Workplace e-learning as a socially and culturally negotiated and perpetuated phenomenon remains uncommon, as does the availability of taxonomies that further analyze this idea critically, paradigmatically, and perspectivally. Socio-Cultural Impacts of Workplace E-Learning: Epistemology, Ontology and Pedagogy develops and discusses a socio-cultural sensitivity taxonomy for the socio-culturally based research and study of workplace e-learning. It focuses on the 'what if' and 'why' of workplace e-learning as groundwork for more relevant, meaningful, and applicable workplace adult education and training from workplace e-learning.

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its comp- ion volumes of the past, it provides a valuable historical record of current ideas and developments in the ?eld. Part I, "Trends and Issues," presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, "Library and Information Science," concentrates upon chapters of special relevance to K-12 education, library science education, school learning resources, and various types of library and media centers-school, public, and academic among others. In Part III, "Leadership Pro?les," authors provide biographical sketches of the careers of instructional technology leaders. Part IV, "Organizations and Associations in North America," and Part V, "Graduate Programs in North America," are, resp- tively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related ?elds. Finally, Part VI, the "Medi- raphy," presents an annotated listing of selected current publications related to the ?eld. For a number of years we have worked together as editors and the sixth with Dr. Michael Orey as the senior editor. Last year as the senior editor, Orey decided to try and come up with a list of the top programs rather than just the list of all the programs. This has proven to be problematic. First of all, bias exists when we are rating a ?eld in which our program is within those to be rated.

This book presents a challenging and multi-faceted research project that required state-of-the-art methodological approaches. The project involved analyzing data collected from 10,000 research articles published in ten leading journals in the area of educational technology over 20 years, from January 1994 to December 2014; advanced analytic approaches such as latent semantic analysis; and expert insights and interpretations of the subject matter. It captures the trends in a number of research streams within the discipline of educational technology and identifies the point in time when a massive change took place. This is a significant achievement given that, in epistemology and philosophy of science, there have always been discussions of paradigm shifts, but researchers have always identified them qualitatively. This is the first work to identify a paradigm shift using rigorous quantitative methods. The analysis procedure involved big data and sophisticated analysis, which supported the identification of clusters at several breakpoints from which the richest set was selected in order to provide the most detailed analysis. This comprehensive analysis also shows what has been published and by whom in those ten top-tier journals. This work makes a highly significant contribution to the field of learning technologies and provides the groundwork and a significant data source for other scholars, both new and experienced, to build on and expand in their work.

History teachers and school library media specialists will find this guide a valuable resource for creating technologically advanced, resource-based instructional units in American and World History in grades 7-12. It is filled with 150 recommended primary source Internet sites about history ranging from ancient civilizations to 1998 and is stocked with exciting, interesting, and challenging questions designed to stimulate students' critical thinking skills. Dr. Craver, who maintains an award-winning interactive Internet database and conducts technology workshops for school library media specialists, provides an indispensable tool to enable students to make the best use of the Internet for the study of history. Each site is accompanied by a summary that describes its contents and usefulness to history teachers and school library media specialists. The questions that follow are designed specifically to stimulate critical thinking skills. Critical thinking skills are deemed essential for students if they are to succeed academically and economically in the twenty-first century. An annotated appendix of selected primary source databases includes the Internet addresses for 60 additional primary source sites.

To meet the dynamic academic demands of twenty-first century digital learners, many institutions of higher learning are offering more online classes than ever before that are accessible to both traditional and non-traditional learners. As such, a growing demand for online courses implies that participating institutions provide faculty with appropriate professional development programs to ensure the design and delivery of quality online courses. The Handbook of Research on Virtual Training and Mentoring of Online Instructors is a critical scholarly resource that highlights the issues, challenges, and online engagement experiences to enhance effective teaching and learning in this learning environment. Featuring coverage on a broad range of topics such as media literacy, professional development, and virtual learning environments, this book is geared towards educational administrators, educators, and instructional designers interested in quality online instruction.

The proliferation of information and communication technology tools in recent years has led many educators to revise the way they teach and structure their learning environments. The growth of technology applications in teaching and training is not only gaining momentum, it is becoming a significant part of today's educational scene.This book presents research and case studies to explain how these technology-rich learning environments can be structured and positive results can be achieved. The authors, based on their extensive research data present the pedagogical and organizational implications of technology-rich learning environments and, more importantly, they provide practical models, ideas and exemplars for educators to actualize the full potential of technology in the future.

What happens when a new social technology is imposed on the established social technology of the school? This book presents an unusual application of critical cultural analysis to a series of empirical case studies of educational uses of information and communication technologies (ICTs). Drawing on research conducted over a ten-year period in three different regions of the Anglo-American “developed” world, it examines themes arising from the struggle for the social spaces and emerging cyber spaces of schooling; the role of identity projects in educational change; and the paradoxes which arise from these processes. The resulting analysis offers a rich--and sobering--perspective on the rush to technologize classrooms.

