and Ola Erstad)
 - Introduction
 - Networked lives
 - Learning lives
 - Methodology and research context
 - Three portraits
 - Interpretation of the portraits
 - Conclusion
 - Note
 - Bibliography

ch. 6 Network and mobile technologies in education: a call for e-teachers (Guglielmo Trentin)
 - Introduction
 - The key issues
 - From teacher to e-teacher
 - E-teacher education and professional development
 - Some conclusive reflections on e-teacher status
 - Note
 - Bibliography

ch. 7 Networked informal learning and continuing teacher education (Manuela Repetto)
 - Introduction
 - The Aladin project: general approach and activities
 - The Aladin project: results and attestations
 - Conclusion
 - Note
 - Bibliography

ch. 8 A conclusive thought: the opportunity to change education is, literally, at hand (Cathlee A. Norris, and Elliot Soloway)
 - Introduction
 - Technology = opportunity
 - The Age of Mobilism = opportunity for K-12 to finally change
 - Scaffolding the ‘demanded thinking’
 - Barriers to change
 - Stay tuned!
 - Acknowledgment
 - Notes
 - Bibliography

Index
Cover image

Digital Media and Learner Identity: The New Curatorship Digital Education and Learning

Book
Potter, John
2012
Palgrave Macmillan, New York
LB1028.4.P62 2012
Topics: Online Learning   |   Identity, Society, and Church

Additional Info:
Many studies of digital education focus on technology rather than on the learners or on what they make and do with the devices they use every day. This book takes a different path, putting the learners and their lives at the heart of the narrative. Through an in-depth account of media production activities by younger learners it shows their motivations and dispositions in storying their identity in short video pieces. ...
Additional Info:
Many studies of digital education focus on technology rather than on the learners or on what they make and do with the devices they use every day. This book takes a different path, putting the learners and their lives at the heart of the narrative. Through an in-depth account of media production activities by younger learners it shows their motivations and dispositions in storying their identity in short video pieces. It suggests that their authoring and editing practices are examples of the new curatorship: the representation through life of identity and affiliation in digital media. It considers the implications of this for teaching and learning in the years to come and concludes with a manifesto for a future media education. (From the Publisher)

Table Of Content:
ch. 1 Introducing new literacy and identity
ch. 2 Describing digital video production
ch. 3 Media literacy: Forms and organising structures
ch. 4 Identity: Storying the self
ch. 5 Recorded performance and locative memory
ch. 6 Forms and coherence
ch. 7 Location memory and voice
ch. 8 Curatorship as a new literacy practice
ch. 9 Curatorship and learning: Implications of emergent principles and practices
Cover image

Social Media in Higher Education: Teaching in Web 2.0

Book
Patrut, Monica; and Patrut, Bogdan, eds.
2013
IGI Global, Hershey PA
LB2395.7.S635 2013
Topics: Online Learning   |   Faculty Well-Being   |   Balancing Teaching and Research

Additional Info:
In today’s businesses and society, social media continues to play a vital role in the transformation of communication into an interactive dialogue. The success of social media has encouraged the integration of these aspects in higher education teaching practices.

Social Media in Higher Education: Teaching in Web 2.0 provides research on the pedagogical challenges faced in recent years in order to improve the understanding of social media in ...
Additional Info:
In today’s businesses and society, social media continues to play a vital role in the transformation of communication into an interactive dialogue. The success of social media has encouraged the integration of these aspects in higher education teaching practices.

Social Media in Higher Education: Teaching in Web 2.0 provides research on the pedagogical challenges faced in recent years in order to improve the understanding of social media in the educational systems. It will highlight the levels of education ranging from learning centered on the student to the collaboration between academic networks and organizations. This reference source is essential for practitioners, researchers, and students interested in gaining insight into educational institutions as well as academic communities and environments. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgement

Section 1 Teaching 2.0
ch. 1 The Implementation of a University 2.0 Model (Domenico Consoil)
ch. 2 Using Social Media as a Concept and Tool for Teaching Marketing Information Systems (Theodosios Tsiakis)
ch. 3 The Use of New Web-Based Technologies in Strategies of Teaching Gender Studies (Madalina Manolache, Monica Patrut)
ch. 4 Integrating Social Media and Traditional Media within the Academic Environment (Swati Jaywant Rao Bute)
ch. 5 Using Facebook in Teaching (Ioana Boghian)

Section 2 Student 2.0
ch. 6 Personalization of Learning Environments in a Post-Industrial Class (IIya Levin, Andrei Kojukhov)
ch. 7 Personal Knowledge Management and Social Media: What Students Need to Learn for Business Life (Marie-Luise Gro)
ch. 8 Usage of Social Media by Children and Teenagers: Results of EU KIDS Online II (Anca Velicu, Valentina Marinescu)
ch. 9 Students' Publishing Projects and their Impact on Teaching and Learning (Sandra Hofhues, Anna Heudorfer)

Section 3 Tools and Technological Issues in Web 2.0
ch. 10 The Potential of Document Sharing for Scaffolding Writing Instruction (Katherine Landu Wright)
ch. 11 The Role of the Web Technologies in Connection to the Communication's Streamlining and Diversification between the Actors of a Learning System (Dorin Bocu, Razvan Bocu, Bogdan Patrut)
ch. 12 @Twitter is Always Wondering what's Happening: Learning with through Social Networks in Higher Education (Narelle Lemon)
ch. 13 The Universal Appeal of Facebook: Providing Access to Tertiary Students from Australian Aboriginal Communities (Maree Gruppetta, Terry Mason)

Section 4 Educational and Ethical Issues in Web 2.0 Age
ch. 14 Risky Media: Using Subversive Technologies in Education to Question Assumptions about Power, Teaching, and Assessment (Matthew J. Kruger-Ross, Tricia M. Farwell)
ch. 15 Online Anxiety: Implications for Educational Design in a Web 2.0 World (David Mathew)
ch. 16 Cyberbullying: The Bad and Ugly Side of Information Age (Osman Toiga Aricak, Taskin Tanrikulu, Sinem Siyahhah, Huseyin Kinay)
ch. 17 Barriers to Emerging Technology and Social Media Integration in Higher Education: Three Case Studies (Ana Adi, Christina, Gasser Scotte)
ch. 18 Making the Most of Informal and Situated Learning Opportunities through Mobile Learning (Mar Camacho)
ch. 19 Media and Communication Research Facing Social Media (Georgeta Drula)

Compilation of References
About the Contributors
Index
Cover image

Handbook of Design in Educational Technology

Book
Luckin, Rosemary; Puntambekar, Sadhana; Goodyear, Peter; Grabowski, Barbara L.; Underwood, Joshua; and Winters, Niall, eds.
2013
Routledge, New York, NY
LB1028.3.H354 2013
Topics: Course Design   |   Online Learning

Additional Info:
Click Here for Book Review
Abstract: The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating ...
Additional Info:
Click Here for Book Review
Abstract: The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminated.

The volume is organized into the following four sections: Theory, Design, Implementation, and Evaluation.

The more than forty chapters reflect the international and interdisciplinary nature of the educational technology design research field. (From the Publisher)

Table Of Content:
Foreword (Rosemary Luckin)

Part I. Foundations Design in Educational Technology: Foundations (Peter Goodyear )
ch. 1 The Practice of Educational/Instructional Design (Peggy A. Ertmer, Martin L. Parisio, and Dewa Wardak)
ch. 2 Principles for Design and Evaluation of Learning Spaces (Mike Keppell and Matthew Riddle)
ch. 3 The Ecology of Resources: A Theoretically Grounded Framework for Designing Next Generation Technology Rich Learning (Rosemary Luckin, Wilma Clark, and Joshua Underwood)
ch. 4 Design-Based Research—Designing as Research (Peter Reimann)
ch. 5 Understanding and Analysing 21st Century Skills Learning Outcomes Using Assessments (Patrick Griffin, My Van Bui and Esther Care)

Part II. Design Methods - Design in Educational Technology: The Design Process (Joshua Underwood and Rosemary Luckin)
ch. 6 Using Technology Probes to Understand Educational Design Spaces (Madeline Balaam)
ch. 7 Iterative Context Engineering to Inform the Design of Intelligent Exploratory Learning Environments for the Classroom (Manolis Mavrikis, Sergio Gutierrez-Santos, Eirini Geraniou, Richard Noss and Alex Poulovassilis)
ch. 8 Sketch-Ins: A Method for Participatory Design in TEL (Brock Craft)
ch. 9 Issues and Methods for Involving Young People in Design (Judy Robertson, Judith Good, Katy Howland, and Andrew Macvean)
ch. 10 Orchestrating Classroom CSCL: A Multi-level Pattern Approach for Design and Enactment (L. P. Prieto, S. Villagrá-Sobrino, Y. Dimitriadis, I. Jorrín-Abellán)
ch. 11 Empowering teachers to design learning resources with metacognitive interface elements (Judy Kay, Sabina Kleitman, and Roger Azevedo)
ch. 12 Meta-Design: Empowering All Stakeholder as Co-Designers (Gerhard Fischer)
ch. 13 Designing for Seamless Learning (Chee-Kit Looi and Lung-Hsiang Wong)
ch. 14 Putting the Ecology of Resources Design Framework to Use with Language Learners’ Contexts (Rosemary Luckin, Wilma Clark, Joshua Underwood)
ch. 15 Designing Affective and Cognitive Educational Interaction (Benedict du Boulay)
ch. 16 Activity Theory and Educational Technology Design (Daisy Mwanza-Simwami)
ch. 17 SNaP! Re-using, sharing and communicating designs and design knowledge using Scenarios, Narratives, and Patterns (Yishay Mor)
ch. 18 Going Native: Autoethnography as a Design Tool (Margot Duncan )