With the ever-increasing usage of distance learning programs in academia, the need for well-designed automated systems has become vital to the success of open and distance education. Practical solutions should be discovered and disseminated to meet the software needs of instructors, academic researchers, and software engineers.System and Technology Advancements in Distance Learning meets this need, outlining computational methods, algorithms, implemented prototype systems, and applications of open and distance learning. It is targeted toward academic researchers and engineers who work with distance learning programs and software systems, as well as general participants of distance education.

This book focuses on developing methods for constructing learning paths in terms of "learning resources" (learning contents), "learning approaches" (learning method), and "learning quality" (learning performance) to support learning. This book defines different teaching approaches for learning activities and organizes them into a learning path which indicates the learning sequence. This book introduces how to automatically generate well-structured learning resources for different students. Also, this book introduces a method about how to generate adaptive learning approach to learn learning resources for different students. Finally, this book introduces a method to monitor and control learning quality. The adaptive learning path expresses well-structured learning contents, using which approach to access those learning contents, and in which sequence to carry out the learning process. The learning path comes with a monitoring tool to control the learning progress, which helps to make students having a balanced development on different knowledge and abilities. Researchers who worked in E-learning area, both education and computer sciences people.Educators who worked in educational institutes, such as Universities, Schools, etc. They would like to use or study E-learning tools/technologies/methods in their own work.And technicians who run/design educational websites will understand the appeal of this work.

This volume examines the many aspects of the integration of ICT into the school of the future. It describes the experiences of different countries in developing models of schools of the future with ICT at the foundation. It provides insights into the essential conditions for developing future new learning environments supported by ICT. It includes perspectives from both developed and developing countries as they prepare for future educational systems of the Information Age.

Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. Project Management Approaches for Online Learning Design boldly focuses on this unique area of virtual learning by adopting a theoretical point of view and discussing the planning, organising, securing and managing of resources to bring about the successful completion of online learning goals and objectives. This reference source brings together project management based approaches with an exclusive focus on each online learning design project.

Technology use has become increasingly popular in education. Due to cultural influences and access issues, advances in digital teaching and learning in Chinese education have been slow; however, certain regions have been able to successfully integrate technology into their curriculum and instruction techniques. Digital Transformation and Innovation in Chinese Education is an essential reference source featuring the latest scholarly research on utilizing technology in Chinese learning and instruction, and it provides insights to classroom transformations within the context of Chinese culture. Including coverage on a broad range of topics and perspectives such as MOOCs, blended learning, and e-learning, this publication is ideally designed for academicians, researchers, and students seeking current research on technological innovation in Chinese education.

This book provides an up-to-date study of technical, pedagogical and managerial issues in Web-based learning. The successful application of Web-based learning provides enhancements in workforce performance, helps to lower costs, and encourages innovation for Web-based and distance learning.It presents a selection of 20 refereed papers given at the First International Conference on Web-Based Learning from over 70 submissions by academic researchers and industry developers from 19 different countries. It provides an excellent resource for students, researchers and practitioners involved in Web-based learning.The proceedings have been selected for coverage in:* Index to Scientific & Technical Proceedings (ISTP CDROM version / ISI Proceedings)* Index to Social Sciences & Humanities Proceedings (R) (ISSHP (R) / ISI Proceedings)* Index to Social Sciences & Humanities Proceedings (ISSHP CDROM version / ISI Proceedings)

Student engagement relies on the students and their willingness to participate in the learning process and can be enhanced through the application of various technologies within learning environments. However, strategies for implementing these technologies need research and development to be implemented effectively. The Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education is a comprehensive academic publication that focuses on the engagement of learners with academics in higher education and especially how this engagement can be fostered with the integration of new technologies. Featuring an array of topics such as gamification, digital literacy, and social networking, this book is ideal for instructors, educators, administrators, curriculum developers, instructional designers, IT consultants, educational software developers, researchers, academicians, and students.

This book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies - two using quantitative methods and a third using qualitative methods - in order to gauge the status quo of e-learning. The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university's e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices. In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects - pedagogy, culture, technology and e-practice - and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome. In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers. This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students' and teachers' experiences with e-learning in a comparative higher education context can help higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching.

New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined, which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment 'currency' across the school. This model was converted into software form for demonstration purposes.

In today's society where most students own MP3 players, engage in constant instant messaging and downloading from the Internet, more than ever school administrators and staff should be aware of issues in administration, policy, and applications. This book provides a comprehensive presentation of current policies and practices of technology in K12 schools. The first part of the book lays out the foundation of what schools should be concerned about involving various aspects of technology and its impact on school administration and teaching.