Part III. Implementation - Design in Educational Technology: Implementation Challenges (Barbara Grabowski and Niall Winters)
ch. 19 A Developmental Study for the Design of Creative Problem Solving Support System (Cheol Il Lim, Wan Chul Lim, and Miyoung Hong)
ch. 20 Case-Based Learning for Anesthesiology: Enhancing Dynamic Decision-Making Skills through Cognitive Apprenticeship and Cognitive Flexibility (Ikseon Choi, Yi-Chun Hong, Hyojin Park, Yunseok Lee)
ch. 21 Scaffolding Learning in an LMS: Learning to Write an Action Research Proposal (Priya Sharma and Alice E. Anderson)
ch. 22 Considering the Design of an Electronic Progress-Monitoring System (Simon Hooper, Charles Miller, and Susan Rose)
ch. 23 Designing for Awareness: Purposeful Interactions in the Next Generation of Distance Education (Jennifer A. Maddrell and Gary R. Morrison)
ch. 24 Learning with Facebook Group—Interaction in Action (Gila Kurtz, Hagit Meishar-Tal, and Efrat Pieterse)
ch. 25 Designing for Learning with Tangible Technologies (Sara Price and Paul Marshall)
ch. 26 An Introduction to Technology Enhanced Learning Design in Postgraduate Medical Education (Niall Winters)
ch. 27 The Convergence of Informal Learning and Formal Education in a Ubiquitous Environment (Heeok Heo, Il-Hyun Jo, Kyu Yon Lim, Hyeon Woo Lee, and Soonshik Suh)
ch. 28 Design for Museum Learning: Visitor-Constructed Trails Using Mobile Technologies (Kevin Walker)
ch. 29 A Blended Instructional Design Approach to Cyberlearning that Supports Persons with Disabilities (Marilyn P. Arnone, Jennifer T. Ellis, and Derrick L. Cogburn)
ch. 30 Cloud-based eLearning for Higher Education: Realizing the Potential (Alexander Romiszowski and Elvis Otamere)
ch. 31 Role of Web-Based Technologies in Framing Teaching Presence (Fengfeng Ke and Li Zhu)

Part IV. Evaluation - What Are Students Learning and How: Methods for Assessing Learning (Sadhana Puntambekar)
ch. 32 Measuring What Matters: Technology and the Design of Assessments that Support Learning (James W. Pellegrino)
ch. 33 Educational Design Research in the 21st Century (William A. Sandoval)
ch. 34 Lights, Camera, Learn: When the Set is as Important as the Actors (Iris Tabak)
ch. 35 Bidirectional artifact analysis: A method for analyzing digitally mediated creative processes (Erica Halverson and Alecia Magnifico)
ch. 36 Mass Collaboration and Learning (Ulrike Cress)
ch. 37 Emerging Technologies for Young Children: Evaluating the Learning Benefits of New Forms of Interaction (Andrew Manches)
ch. 38 Insight into Teaching and Learning: The Complex Face of Video Research (Mary J. Leonard and Sharon J. Derry)
ch. 39 Basic Concepts and Techniques in Social Work Analysis (Christophe Reffay and Alejandra Martínez-Monés)
ch. 40 Seeing to Understand: Using Visualizations to Understand Learning in Technology-Rich Learning Environments (Cindy E. Hmelo-Silver, Rebecca Jordan, and Suparna Sinha)
ch. 41 Using Process Mining for Understanding Learning (Peter Reimann and Kalina Yacef)
ch. 42 Self-Regulated Learning Engines: Software Technologies for Researching and Promoting Self-Regulated Learning (Philip H. Winne)
ch. 43 Assessing Socio-Emotional Learning Around Educational Technologies (Carolyn Penstein Rosé)

Index
Additional Info:
A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
Additional Info:
A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
Additional Info:
Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
Additional Info:
Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
Additional Info:
A site is designed to stimulate theological reflection on the uses of technology in theological education, with links to sites on a host of issues on teaching and technology.
Additional Info:
A site is designed to stimulate theological reflection on the uses of technology in theological education, with links to sites on a host of issues on teaching and technology.
Additional Info:
The do's and dont's of civil online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This site provides links to both summary and detail information.
Additional Info:
The do's and dont's of civil online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This site provides links to both summary and detail information.
Additional Info:
An extensive, authoritative site on learning theory and distance education, constructed by Martin Ryder at the University of Colorado at Denver, School of Education. Lots of research, definitions, academic papers, philosophical overviews.
Additional Info:
An extensive, authoritative site on learning theory and distance education, constructed by Martin Ryder at the University of Colorado at Denver, School of Education. Lots of research, definitions, academic papers, philosophical overviews.
Additional Info:
A single page “How-To Guide” from UCLA College Library.
Additional Info:
A single page “How-To Guide” from UCLA College Library.
Additional Info:
An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
Additional Info:
An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
Additional Info:
Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
Additional Info:
Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
Additional Info:
A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
Additional Info:
A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
Additional Info:
An extensive “checklist” of best practices for pedagogical and user-interface design for online teaching. Hyperlinks are provided within the checklist to expedite and facilitate understanding of each indicator on the checklist.
Additional Info:
An extensive “checklist” of best practices for pedagogical and user-interface design for online teaching. Hyperlinks are provided within the checklist to expedite and facilitate understanding of each indicator on the checklist.
Additional Info:
Contains several versions of a rubric designed for peer review (and thus design and development) of online courses. Includes annotations demonstrating the criteria in practice.
Additional Info:
Contains several versions of a rubric designed for peer review (and thus design and development) of online courses. Includes annotations demonstrating the criteria in practice.
Additional Info:
Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
Additional Info:
Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
Additional Info:
Ask yourself key questions about the proposed group activity, be certain that the activity furthers course objects, allow for team building, encourage students to monitor group processing, promote individual accountability, etc.
Additional Info:
Ask yourself key questions about the proposed group activity, be certain that the activity furthers course objects, allow for team building, encourage students to monitor group processing, promote individual accountability, etc.
Additional Info:
Personal narrative reflecting on the significance of recognizing your own, different, teaching gifts/skills, in the online teaching environment.
Additional Info:
Personal narrative reflecting on the significance of recognizing your own, different, teaching gifts/skills, in the online teaching environment.
Additional Info:
Short essay that argues that digital technology can enhance our students' learning, but only if our goals for student learning drive its use – and the implications there of.
Additional Info:
Short essay that argues that digital technology can enhance our students' learning, but only if our goals for student learning drive its use – and the implications there of.
Additional Info:
Brief, schematic argument for the ways in which new information technologies can improve student learning.
Additional Info:
Brief, schematic argument for the ways in which new information technologies can improve student learning.
Additional Info:
Transitioning into a self-supporting program through institutional subscriptions, license agreements, and a range of fee-based services, the Quality Matters Project offers a peer-review approach to quality assurance and continuous improvement in online education.
Additional Info:
Transitioning into a self-supporting program through institutional subscriptions, license agreements, and a range of fee-based services, the Quality Matters Project offers a peer-review approach to quality assurance and continuous improvement in online education.
Additional Info:
Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
Additional Info:
Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
Additional Info:
Developed by The San Diego State University College of Education.
Additional Info:
Developed by The San Diego State University College of Education.
Additional Info:
Sponsored by the Seminary Department of the National Catholic Educational Association for the purpose of advancing the education of future priests within a distributed learning framework shared by all member schools. Sponsors courses that foster excellence in human, spiritual, intellectual, and pastoral formation within seminaries through the sharing of resources between them.
Additional Info:
Sponsored by the Seminary Department of the National Catholic Educational Association for the purpose of advancing the education of future priests within a distributed learning framework shared by all member schools. Sponsors courses that foster excellence in human, spiritual, intellectual, and pastoral formation within seminaries through the sharing of resources between them.
Additional Info:
A list of faculty development-related people and organizations tweeting on issues of technology in higher education.
Additional Info:
A list of faculty development-related people and organizations tweeting on issues of technology in higher education.
Additional Info:
Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).
Additional Info:
Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).
Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, analyzing faculty use of technology in several different disciplines (however, NOT in religion or theology), illustrating effective instructional practices culminating in improved engagement.
Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, analyzing faculty use of technology in several different disciplines (however, NOT in religion or theology), illustrating effective instructional practices culminating in improved engagement.
Additional Info:
Information and reviews on digital technologies used for teaching, research, and productivity in a liberal arts context.
Additional Info:
Information and reviews on digital technologies used for teaching, research, and productivity in a liberal arts context.
Additional Info:
A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
Additional Info:
A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
Additional Info:
This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.
Additional Info:
This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.
Article cover image
Wabash tree

"Assessing Quality of Critical Thought In Online Discussion"

Article
Weltzer-Ward, Lisa
2009
Campus-Wide Information Systems, Vol. 26, No. 3, 2009
Topics: Discussion   |   Online Learning

Additional Info:
Purpose – The purpose of this paper is to describe a theoretically based coding framework for an integrated analysis and assessment of critical thinking in online discussion. Design/methodology/approach – The critical thinking assessment framework (TAF) is developed through review of theory and previous research, verified by comparing results to previous research, and checked for reliability by comparing results for multiple coders. Findings – Although process, structure, and quality of online discussions ...
Additional Info:
Purpose – The purpose of this paper is to describe a theoretically based coding framework for an integrated analysis and assessment of critical thinking in online discussion. Design/methodology/approach – The critical thinking assessment framework (TAF) is developed through review of theory and previous research, verified by comparing results to previous research, and checked for reliability by comparing results for multiple coders. Findings – Although process, structure, and quality of online discussions are assessed independently, a standard framework integrating these aspects for comprehensive assessment of critical thinking in online discussions is not found in literature review. The critical TAF described here offers a reliable and valid tool for integrating process, structure, and quality to assess critical thinking in online discussions. Research/limitations/implications – The critical TAF serves as a methodological tool for assessing critical thinking in online discussion. Further research should further assess the validity and reliability of this tool and should integrate the framework with assessments for other aspects of discussion such as social or instructor presence. Practical implications – The implementation of the critical TAF in future studies will ultimately help identify online educational activities and tools which best support development and application of critical thinking skills. Furthermore, it might be used to assess critical thinking of individual participants or small groups in a discussion. Originality/value – The critical TAF described in this paper provides a valid and reliable tool for integrated assessment of the process, structure, and quality of critical thinking in online discussions.
Cover image

Rethinking Online Education : Media, Ideologies, and Identities

Book
Mitsikopoulou, Bessie
2013
Paradigm Publishers, Boulder, CO
LB1044.87.M58 2013
Topics: Online Learning

Additional Info:
Rethinking Online Education analyzes online educational materials on the recent Iraq war aimed to be used by U.S. educators in elementary and secondary schools. It is suggested that far from being ideologically neutral, these educational materials weave together resources which provide a coherent view of the Iraq war theme, and can thus been seen as constituting a kind of an informal curriculum. Mitsikopoulou argues that the teacher resources adhere ...
Additional Info:
Rethinking Online Education analyzes online educational materials on the recent Iraq war aimed to be used by U.S. educators in elementary and secondary schools. It is suggested that far from being ideologically neutral, these educational materials weave together resources which provide a coherent view of the Iraq war theme, and can thus been seen as constituting a kind of an informal curriculum. Mitsikopoulou argues that the teacher resources adhere to different pedagogical discourses and constitute materializations of two broad approaches to education. A number of pedagogical issues are also raised in the discussion: What is the difference between critical thinking and critical pedagogy? How is the genre of lesson plan realized in different teaching philosophies and how do curricular texts change when they are delivered online? This important book highlights the need to explore the new forms of textuality which emerge from online curricular materials and to develop an understanding of the processes of text composition, distribution and consumption. (From the Publisher)