The second part of the book introduces technology, policy and philosophical discussions on the use of technology in schools.

The third section of the book provides an examination of technology of practical applications of technology currently used in schools.

Sharon Tettegah holds faculty appointments in the Department of Curriculum and Instruction and Educational Psychology. She also has appointments with the National Center for Supercomputing Applications and the Beckman Institute at the University of Illinois, Urbana Champaign.

Richard C. Hunter is a faculty member, and former chair in the Department of Educational Organization and Leadership in the College of Education at the University of Illinois, Urbana Champaign.

Like previous volumes in the "Educational Innovation in Economics and Business" series, this one is genuinely international in terms of its coverage. It reflects the worldwide interest in, and commitment to, innovation in business education with a view to enhancing the learning experience of both undergraduates and postgraduates. It should prove of value to anyone engaged directly in business education.

Managing E-Learning Strategies: Design, Delivery, Implementation an Evaluation provides readers with a broad understanding of the emerging field of e-learning and also advises readers on the issues that are critical to the success of a meaningful e-learning environment. It walks you through the various factor critical to developing, evaluating and implementing e-learning. Throughout the book critical e-learning factors are presented as questions that readers can assess themselves when planning, designing, evaluating and implementing e-learning modules, courses and programs. ""Managing E-Learning Strategies: Design Delivery, Implementation and Evaluation"" not only introduces the important issues in e-learning, but can be used as a workbook to design, develop and implement e-learning in academic, corporate, government and other settings.

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

Collaborative Networks A Tool for Promoting Co-creation and Innovation The collaborative networks paradigm offers powerful socio-organizational mec- nisms, supported by advanced information and communication technologies for p- moting innovation. This, in turn, leads to new products and services, growth of better customer relationships, establishing better project and process management, and building higher-performing consortia. By putting diverse entities that bring different perspectives, competencies, practices, and cultures, to work together, collaborative networks develop the right environment for the emergence of new ideas and more efficient, yet practical, solutions. This aspect is particularly important for small and medium enterprises which typically lack critical mass and can greatly benefit from participation in co-innovation networks. However, larger organizations also benefit from the challenges and the diversity found in collaborative ecosystems. In terms of research, in addition to the trend identified in previous years toward a sounder consolidation of the theoretical foundation in this discipline, there is now a direction of developments more focused on modeling and reasoning about new c- laboration patterns and their contribution to value creation. "Soft issues," including social capital, cultural aspects, ethics and value systems, trust, emotions, behavior, etc. continue to deserve particular attention in terms of modeling and reasoning. Exploi- tion of new application domains such as health care, education, and active aging for retired professionals also help identify new research challenges, both in terms of m- eling and ICT support development.

Together, the words technology and assessment have different meaning for different people. Those who work with educational or instructional technology take these words to mean assessing the impacts of technology on teaching and learning. Test developers and psychometricians, however, consider ways in which computer-based technologies can be used to enhance current approaches to student assessment. This book examines technology and assessment from both perspectives by examining past, current and promising methodologies and applications in both fields. The influences instructional uses of technology and the increasing reliance on testing to gauge student and school performance have on one another are also explored. The book concludes by describing an organizational structure that could bring instructional applications of technology and assessment practices into closer alignment.

This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has a goal of continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. Given the emerging global trend to exploit the potential of existing digital technologies to improve the teaching, learning and assessment experiences for all learners in real-life contexts, this topic is a unifying theme for this volume. The book showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges. It provides state-of-the-art insights and case studies of exploiting innovative learning technologies, including Massive Open Online Courses and educational data analytics, to address key global challenges spanning from online Teacher Education to large-scale coding competence development. This volume will be of interest to academics and professional practitioners working in the area of digital technology integration in teaching, learning and assessment, as well as those interested in specific conference themes (e.g., designing and assessing learning in online environments, assessing learning in complex domains) and presenters, invited speakers, and participants of the CELDA conference.

The flipped classroom methodology is one of the latest innovations in the field of education, challenging traditional notions of the classroom experience. Applying this methodology to language learning has the potential to further engage students and drive their understanding of key concepts. Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom explores the latest educational technologies and web-based learning solutions for effective language learning curricula. Featuring emergent research on critical topics and innovations in the field of education, this publication is an essential resource for educators, administrators, instructional designers, pre-service teachers, and researchers in the field of education.

Instructional technology and distance learning have changed the meaning of attending college. Today's students can now learn through various forms of electronic communications media, including radio, television, the computer, and the Internet. But are the costs outweighing the benefits? This new addition to the Series on Higher Education, analyzes and assesses the costs of information technology for teaching and learning in higher education. Containing 15 essays that identify the positive and negative cost implications of information technology, this timely and detailed resource also explores how the increased use of information technology is transforming higher education, the different ways it can be used to teach different kinds of students, and the impact this increased spending has on college budgets.