Table Of Content:
List of Figures, Tables, and Boxes
Acknowledgments
Preface
Introduction

Part A – Curricular Materials for Students
ch. 1 Critical Thinking in NewsHour Extra
ch. 2 Critical Pedagogy in Rethinking Schools
ch. 3 The Ideology of the Instructional Texts

Part B – Curricular Materials for Teachers
ch. 4 The Genre of Lesson Plans
ch. 5 Hypermodality: A New Form of Textuality
ch. 6 Conclusion

Appendix I
Appendix II
Notes
References
Index
About the Author
Cover image

The Plugged-In Professor: Tips and Techniques For Teaching With Social Media

Book
Ferris, Sharmila Pixy; and Wilder, Hilary Anne, eds.
2013
Chandos Publishing, Oxford
LB1028.3.P58 2013
Topics: Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
Click Here for Book Review
Abstract: Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today’s students through the use of their favorite tool, social media

Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners

Exposes students to ways in which these technologies can be used in their professional and personal ...
Additional Info:
Click Here for Book Review
Abstract: Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today’s students through the use of their favorite tool, social media

Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners

Exposes students to ways in which these technologies can be used in their professional and personal lives

Reinforces students' growth as productive, reflective, and involved twenty-first century citizens

New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives, step-by-step directions, observations and advice, and supplemental readings and resources. Twenty-five chapters by leading contributors cover key aspects of new technologies in education, in four parts: Writing, research and information fluency; Communication and collaboration; Critical thinking and creativity; and Integrative learning.

Readership: Educators in higher education, academics, teachers, and all those who wish to develop their techniques to more effectively reach the Net Generation will find this book useful. (From the Publisher)

Table Of Content:
List of tables and figure
List of abbreviations
Acknowledgments Preface
About the editors
About the contributors

Part 1: Writing, Research, and Information Fluency
ch. 1 Writing for Wikipedia: co-constructing knowledge and writing for a public audience (Lori L. Britt)
ch. 2 Organizing with Pinterest and Delicious (Melanie L. Bufington)
ch. 3 Students' inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis (Linzi J. Kemp)
ch. 4 Collecting and analyzing primary sources (Lisa M. Lane)
ch. 5 Unraveling the research process: social bookmarking and collaborative learning (Caroline Sinkinson, and Alison Hicks)

Part 2: Communication and Collaboration
ch. 6 Using Wimba Voice Board to facilitate foreign language conversation courses (Silvia U. Baage)
ch. 7 Web conferencing and peer feedback (Kevin Garrison)
ch. 8 Learning through YouTube (J. Jacob Jenkins, and Patrick J. Dillon)
ch. 9 Wiki-workshopping: using Wikispaces for peer writing workshops (Hans C. Schmidt)
ch. 10 Using persistent wikis as a pedagogical resource (Evan D. Bradley)
ch. 11 Social media and public speaking: student-produced multimedia informative presentations (Paul E. Mabrey III, and Juhong "Christie" Liu)
ch. 12 Collaborative presentations using Google Docs (Michael S. Mills)
ch. 13 Cooperative study blog (Amanda Evelyn Waldo)

Part 3: Critical Thinking and Creativity
ch. 14 Using Facebook to apply social learning theory (Michelle Kilbum)
ch. 15 Technology as a tool to develop problem-solving skills in general chemistry (Madhu Mahalingam, and Elisabeth Morlino)
ch. 16 Communicating experimental learning through an online portfolio in Tumblr (Aaron J. Moore)
ch. 17 The Biology Taboo Wiktionary: a tool for improving student comprehension of key terminology in introductory biology courses (Jeffrey T. Olimpo, and Patricia A. Shields)
ch. 18 Mobile digital storytelling in the second language classroom (Apostolos Koutropoulos, David Hattem, and Ronda Zelezny-Green)
ch. 19 Creating a video dialogue with streaming video clips (Sandra L. Miller)
ch. 20 Remix as an educational activity (Christopher Shamburg, Kate Mazzetti-Shamburg, and John Shamburg)
ch. 21 Using Twitter to assist students in writing a concise nut graph (Tia C. M. Tyree)

Part 4: Integrative Learning
ch. 22 Using simulation, video sharing, and discussion threads for practice-based skills (Lindsay B. Curtin, and Laura A. Finn)
ch. 23 Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers (Erkkie Haipinge)
ch. 24 Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum
ch. 25 Using opinion leaders on Twitter to amplify PR and marketing messages (Sarah H. VanSlette)

Index
Cover image

Leading the e-Learning Transformation of Higher Education: Meeting the Challenges of Technology and Distance Education

Book
Miller, Gary; Benke, Meg; Chaloux, Bruce; Ragan, Lawrence C.; Schroeder, Raymond; Smutz, Wayne; and Swan, Karen
2014
Stylus Publishing, LLC, Sterling, VA
LB 2395.7.M55 2014
Topics: Online Learning

Additional Info:
Click Here for Book Review
Abstract: Written by pioneers in the field of online learning, Leading the e-Learning Transformation of Higher Education is a professional text that offers insights and guidance to the rising generation of leaders in the field of higher education. It explains how to integrate online learning into an institution during a period of rapid social and institutional change.

This important volume:

• ...
Additional Info:
Click Here for Book Review
Abstract: Written by pioneers in the field of online learning, Leading the e-Learning Transformation of Higher Education is a professional text that offers insights and guidance to the rising generation of leaders in the field of higher education. It explains how to integrate online learning into an institution during a period of rapid social and institutional change.

This important volume:

• Shares success stories, interviews, cases and insights from a broad range of leadership styles
• Reviews how technology is transforming higher education worldwide
• Provides an overview of how distance education is organized in a range of institutional settings
• Breaks down current leadership challenges in both unit operations and institutional policy

This volume launches the new Stylus series that is aimed at the online learning and distance education market. It offers readers the opportunity to benefit from the collective experience and expertise of top leaders in the field. All of the contributors have held leadership roles in national and international distance education organizations. Five of the contributors have been recognized as Sloan Consortium Fellows in 2010 and they have all collaborated with the Institute for Emerging Leaders in Online Learning. These contributors have helped pave the way and now share their insights, advice, and broad vision with the future leaders of the field. (From the Publisher)

Table Of Content:
Foreword
Preface

Part One: Leading Change: Making the Match Between Leadership and Institutional Culture
ch. 1 E-Learning and the Transformation of Higher Education (Bruce Chaloux and Gary Miller)
ch. 2 The Impact of Organizational Context (Bruce Chaloux and Gary Miller)
ch. 3 Leading Change in the Mainstream: A Strategic Approach (Gary Miller)
ch. 4 Leadership Is Personal (Wayne Smutz)

Part Two: Ensuring Operational Excellence
ch. 5 Enhancing e-Learning Effectiveness (Karen Swan)
ch. 6 Supporting Faculty Success in Online Learning: Requirements for Individual and Institutional Leadership (Lawrence C. Ragan and Raymond Schroeder and Gary Miller)
ch. 7 Optimizing Student Success (Meg Benke and Gary Miller)
ch. 8 Moving Into the Technology Mainstream (Raymond Schroeder and Gary Miller)
ch. 9 Operational Leadership: Moving From Operations to Strategy (Raymond Schroeder)
Part Three: Sustaining the Innovation
ch. 10 Policy Leadership in e-Learning (Bruce Chaloux)
ch. 11 Leading Beyond the Institution (Meg Benke and Gary Miller)
ch. 12 Foreseeing an Actionable Future
(Gary Miller, Meg Brooke, Bruce Chaloux, Lawrence C. Ragan, Wayne Smutz, and Karen Swan)
Contributors
Index
Cover image

Essentials for Blended Learning: A Standards-Based Guide

Book
Stein, Jared; and Graham, Charles R.
2014
Routledge, New York, NY
LB 1028.5.S715 2014
Topics: Course Design   |   Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
Essentials for Blended Learning: A Standards-Based Guide provides a practical, streamlined approach for creating effective learning experiences by blending online activities and the best of face-to-face teaching.

This guide is:

Easy to use: Clear, jargon-free writing; illustrations; and references to online resources help readers understand concepts.

Streamlined: A simple but effective design process focuses on creating manageable activities for the right environment.

...
Additional Info:
Essentials for Blended Learning: A Standards-Based Guide provides a practical, streamlined approach for creating effective learning experiences by blending online activities and the best of face-to-face teaching.

This guide is:

Easy to use: Clear, jargon-free writing; illustrations; and references to online resources help readers understand concepts.

Streamlined: A simple but effective design process focuses on creating manageable activities for the right environment.

Practical: Real-world examples from different subject areas help teachers understand principles in context.

Contemporary: The variety of modern, connected technologies covered in the guide addresses a range of teaching challenges.

Forward-Looking: The approach bridges the gap between formal classroom learning and informal lifelong learning.

Standards-based: Guidelines and standards are based on current research in the field, relevant learning theories, and practitioner experiences.

Effective blended learning requires significant rethinking of teaching practices and a fundamental redesign of course structure. Essentials for Blended Learning: A Standards-Based Guide simplifies these difficult challenges without neglecting important opportunities to transform teaching. This guide is suitable for teachers in any content area. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Orientation to Blended Teaching and Learning
ch. 2 Elements of Blended Courses: A Tour
ch. 3 Engaging Learners in a Blended Course
ch. 4 Designing Blended Courses
ch. 5 Planning Your Course from Goals and Outcomes
ch. 6 Blending Assessment and Feedback for Learning
ch. 7 Blending Content-Driven Learning Activities
ch. 8 Blending Community-Driven Learning Activities
Additional Info:
Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?
Additional Info:
Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?
Web cover image

MOOC Case Study

Web
McFarland, Daniel
Topics: Online Learning   |   Changes in Higher Education

Additional Info:
This website provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.
Additional Info:
This website provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.
Cover image

A Guide to Online Course Design: Strategies for Student Success

Book
Stavredes, Tina; and Herder, Tiffany
2014
Jossey-Bass, San Francisco, CA
LB1044.87.S73 2014
Topics: Course Design   |   Online Learning

Additional Info:
Click Here for Book Review
Abstract: This book offers a much-needed resource for faculty and professional staff to build quality online courses by focusing on quality standards in instructional design and transparency in learning outcomes in the design of online courses. It includes effective instructional strategies to motivate online learners, help them become more self-directed, and develop academic skills to persist and successfully complete a program of study online. ...
Additional Info:
Click Here for Book Review
Abstract: This book offers a much-needed resource for faculty and professional staff to build quality online courses by focusing on quality standards in instructional design and transparency in learning outcomes in the design of online courses. It includes effective instructional strategies to motivate online learners, help them become more self-directed, and develop academic skills to persist and successfully complete a program of study online. It also includes a more in-depth understanding of instructional design principles to support faculty as they move their face-to-face courses to the online environment.

Table Of Content:
Exhibits and Figures
Preface
About the Authors

Authors: Tina Stavredes, Tiffany Herder
Part 1 An Introduction to Persistence and Quality Design
ch. 1 Quality Design to Support Learner Persistence
ch. 2 The Instructional Design Process

Part 2 Analysis of Learners and Learning Outcomes
ch. 3 Analysis of Online Learner Characteristics and Needs
ch. 4 Analysis of Learning Outcomes and Competencies

Part 3 Design of Course Assessments and Sequence
ch. 5 Design of Course Assessments
ch. 6 Sequence of Instruction

Part 4 Design of Instructional Strategies
ch. 7 Foundations of Transformative Learning
ch. 8 Selection of Instructional Materials
ch. 9 Design of Effective Course Activities

Part 5 Development of Instruction
ch. 10 Development of Instructional Materials
ch. 11 Organizing the Course Environment

Part 6 Implementation and Evaluation
ch. 12 Course Evaluations and Maintenance

Final Remarks
References
Index
Cover image

Motivating and Retaining Online Students: Research-Based Strategies That Work (Jossey-Bass Guides to Online Teaching and Learning)

Book
Lehman, Rosemary M.; Conceicao, Simone C. O.
2014
Jossey-Bass, San Francisco, CA
LB2395.7.L46 2014
Topics: Online Learning

Additional Info:
Finally, the first research-based book of sound strategies and best practices to help instructors motivate students to complete their online courses.

Although studies support the effectiveness of learning online, students often fail to complete online courses. Some studies have found that as many as 50–70% drop out of their online courses or programs. Retention is not only a growing expectation and imperative, but it is also as opportunity for ...
Additional Info:
Finally, the first research-based book of sound strategies and best practices to help instructors motivate students to complete their online courses.

Although studies support the effectiveness of learning online, students often fail to complete online courses. Some studies have found that as many as 50–70% drop out of their online courses or programs. Retention is not only a growing expectation and imperative, but it is also as opportunity for faculty members to take the lead in innovating, researching, and implementing new strategies while demonstrating their effectiveness.

Designed for instructors and instructional designers, Motivating and Retaining Online Students is filled with empirical research from the authors’ study of motivation and retention strategies that can reduce online learner dropout. Focusing on the most important issues instructors face, such as course design; student engagement and motivation; and institutional, instructional, and informal student support strategies, the book provides effective online strategies that help minimize student dropout, increase student retention, and support student learning.

While helping to improve the overall retention rates for educational institutions, the strategies outlined in the book also allow for student diversity and individual learner differences. Lehman and Conceição’s proven model gives instructors an effective approach to help students persist in online courses and succeed as learners. (From the Publisher)

Table Of Content:
List of Tables, Exhibits, and Figure
Preface
The Focus of This Book
Who Can Benefit from This Book
Our Beliefs About Learning and Teaching
How This Book Is Organized
Acknowledgments
About the Authors

ch. 1 Concerns and Opportunities for Online Student Retention
Evolving Concepts of Presence, Communication, and Interaction
Redefining the Characteristics of the Higher Education Learner
New Ways of Learning
Causes for Increased Enrollment
The State of Higher Education and Online Learning
Concerns for Online Student Retention
Reasons Online Students Drop Out
Factors for Student Persistence in Online Education
Opportunities for Online Education
New Learner Behaviors and Skills in the 21st Century
Filling the Gap: Strategies for Online Persistence

ch. 2 Design Strategies for Retaining Online Students
Intentional Design for Online Courses
Design Elements and Strategies to Help Students Stay Motivated Online
Creating the Learning Environment
Planning for the Teaching Process
Predicting Learners’ Needs
The Impact of Intentional Design for Online Course Success
Design Strategies for Retaining Online Students

ch. 3 Student Strategies for Staying Motivated Online
Pathway and Strategies for Staying Motivated in Online Courses
Self-Awareness
Self-Efficacy
A Purpose for Taking a Course
Means to Achieve Goals
Rewards for Achieving Goals
Explaining Study Findings from a Motivational Perspective
Incorporating Student Strategies into Course Design

ch. 4 Support Strategies for Helping Online Students Persist
Types of Support Perceived as Important by Students
Human Resource Support
Institutional Support
Self-Care
Support Strategies for Helping Online Students Persist
Instructional Support Strategies
Institutional Support Strategies
Self-Care Strategies

ch. 5 Pulling the Strategies Together
Established Findings Related to Online Student Retention
Major Contributions from Our Study
New Ways of Th inking About Learning and Teaching
Persistence Model for Online Student Retention
Student-Centered Model
Strategies for Helping Students Persist in an Online Course
Times of Change for Learning in the 21st Century
Instructors’ Skills for Meeting Students’ 21st-Century Fluencies
Implications and Conclusions for Learning and Teaching Online

Glossary
References
Appendix 1
Appendix 2
Index
Web cover image

Adjunct versus Full-Time Faculty: Comparison of Student Outcomes in the Online Classroom

Web
Mueller, Brian; Mandernach, B. Jean; and Sanderson, Kelly
Topics: Online Learning   |   Adjuncts   |   Changes in Higher Education

Additional Info:
The Journal of Online Teaching and Learning (JoLT) publishes the detailed results of a study. Briefly: student outcomes are better across the board when taught by FT faculty over adjunct faculty.
Additional Info:
The Journal of Online Teaching and Learning (JoLT) publishes the detailed results of a study. Briefly: student outcomes are better across the board when taught by FT faculty over adjunct faculty.
Additional Info:
Chronicle of Higher Ed offers a time line, with links, of the controversial resignation and reinstatement of University of Virginia's president Teresa Sullivan. At the heart of the controversy is disagreement between the school's Board of Visitors and President Sullivan regarding the pace and manner of adopting online learning.
Additional Info:
Chronicle of Higher Ed offers a time line, with links, of the controversial resignation and reinstatement of University of Virginia's president Teresa Sullivan. At the heart of the controversy is disagreement between the school's Board of Visitors and President Sullivan regarding the pace and manner of adopting online learning.
Cover image

Assuring Quality in Online Education: Practices and Processes at the Teaching, Resource, and Program Levels

Book
Shattuck, Kay, ed.
2014
Stylus Publishing, LLC, Sterling, VA
LB1028.5.A745 2014
Topics: Online Learning   |   Leadership and Faculty Development

Additional Info:
Click Here for Book Review
Abstract: Online distance education continues to grow at a fast pace, even outpacing the overall growth of U.S. higher education. Demands for quality are coming from all shareholders involved. As if caught by surprise, a patchwork response to quality is often the typical organizational response. The result can be inconsistent and uncoordinated levels of value to those invested in online learning. This often ...
Additional Info:
Click Here for Book Review
Abstract: Online distance education continues to grow at a fast pace, even outpacing the overall growth of U.S. higher education. Demands for quality are coming from all shareholders involved. As if caught by surprise, a patchwork response to quality is often the typical organizational response. The result can be inconsistent and uncoordinated levels of value to those invested in online learning. This often promotes negative images of the educational experience and institution.

Comprised of highly regarded experts in the field, this edited volume provides a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education.

Topics discussed include:

* Improving practices for teaching online
* Using educational analytics for quality assurance and improvement
* Accessibility: An important dimension of quality assurance
* Assuring quality in online course design
* Assuring quality in learner support, academic resources, advising and counseling
* The role and realities of accreditation

This text clearly answers the call for addressing quality from a broad, deep and coordinated understanding. It addresses the complexities of quality assurance in higher education and offers professionals top-shelf advice and support.

*This text is also appropriate for students enrolled in Educational Technology and Higher Education Administration Masters and PhD programs (From the Publisher)

Table Of Content:
Acknowledgements
Foreword
Preface

Part One: Overview and Implications of Practices and Processes for Assuring Quality
ch. 1 Stakeholders of Quality Assurance in Online Education: Inputs and Outputs (Deborah Adair and Sebastian Diaz)
ch. 2 Cost, Access, and Quality: Breaking the Iron Triangle Through Disruptive Technology-Based Innovations (Stella C.S. Porto)
ch. 3 The Sloan Consortium Pillars and Quality Scorecard (Janet C. Moore and Kaye Shelton)
ch. 4 K–12 Online Learning: Recommendations for Assuring Quality (Susan Patrick, MAthhew Wicks, and Allison Powell)
ch. 5 Progress Toward Transparency and Quality Assurance (Cali Morrison, Karen Paulson, and Russell Poulin)

Part Two: Quality Assurance and Continuous Improvement at the Course Design and Teaching Levels
ch. 6 A Process to Improve Course Design: A Key Variable in Course Quality (Deborah Adair)
ch. 7 A Model for Determining the Effectiveness and Impact of Faculty Professional Development (Lawrence C. Ragan and Carol Ann McQuiggan)
ch. 8 The Power of a Collaborative, Collegial Approach to Improving Online Teaching and Learning (Leonard Bogle, Scott Day, Daniel Matthews, and KAren Swan)
ch. 9 Engaging Online Faculty and Administrators in the Assessment Process (Jennifer Stephens-Helm, Karan Powell, and Julie Atwood)
ch. 10 Disability and Accessibility: Proactive Strategies to Improve Quality (Barbara A. Frey and Lorna R. Kearns)
ch. 11 Assuring Quality for an Expanding Population of Culturally Diverse Students (Kay Shattuck, Jennifer A. Linder-VanBerschot, Janice Maloney Migh, Carrie Main, and Donlad Black)

Part Three: Processes for Assuring Quality at Resource and Program Levels
ch. 12 Ethics Matters: Assuring Quality at the Academic Program Level (Melody M. Thompson and Gary W. Kuhne)
ch. 13 Academic Advising: A Link to a Quality Experience for Students (Heather L. Chakiris)
ch. 14 Learning Analytics: A Tool for Quality Assurance ( Phillip Ice, Mellissa Layne, and Wallace Boston)
ch. 15 Using Principles of Knowledge Management for Educational Quality Assurance ( Sebastian Diaz, Wallace Boston, Melissa LAyne , and Phillip Ice)
ch. 16 An Adaptive Model for Calculating Contact Hours in Distance-Education Courses (Karan Powell, Jennifer Stephens-Helm, Melissa Layne, and Phillip Ice)
ch. 17 The Role and Realities of Accreditation: A Practical Guide for Programs and Institutions Preparing for an Accreditation Visit (Susan Biro, Christine Mullins, and Jean Runyon)

Part Four: Final Thoughts
ch. 18 Saying “Quality Assurance” When We Mean Something Else (Julie Porosky Hamlin)
ch. 19 Bumblebees Can’t Fly! (John Sener)

Editor and Contributors
Index
Additional Info:
Describes an online writing course for adult learners. Argues that adult learners have different needs than “traditional 18-22-year olds” in online spaces. Discusses the importance of creating online community for adult learners. Stresses the differences in faculty workload in teaching online courses rather than providing face-to-face instruction.
Additional Info:
Describes an online writing course for adult learners. Argues that adult learners have different needs than “traditional 18-22-year olds” in online spaces. Discusses the importance of creating online community for adult learners. Stresses the differences in faculty workload in teaching online courses rather than providing face-to-face instruction.
Additional Info:
A site to build interactive video teaching lessons. Ideal for online teaching. Build and share interactive video lessons. Time-link student activities as lecture progresses.
Additional Info:
A site to build interactive video teaching lessons. Ideal for online teaching. Build and share interactive video lessons. Time-link student activities as lecture progresses.
Additional Info:
Frost and Stommel capture a 14-minute YouTubevideo of a collaborative writing session on Google Docs (now Google Drive). In the accompanying blog post, they offer suggestions for assigning collaborative writing to students, along with persuasive arguments about the pedagogical goods of collaborative writing.
Additional Info:
Frost and Stommel capture a 14-minute YouTubevideo of a collaborative writing session on Google Docs (now Google Drive). In the accompanying blog post, they offer suggestions for assigning collaborative writing to students, along with persuasive arguments about the pedagogical goods of collaborative writing.
Additional Info:
For this piece, at least half of the action is in the comments section. The author, a long advocate of online student collaborative writing, finds himself "sick of student blogging." He carefully describes the several kinds of student blogging he has assigned in the past, and turns the question over to his commenters: What might he do to "reignite [his] sense of discovery and excitement about student blogging"?
Additional Info:
For this piece, at least half of the action is in the comments section. The author, a long advocate of online student collaborative writing, finds himself "sick of student blogging." He carefully describes the several kinds of student blogging he has assigned in the past, and turns the question over to his commenters: What might he do to "reignite [his] sense of discovery and excitement about student blogging"?
Additional Info:
In an attempt to build a better "intensive course," Torma "does the math" on credit hours, student-directed learning, and instructor-directed learning. This piece provides a helpful framework for anyone working through "seat hour" issues regarding fully online courses, blended/hybrid courses, face-to-face "intensives," or other game-changing learning contexts.
Additional Info:
In an attempt to build a better "intensive course," Torma "does the math" on credit hours, student-directed learning, and instructor-directed learning. This piece provides a helpful framework for anyone working through "seat hour" issues regarding fully online courses, blended/hybrid courses, face-to-face "intensives," or other game-changing learning contexts.
Additional Info:
This pdf is an entire 200 page book published by Parlor Press, Anderson, South Carolina 2014). It contains twenty-three chapters, by different authors, exploring the benefits and disadvantages of the recent educational phenomenon known as Massive Open Online Courses (acronym, MOOC). 
Additional Info:
This pdf is an entire 200 page book published by Parlor Press, Anderson, South Carolina 2014). It contains twenty-three chapters, by different authors, exploring the benefits and disadvantages of the recent educational phenomenon known as Massive Open Online Courses (acronym, MOOC). 

Table Of Content:
Introduction: Building on the Tradition of CCK08 (Charles Lowe)

ch. 1 MOOCology 1.0 (Glenna L. Decker)
ch. 2 Framing Questions about MOOCs and Writing Courses (James E. Porter)
ch. 3 A MOOC or Not a MOOC: ds106 - Questions the Form (Alan Levine)
ch. 4 Why We Are Thinking About MOOCs (Jeffrey T. Grabill)
ch. 5 The Hidden Costs of MOOCs (Karen Head)
ch. 6 Coursera: Fifty Ways to Fix the Software (with apologies to Paul Simon) (Laura Gibbs)
ch. 7 Being Present in a University Writing Course: A Case Against MOOCs (Bob Samuels)
ch. 8 Another Colonialist Tool? (Aaron Barlow)
ch. 9 MOOCversations: Commonplaces as Argument (Jeff Rice)
ch. 10 MOOC Feedback: Pleasing All the People? (Jeremy Knox, Jen Ross, Christine Sinclair, Hamish Macleod, and Siân Bayne)
ch. 11 More Questions than Answers: Scratching at the Surface of MOOCs in Higher Education (Jacqueline Kauza) ch. 12 Those Moot MOOCs: My MOOC Experience (Melissa Syapin)
ch. 13 MOOC Assigned (Steven D. Krause)
ch. 14 Learning How to Teach ... Differently: Extracts from a MOOC Instructor’s Journal (Denise K. Comer)
ch. 15 MOOC as Threat and Promise (Edward M. White)
ch. 16 A MOOC With a View: How MOOCs Encourage Us to Reexamine Pedagogical Doxa (Kay Halasek, Ben McCorkle, Cynthia L. Selfe, Scott Lloyd DeWitt, Susan Delagrange, Jennifer Michaels, and Kaitlin Clinnin)
ch. 17 Putting the U in MOOCs: The Importance of Usability in Course Design (Heather Noel Young)
ch. 18 “I open at the close”: A Post-MOOC Meta-Happening Reflection and What I’m Going to Do About That (Elizabeth D. Woodworth)
ch. 19 Here a MOOC, There a MOOC (Nick Carbone)
ch. 20 Writing and Learning with Feedback Machines (Alexander Reid)
ch. 21 Learning Many-to-Many: The Best Case for Writing in Digital Environments (Bill Hart-Davidson)
ch. 22 After the Invasion: What’s Next for MOOCs? (Steven D. Krause)

Contributors
Index
Web cover image

Moodle

Web
Topics: Online Learning   |   Using Technology

Additional Info:
Course Management System (CMS) that helps you create an on-line learning site.
Additional Info:
Course Management System (CMS) that helps you create an on-line learning site.
Additional Info:
Great for student group-work projects. Share docs, have virtual meetings, share calendar, send emails, and create websites all through this one site.
Additional Info:
Great for student group-work projects. Share docs, have virtual meetings, share calendar, send emails, and create websites all through this one site.
Additional Info:
Doe Daughtrey talks to Kevin Whitesides about online communications technologies that provide new opportunities and challenges for the creation of alternative learning environments and how they differ in significant ways from traditional face-to-face environments.
Additional Info:
Doe Daughtrey talks to Kevin Whitesides about online communications technologies that provide new opportunities and challenges for the creation of alternative learning environments and how they differ in significant ways from traditional face-to-face environments.
Tactics cover image

Critical Thinking with Sally Student

Tactic
Ayayo, Karelynne
2014
Teaching Theology and Religion 17, no. 3 (2014): 221
BL41.T4 v.17 no. 3
Topics: Online Learning   |   Learning Designs   |   Teaching Critical Thinking

Additional Info:
One page TTR Teaching Tactic: teaching critical thinking skills by interpreting real-life ethical issues.
Additional Info:
One page TTR Teaching Tactic: teaching critical thinking skills by interpreting real-life ethical issues.
Tactics cover image

Option-Based Final Projects for Creative Online Learners

Tactic
Conley, Aaron D.
2014
Teaching Theology and Religion 17, no. 3 (2014): 222
BL41.T4 v.17 no. 3
Topics: Online Learning   |   Learning Designs   |   Student Portfolios

Additional Info:
One page TTR Teaching Tactic: final projects for an online course.
Additional Info:
One page TTR Teaching Tactic: final projects for an online course.
Tactics cover image

Creating Knowledge in Hybrid Format

Tactic
Withrow, Lisa
2014
Teaching Theology and Religion 17, no. 3 (2014): 225
BL41.T4 v.17 no. 3
Topics: Collaborative Learning   |   Online Learning   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: student preparation of reading material to increase comprehension and engagement with each other and the topic.
Additional Info:
One page TTR Teaching Tactic: student preparation of reading material to increase comprehension and engagement with each other and the topic.
Tactics cover image

Making the Online Classroom Feel Like a “Classroom”

Tactic
Strickland, Michael
2014
Teaching Theology and Religion 17, no. 3 (2014): 226
BL41.T4 v.17 no. 3
Topics: Online Learning   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: encouraging more thoughtful engagement with online discussion boards.
Additional Info:
One page TTR Teaching Tactic: encouraging more thoughtful engagement with online discussion boards.
TTR cover image

Forum: A New Culture of Learning

TTR
Hess, Mary E.; Gallagher, Eugene V.; and Turpin, Katherine
2014
Teaching Theology and Religion 17, no. 3 (2014): 227-246
BL41.T4 v.17 no. 3
Topics: Online Learning   |   Learning Designs

Additional Info:
These brief essays by Mary Hess, Eugene Gallagher, and Katherine Turpin are solicited responses from three different contexts to the provocative book by Douglas Thomas and John Seely Brown, The New Culture of Learning (2011). Mary Hess writes from a seminary context, providing a critical summary of the authors' major concepts and their ramifications, positive and negative, for theological education and the church. Eugene Gallagher writes from a liberal arts setting, ...
Additional Info:
These brief essays by Mary Hess, Eugene Gallagher, and Katherine Turpin are solicited responses from three different contexts to the provocative book by Douglas Thomas and John Seely Brown, The New Culture of Learning (2011). Mary Hess writes from a seminary context, providing a critical summary of the authors' major concepts and their ramifications, positive and negative, for theological education and the church. Eugene Gallagher writes from a liberal arts setting, identifying characteristics of the face-to-face classroom that would go missing in a careless adoption of online learning environments. Finally, Katherine Turpin reports from the classroom, chronicling her experience in a course she redesigned for a graduate theological setting to employ some of the authors' pedagogical principles and strategies. Together, these responses offer critical appreciation and constructive critique of the work Thomas and Seely Brown have done – and point the conversation forward.
TTR cover image

Virtual Empathy? Anxieties and Connections Teaching and Learning Pastoral Care Online

TTR
Sharp, Melinda McGarrah; and Morris, Mary Ann
2014
Teaching Theology and Religion 17, no. 3 (2014): 247-263
BL41.T4 v.17 no. 3
Topics: Online Learning   |   Ministerial Formation   |   Learning Designs

Additional Info:
Is it possible to teach pastoral care online? McGarrah Sharp and Morris describe their process of transforming a residential on-campus pastoral care course into the first online offering of the course at their seminary. They begin by describing a series of pedagogical choices made with the intent of facilitating dynamic movement between peer-to-peer, small group, and whole class discussions throughout the semester. Before and during the course, anxieties arose at ...
Additional Info:
Is it possible to teach pastoral care online? McGarrah Sharp and Morris describe their process of transforming a residential on-campus pastoral care course into the first online offering of the course at their seminary. They begin by describing a series of pedagogical choices made with the intent of facilitating dynamic movement between peer-to-peer, small group, and whole class discussions throughout the semester. Before and during the course, anxieties arose at many levels of instruction for the professor, teaching assistant, and students. Anecdotes and examples from the online course show how the online course design and facilitation was able to name and respond to anxieties as part of integrating pastoral care course content and practice – a key learning goal for the course. The authors are persuaded that online pedagogy can help identify how anxieties create space for developing empathy as much, if not more than, a traditional on-campus format.
TTR cover image

A Begrudging, Recalcitrant Academic Observes What She's Learning: Distance Learning in Leadership Formation

TTR
Hess, Lisa M.
2014
Teaching Theology and Religion 17, no. 3 (2014): 264-271
BL41.T4 v.17 no. 3
Topics: Online Learning   |   Theological Education

Additional Info:
Neither advocacy nor condemnation of distance learning, this essay offers observations and critical reflection on four years' longitudinal engagement with distance learning pedagogies for formation in higher theological education. Instead, readers are invited to curiosity, communal-institutional discernment, and intense ambivalence. Theological, pedagogical, contextual, and ethical concerns are examined, as well as potential opportunities for innovation amidst age-old practical theological challenges. A moral imperative emerges for those within and outside historic ...
Additional Info:
Neither advocacy nor condemnation of distance learning, this essay offers observations and critical reflection on four years' longitudinal engagement with distance learning pedagogies for formation in higher theological education. Instead, readers are invited to curiosity, communal-institutional discernment, and intense ambivalence. Theological, pedagogical, contextual, and ethical concerns are examined, as well as potential opportunities for innovation amidst age-old practical theological challenges. A moral imperative emerges for those within and outside historic faith traditions, and some plausible impacts on educational and communal life are explored, especially faculty grief.
Additional Info:
A multi-page tutorial from Virginia Commonwealth University’s Center for Teaching Excellence, to help you rethink your teaching for effective online teaching. Topics include: course design, teaching practices, managing online classes, and assessment.
Additional Info:
A multi-page tutorial from Virginia Commonwealth University’s Center for Teaching Excellence, to help you rethink your teaching for effective online teaching. Topics include: course design, teaching practices, managing online classes, and assessment.
Additional Info:
Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.
Additional Info:
Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.
Additional Info:
Highly accessible list, with several paragraphs to flesh out and develop each item, and a brief bibliography at the end. 
Additional Info:
Highly accessible list, with several paragraphs to flesh out and develop each item, and a brief bibliography at the end. 
Additional Info:
University of Tennessee (Knoxville) site with a “course design chart” to guide you through the instructional design steps of analyzing, designing, developing delivering, and evaluating an online course. Plus a compendium of teaching tools and a glossary of definitions.
Additional Info:
University of Tennessee (Knoxville) site with a “course design chart” to guide you through the instructional design steps of analyzing, designing, developing delivering, and evaluating an online course. Plus a compendium of teaching tools and a glossary of definitions.
Additional Info:
A user-friendly and practical tool to assist faculty in planning and implementing online courses. Based on the principles of teaching and learning proposed by Chickering & Gamson (1987): Student-Faculty Contact, Cooperation Among Students, Active Learning, Prompt Feedback, Time on Task, High Expectations, and Diverse Talents and Ways of Learning. 
Additional Info:
A user-friendly and practical tool to assist faculty in planning and implementing online courses. Based on the principles of teaching and learning proposed by Chickering & Gamson (1987): Student-Faculty Contact, Cooperation Among Students, Active Learning, Prompt Feedback, Time on Task, High Expectations, and Diverse Talents and Ways of Learning. 
Cover image

Theory and Practice of Online Learning

Book
Anderson, Terry; and Elloumi, Faithi, eds.
2014
Athabasca University, 2004
Topics: Online Learning

Additional Info:
Useful tools for online instruction, but also theory, administration, and methods of design. The contents of the entire book is available free online through pdf download. 
Additional Info:
Useful tools for online instruction, but also theory, administration, and methods of design. The contents of the entire book is available free online through pdf download. 

Table Of Content:
Contributing Authors
Foreword (Dominique Abrioux)
Introduction (Terry Anderson & Fathi Elloumi)

Part 1 - Role and Function of Theory in Online Education Development and Delivery
ch. 1 Foundations of Educational Theory for Online Learning (Mohamed Ally)
ch. 2 Toward a Theory of Online Learning (Terry Anderson)
ch. 3 Value Chain Analysis: A Strategic Approach to Online Learning (Fathi Elloumi)

Part 2 - Infrastructure and Support for Content Development
ch. 4 Developing an Infrastructure for Online Learning (Alan Davis)
ch. 5 Technologies of Online Learning (e-Learning) (Rory McGreal & Michael Elliott)
ch. 6 Media Characteristics and Online Learning Technology (Patrick J. Fahy)

Part 3 - Design and Development of Online Courses
ch. 7 The Development of Online Courses (Dean Caplan)
ch. 8 Developing Team Skills and Accomplishing Team Projects Online (Deborah C. Hurst & Janice Thomas)
ch. 9 Copyright Issues in Online Courses: A Moment in Time (Lori-Ann Claerhout)
ch. 10 Value Added—The Editor in Design and Development of Online Courses (Jan Thiessen & Vince Ambrock)

Part 4 - Delivery, Quality Control, and Student Support of Online Courses
ch. 11 Teaching in an Online Learning Context (Terry Anderson)
ch. 12 Call Centers in Distance Education (Andrew Woudstra, Colleen Huber, & Kerri Michalczuk)
ch. 13 Supporting Asynchronous Discussions among Online Learners (Joram Ngwenya, David Annand & Eric Wang)
ch. 14 Library Support for Online Learners: e-Resources, e-Services, and the Human Factors (Kay Johnson, Houda Trabelsi, & Tony Tin)
ch. 15 Supporting the Online Learner (Judith A. Hughes)
ch. 16 The Quality Dilemma in Online Education (Nancy K. Parker)
Journal cover image

Translating Religion Courses to an Online Format: Introduction

Journal Issue
Posman, Ellen, and Locklin, Reid B., eds.
2013
Spotlight on Teaching, May
BL41.S72
Topics: Teaching Religion   |   Online Learning

Additional Info:
Journal Issue. In this issue of Spotlight, contributors suggest that the shift to online education involves a complex process of translation. Not unlike language translation, translation from traditional educational models to online environments requires a greater or lesser reconceptualization of education itself. Full text is available online, here: http://rsnonline.org/index51c0.html?option=com_content&view=article&id=306&Itemid=269
Additional Info:
Journal Issue. In this issue of Spotlight, contributors suggest that the shift to online education involves a complex process of translation. Not unlike language translation, translation from traditional educational models to online environments requires a greater or lesser reconceptualization of education itself. Full text is available online, here: http://rsnonline.org/index51c0.html?option=com_content&view=article&id=306&Itemid=269

Table Of Content:
ch. 1 Translating Religion Courses to an Online Format: Introduction (Ellen Posman, and Reid B. Locklin)
ch. 2 Rethinking Online Education (Sandie Gravett)
ch. 3 Introducing Religion to Cyberstudents (Erica Hurwitz Andrus)
ch. 4 Diversity in Online Education (Andrew T. Arroyo)
ch. 5 Hybrid or Blended Teaching Formats: What and Why (John T. Strong)
ch. 6 Dancing Online with Your Students (Marla J. Selvidge)
ch. 7 The Challenge of Online Education (John Baumann)
ch. 8 The Internet Is Not a Classroom: Online Education and the Challenges of Socialization (Annie Blazer, and Brandi Denison)
ch. 9 Navigating the Sea of Cyberspace (Justin Arft)
ch. 10 Translating Religion Courses to an Online Format: Suggested Resources
Cover image

Minds Online: Teaching Effectively with Technology

Book
Miller, Michelle D.
2014
Harvard University Press, Cambridge, MA
LB1028.5.M548 2014
Topics: Online Learning   |   Cognitive Development

Additional Info:
Click Here for Book Review
Abstract: From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic ...
Additional Info:
Click Here for Book Review
Abstract: From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge.

Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent low‐stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learners’ existing knowledge, and how to motivate students to do their best work and complete the course.

For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning, (From the Publisher)

Table Of Content:
Preface

ch. 1 Is Online Learning Here to Stay?
ch. 2 Online Learning: Does It Work?
ch. 3 The Psychology of Computing
ch. 4 Attention
ch. 5 Memory
ch. 6 Thinking
ch. 7 Incorporating Multimedia Effectively
ch. 8 Motivating Students
ch. 9 Putting It All Together

Notes
Acknowledgments
Index
Cover image

Higher Education in the Digital Age

Book
Bowen, William G.
2013
Princeton University Press, Princeton, NJ
LB2395.7.B67 2013
Topics: Online Learning   |   Academic Histories and Contexts

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Abstract: Two of the most visible and important trends in higher education today are its exploding costs and the rapid expansion of online learning. Could the growth in online courses slow the rising cost of college and help solve the crisis of affordability? In this short and incisive book, William G. Bowen, one of the foremost experts on the intersection of education and economics, ...
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Abstract: Two of the most visible and important trends in higher education today are its exploding costs and the rapid expansion of online learning. Could the growth in online courses slow the rising cost of college and help solve the crisis of affordability? In this short and incisive book, William G. Bowen, one of the foremost experts on the intersection of education and economics, explains why, despite his earlier skepticism, he now believes technology has the potential to help rein in costs without negatively affecting student learning. As a former president of Princeton University, an economist, and author of many books on education, including the acclaimed bestseller The Shape of the River, Bowen speaks with unique expertise on the subject.

Surveying the dizzying array of new technology-based teaching and learning initiatives, including the highly publicized emergence of "massive open online courses" (MOOCs), Bowen argues that such technologies could transform traditional higher education--allowing it at last to curb rising costs by increasing productivity, while preserving quality and protecting core values. But the challenges, which are organizational and philosophical as much as technological, are daunting. They include providing hard evidence of whether online education is cost-effective in various settings, rethinking the governance and decision-making structures of higher education, and developing customizable technological platforms. Yet, Bowen remains optimistic that the potential payoff is great.

Based on the 2012 Tanner Lectures on Human Values, delivered at Stanford University, the book includes responses from Stanford president John Hennessy, Harvard University psychologist Howard Gardner, Columbia University literature professor Andrew Delbanco, and Coursera cofounder Daphne Koller. (From the Publisher)

Table Of Content:
Preface and Acknowledgments
Foreword to the Paperback Edition
Contributors

Part 1 - Costs and Productivity in Higher Education
ch. 1 Cost Trends, the “Cost disease,” and productivity in Higher Eduction
ch. 2 Factors Other Than the Cost Disease Pushing Up Educational Costs
ch. 3 Affordability
ch. 4 Is There a Serious Problem - Even a Crisis?
ch. 5 Notes

Part 2 - Prospects for an Online Fix
ch. 6 Background
ch. 7 The Lack of Hard Evidence
ch. 8 The Need for Customizable, Sustainable Platforms (or Tool Kits)
ch. 9 The Need for New Mindsets - and Fresh Thinking about Decision-Making
ch. 10 What Musts We Retain?
ch. 11 Appendix: The Online Learning Landscape
ch. 12 Notes

Discussion by Howard Gardner
Discussion by John Hennessy
William G. Bowen’s Responses to Discussion Session
Comments by Howard Gardner and John Hennessy
Discussion by Andrew Delbanco
Discussion by Daphne Koller
William G. Bowen’s Responses to Discussion Session
Comments by Andrew Delbanco and Daphne Koller
Appendix to the Paperback Edition
Index
Cover image

The Teaching Professor, Volume 29, Number 3

Journal Issue
2015
Magna Publications Inc., March
LB1025.3.T436
Topics: Online Learning   |   Adjuncts   |   Faculty Well-Being

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A Quiz That Promotes Discussion and Active Learning in Large Classes (Patricia L. Stan)
Designing Homework: That Enhances Learning
The Unquiz: An Enjoyable Way to Job Students' Memories
Motivating Students: Highlights from Minds Online
Fun: What Does It Do for Learning?
A Cover Letter Responding to Feedback
Active Learning: Endorsed but Not Used
Clickers or Hand Raising?
A Blog Assignment with Results
Cover image

Teaching Online: A Guide to Theory, Research, and Practice

Book
Major, Claire Howell
2015
Johns Hopkins University Press, Baltimore, MD
LB1044.87.M245 2015
Topics: Online Learning

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Abstract: It is difficult to imagine a college class today that does not include some online component—whether a simple posting of a syllabus to course management software, the use of social media for communication, or a full-blown course offering through a MOOC platform. In Teaching Online, Claire Howell Major describes for college faculty the changes that accompany use of such technologies and offers ...
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Abstract: It is difficult to imagine a college class today that does not include some online component—whether a simple posting of a syllabus to course management software, the use of social media for communication, or a full-blown course offering through a MOOC platform. In Teaching Online, Claire Howell Major describes for college faculty the changes that accompany use of such technologies and offers real-world strategies for surmounting digital teaching challenges.

Teaching with these evolving media requires instructors to alter the ways in which they conceive of and do their work, according to Major. They must frequently update their knowledge of learning, teaching, and media, and they need to develop new forms of instruction, revise and reconceptualize classroom materials, and refresh their communication patterns. Faculty teaching online must also reconsider the student experience and determine what changes for students ultimately mean for their own work and for their institutions.

Teaching Online presents instructors with a thoughtful synthesis of educational theory, research, and practice as well as a review of strategies for managing the instructional changes involved in teaching online. In addition, this book presents examples of best practices from successful online instructors as well as cutting-edge ideas from leading scholars and educational technologists. Faculty members, researchers, instructional designers, students, administrators, and policy makers who engage with online learning will find this book an invaluable resource. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Teaching Online as Instructional Change
ch. 2 Faculty Knowledge
ch. 3 Views of Learning
ch. 4 Course Structure
ch. 5 Course Planning
ch. 6 Intellectual Property
ch. 7 Instructional Time
ch. 8 Teacher Persona
ch. 9 Communication
ch. 10 Student Rights
ch. 11 Student Engagement
ch. 12 Community

Conclusion
Notes
References
List of Contributors
Index
Additional Info:
A brief list of research findings matched with implications for specific recommended practices for  effective online learning.
Additional Info:
A brief list of research findings matched with implications for specific recommended practices for  effective online learning.
Additional Info:
One of the chief tenets for a successful and engaging online course is the development of an effective system that provides ongoing student interaction. Short essay with concrete suggestions for creating, sustaining, and assessing students’ online threaded discussions.
Additional Info:
One of the chief tenets for a successful and engaging online course is the development of an effective system that provides ongoing student interaction. Short essay with concrete suggestions for creating, sustaining, and assessing students’ online threaded discussions.
Additional Info:
Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning. It’s hosted by Chris Friend from Saint Leo University. It’s the aural side of Hybrid Pedagogy—a digital journal of learning, teaching, and technology.
Additional Info:
Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning. It’s hosted by Chris Friend from Saint Leo University. It’s the aural side of Hybrid Pedagogy—a digital journal of learning, teaching, and technology.
Journal cover image

Assessing Online Learning: Strategies, Challenges and Opportunities

Journal Issue
2009
Magna Publication: Faculty Focus Online Classroom, May
Topics: Online Learning   |   Assessing Students

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A special report featuring 12 articles from Online Classroom examining methods of online assessment and common assessment mistakes to avoid.
Additional Info:
A special report featuring 12 articles from Online Classroom examining methods of online assessment and common assessment mistakes to avoid.

Table Of Content:
Four Typical Online Learning Assessment Mistakes
Authentic Experiences, Assessment Develop Online Students’ Marketable Skills
Assessing Whether Online Learners Can DO: Aligning Learning Objectives with Real-world Applications
Strategies for Creating Better Multiple-Choice Tests
Assessing Student Leaning Online: It’s More Than Multiple Choice
To Plan Good Online Instruction, Teach to the Test
Using Self-Check Exercises to Assess Online Learning
Assessment for the Millennial Generation
Self-Assessment in Online Writing Course Focuses Students on the Learning Process
Using Online Discussion Forums for Minute Papers
Cover image

Best Practices in Online Program Development: Teaching and Learning in Higher Education

Book
King, Elliot; and Alperstein, Neil
2015
Routledge, New York, NY
LB2395.7.K56 2015
Topics: Online Learning   |   Changes in Higher Education

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Abstract: Best Practices in Online Program Development is a practical, hands-on guide that provides the concrete strategies that academic and administrative departments within institutions of higher learning need to develop in order to create and maintain coherent and effective online educational programs. Unlike individual courses, an online education program requires a comprehensive, inter-departmental effort to be integrated into the ongoing educational project of a ...
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Abstract: Best Practices in Online Program Development is a practical, hands-on guide that provides the concrete strategies that academic and administrative departments within institutions of higher learning need to develop in order to create and maintain coherent and effective online educational programs. Unlike individual courses, an online education program requires a comprehensive, inter-departmental effort to be integrated into the ongoing educational project of a college or university. This book focuses on the:

Integration of online education into the institutional mission
Complex faculty-related issues including recruiting, training, and teaching
Multifaceted support required for student retention and success
Need for multilayered assessment at the course, program, technical, and institutional levels
Challenges posed to governance and by the need to garner resources across the institution
Model to insure ongoing, comprehensive development of online educational programs

Best Practices in Online Program Development covers the above topics and more, giving all the stakeholders in online educational programs the building blocks to foster successful programs while encouraging them to determine what role online education should play in their academic offerings. (From the Publisher)

Table Of Content:
Preface
Series Editor Introduction

ch. 1 The Online Challenge in Higher Education
ch. 2 The First Step Now
ch. 3 Issues and Challenges Facing Faculty
ch. 4 Issues and Challenges Facing Students
ch. 5 Institutional Issues and Challenges
ch. 6 The Generational Model for Online Program Development

Index
Tactics cover image

Establishing Community in Hybrid Courses

Tactic
Johnson, Ella
2015
Teaching Theology and Religion 18, no. 3 (2015): 233
BL41.T4 v.18 no. 3 2015
Topics: Online Learning

Additional Info:
One page TTR Teaching Tactic: student activities in the initial face-to-face gathering help establish community in an online course.
Additional Info:
One page TTR Teaching Tactic: student activities in the initial face-to-face gathering help establish community in an online course.
Cover image

eService-Learning: Creating Experiential Learning and Civic Engagement Through Online and Hybrid Courses

Book
Strait, Jean R.; and Nordyke, Katherine, eds.
2015
Stylus, Sterling, VA
LC220.5.E74 2015
Topics: Online Learning   |   Civic Engagement

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Abstract: This book serves as an introduction to using online teaching technologies and hybrid forms of teaching for experiential learning and civic engagement. Service-learning has kept pace neither with the rapid growth in e-learning in all its forms nor with the reality that an increasing number of students are learning online without exposure to the benefits of this powerful pedagogy.

Eservice-learning (electronic ...
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Abstract: This book serves as an introduction to using online teaching technologies and hybrid forms of teaching for experiential learning and civic engagement. Service-learning has kept pace neither with the rapid growth in e-learning in all its forms nor with the reality that an increasing number of students are learning online without exposure to the benefits of this powerful pedagogy.

Eservice-learning (electronic service-learning) combines service-learning and on-line learning and enables the delivery of the instruction and/or the service to occur partially or fully online. Eservice-learning allows students anywhere, regardless of geography, physical constraints, work schedule, or other access limitations, to experience service-learning. It reciprocally also equips online learning with a powerful tool for engaging students.

In eservice-learning, the core components of service, learning, and reflection may take a different form due to the online medium—for example, reflection often occurs through discussion board interactions, journals, wikis, or blogs in an eservice-learning course. Moreover, the service, though still community-based, creates a world of opportunities to connect students with communities across the globe—as well as at their very own doorstep.

This book introduces the reader to the four emerging types of eservice-learning, from Extreme EService-Learning (XE-SL) classes where 100% of the instruction and 100% of the service occur online, to three distinct forms of hybrid where either the service or the instruction are delivered wholly on-line – with students, for instance, providing online products for far-away community partners – or in which both are delivered on-site and online. It considers the instructional potential of common mobile technologies – phones, tablets and mobile reading devices. The authors also address potential limitations, such as technology challenges, difficulties sustaining three-way communication among the instructor, community partner, and students, and added workload.

The book includes research studies on effectiveness as well as examples of practice such drafting grants for a community partner, an informational technology class building online communities for an autism group, and an online education class providing virtual mentoring to at-risk students in New Orleans from across the country. (From the Publisher)

Table Of Content:
Foreward (Andrew Furco)
Acknowledgements (Katherine Nordyke and Jean Strait)
Introduction (Katherine Nordyke)

Part I: Essentials/Components / Nuts and Bolts of eService-Learning
ch. 1 Pedagogy of Civic Engagement, High Impact Practices, and eService-learning (Jean Strait, Jane Turk and Katherine Nordyke)
ch. 2 eService-Learning: Breaking Through the Barrier (Leora Waldner)
ch. 3 Developing an eService-learning Course (Katherine Nordyke)
ch. 4 Supporting eService-Learning Through Technology (Jean Strait)

Part II: Models of eService-Learning
ch. 5 Hybrid I: Missouri State University Embraces eService-learning (Katherine Nordyke)
ch. 6 Hybrid II: A Model Design for Web Development (Pauline Mosley)
ch. 7 Hybrid III: Each One Teach One Lessons from the Storm (Jean Strait)
ch. 8 Hybrid IV: Extreme eService-learning: Online Service-Learning in an Online Course (Sue McGorry)
ch. 9 Mixed Hybrid: Investigating the Influence of Online Components on Service-Learning Outcomes at the University of Georgia Hybrid I and III E-Service-Learning (Paul Matthews)

Part III: Next Steps and Future Directions
ch. 10 Community Engagement and Technology for a More Relevant Higher Education (John Hamerlinck)
ch. 11 Conclusions and Future Directions (Jean Strait)

Editors and Contributors
Index
Cover image

Culture and Online Learning: Global Perspectives and Research

Book
Jung, Insung; and Gunawardena, Charlotte Nirmalani, eds.
2014
Stylus, Sterling, VA
LC5803.C65 C85 2014
Topics: Online Learning   |   Teaching Diverse Students

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Abstract: Culture plays an overarching role that impacts investment, planning, design, development, delivery, and the learning outcomes of online education. This groundbreaking book remedies a dearth of empirical research on how digital cultures and teaching and learning cultures intersect, and offers grounded theory and practical guidance on how to integrate cultural needs and sensibilities with the innovative opportunities offered by online learning.

...
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Abstract: Culture plays an overarching role that impacts investment, planning, design, development, delivery, and the learning outcomes of online education. This groundbreaking book remedies a dearth of empirical research on how digital cultures and teaching and learning cultures intersect, and offers grounded theory and practical guidance on how to integrate cultural needs and sensibilities with the innovative opportunities offered by online learning.

This book provides a unique analysis of culture in online education from a global perspective, and offers:

* An overview of the influences that culture has on teaching, online learning, and technology

* Culture-sensitive instructional design strategies and teaching guidelines for online instructors and trainers

* Facilitation and support strategies for online learners from different cultures

* An overview on issues of design, development, communication, and support from a cross-cultural perspective

* An overview of how online education is perceived, planned, implemented, and evaluated differently in various cultural contexts

Written by international experts in the field of online learning, this text constitutes with a comprehensive comparative introduction to the role of culture in online education. It offers essential guidance for practitioners, researchers, instructors, and anyone working with online students from around the world.

This text is also appropriate for graduate-level Educational Technology and Comparative and International Learning programs. (From the Publisher)

Table Of Content:
List of Tables and Figures
Foreword (Michael Grahame Moore)

ch. 1 Perspectives on Culture and Online Learning (Charlotte Nirmalani Gunawardena and Insung Jung)
ch. 2 Cultural Influences on Online Learning (Insung Jung)
ch. 3 Culture and Technology (Insung Jung)
ch. 4 Online Identity and Interaction (Charlotte Nirmalani Gunawardena)
ch. 5 Emerging Visual Culture in Online Learning Environments (Ilju Rha)
ch. 6 Accounting for Culture in Instructional Design (Casey Frechette, Ludmila C. Layne, and Charlotte Nirmalani Gunawardena)
ch. 7 Facilitating Online Learning and Cross-Cultural E-Mentoring (Charlotte Nirmalani Gunawardena and Buddhini Gayathri Jayatilleke)
ch. 8 Supporting Diverse Online Learners (Charlotte Nirmalani Gunawardena)
ch. 9 Diversity in Expectations of Quality and Assessment (Albert Sangrà, Stella Porto, and Insung Jung)
ch. 10 Developing Global Digital Citizens: A Professional Development Model (Chih-Hsiung Tu and Marina Stock McIsaac)
ch. 11 Leadership Challenges in Transcultural Online Education (Michael F. Beaudoin)
ch. 12 Gender Issues in Online Learning (Colin Latchem)
ch. 13 Transformative Learning Through Cultural Exchanges in Online Foreign Language Teaching (Kerrin Ann Barrett)
ch. 14 International Interpretations of Icons and Images Used in North American Academic Websites (Eliot Knight, Charlotte Nirmalani Gunawardena, Elena Barbera, and Cengiz Hakan Aydin)
ch. 15 An Analysis of Culture-Focused Articles in Open, Distance, and Online Education Journals (Aisha S. Al-Harthi)
ch. 16 Many Faces of Confucian Culture: Asian Learners’ Perceptions of Quality Distance Education (Li Chen, Xinyi Shen, Aya Fukuda, and Insung Jung)
ch. 17 Looking Ahead: A Cultural Approach to Research and Practice in Online Learning (Insung Jung and Charlotte Nirmalani Gunawardena)

About the Editors and Contributors
Index
Cover image

MOOCs, High Technology, and Higher Learning

Book
Rhoads, Robert A.
2015
Johns Hopkins University Press, Baltimore, MD
LB1044.87.R495 2015
Topics: Online Learning

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Cover image

Character Formation in Online Education: A Guide for Instructors, Administrators, and Accrediting Agencies

Book
Jung, Joanne J.
2015
Zondervan, Grand Rapids, MI
LB1044.87.J845 2015
Topics: Online Learning   |   Ministerial Formation

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Abstract: The unfortunate reputation of online education today is one of little or no effort on the professor's part and little or no learning on the student's part. A missing element in much online education is the kind of mutual engagement between student and instructor that provides not only a higher level of learning but also lasting character formation within the student.

...
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Abstract: The unfortunate reputation of online education today is one of little or no effort on the professor's part and little or no learning on the student's part. A missing element in much online education is the kind of mutual engagement between student and instructor that provides not only a higher level of learning but also lasting character formation within the student.

Character Formation in Online Education stems from author Joanne Jung's years of experience teaching online courses with the aim of improving the teaching environment for professors and the learning environment for students. By replicating, customizing, and incorporating the best and most effective practices of what a great professor does in on-campus classes, reimagined for an online delivery system, Jung shows how a higher level of learning and transformation can be achieved through online learning communities.

Handy and practical, this user-friendly book provides guidance, helpful tools, and effective suggestions for growing learning communities in online courses that are marked by character growth in students—the kind of growth that is central to the mission of Christian higher education. (From the Publisher)

Table Of Content:
To the Reader
Foreword by David Nystrom
Introduction: Rising to the Challenge

Part One: Rising to the Challenge
ch. 1 Log On to Learn: Inspiring Students through and Online Course
ch. 2 Charting a Course: Basics to Developing an Online Course
ch. 3 Partnerships That Deliver: Tag-Teaming with a Course Designer

Part Two: Elements of Online Character Formation
ch. 4 Taking Online Classroom Technology to Greater Depths: The Heart and Community
ch. 5 Conversation Friendly: Collaborative Learning Tools
ch. 6 Premium Blend: The Hybrid Course
ch. 7 But I Teach Math! Integrating Faith and Learning
ch. 8 Social Media: Forming Character with 140 Characters

Part Three: Building Better Outcomes
ch. 9 Assessment: It’s about Stewardship

Appendix A: Coming to Terms with Terms
Appendix B: iFLIP catalog
Gratitudes
Notes
Cover image

Issues in Distance Education: New Directions for Higher Education, Number 173

Book
Andrade, Maureen Snow
2016
Jossey-Bass, San Francisco, CA
LC5800.I87 2016
Topics: Online Learning

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Abstract: In this environment of disruptive technological change, higher education institutions must determine whether they will develop and offer technology-supported, hybrid, or online courses and degrees, which courses and degrees, how many, for whom, and for what purpose. They must make decisions about development models and design, processes, costs, and student and faculty support.

In this volume, the authors explore the current ...
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Abstract: In this environment of disruptive technological change, higher education institutions must determine whether they will develop and offer technology-supported, hybrid, or online courses and degrees, which courses and degrees, how many, for whom, and for what purpose. They must make decisions about development models and design, processes, costs, and student and faculty support.

In this volume, the authors explore the current and future practice of distance education in higher education institutions, including:

- developing an initial infrastructure to support course design and development,
- revitalizing existing structures and processes for distance education, and
- cutting-edge practices that innovate and lead the field.

These topics help guide decision makers as they determine appropriate responses to distance learning opportunities.

This is the 173rd volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution. (From the Publisher)

Table Of Content:
Editor’s Notes (Maureen Snow Andrade)

ch. 1 Issues in Distance Education: A Primer for Higher Education Decision Makers (Michael Beaudoin)
This chapter presents an overview of current issues related to distance learning in higher education. It identifies central questions, issues, challenges, and opportunities that must be addressed by decision makers, as well as key attributes of effective leaders.

ch. 2 Theories of Distance Education: Why They Matter (Farhad Saba)
This chapter presents an overview of theories of distance education and discusses their implications for future policy making and practice in institutions of higher education.

ch. 3 Effective Organizational Structures and Processes: Addressing Issues of Change (Maureen Snow Andrade)
This chapter describes organizational structures and processes at the institutional and project levels for the development and support of distance learning initiatives. It addresses environmental and stakeholder issues and explores principles and strategies of effective leadership for change creation and management.

ch. 4 The Course Development Plan: Macro-Level Decisions and Micro-Level Processes (Karen Franker, Dennis Ja