Communication and Learning in an Age of Digital Transformation provides cross-disciplinary perspectives on digitization as social transformation and its impact on communication and learning. This work presents openness within its interpretation of the digital and its impact on learning and communication, acknowledging historical contexts and contemporary implications emerging from discourse on digitization. The book presents a triangulation of different research perspectives. These perspectives, which range from digital resistance parks and cyber-religious questions to cultural-scientific media-theoretical reflections, point to the performative openness of the analysis. The book represents an interdisciplinary approach and opens a space for understanding the social complexity of digital transformations in teaching and learning. This book will be of great interest to academics, post graduate students and researchers in the field of digital learning, communication and education research.

Transforming Universities with Digital Distance Education explores the ways in which higher education stakeholders can apply and leverage the benefits of online learning. Systems-wide access, scale and quality are achievable goals but require forms of teamwork and financial modelling beyond those at the instructor or programme level. This book's organisational view tackles the systems and practices that will help senior managers and decision-makers guide an entire institution away from dysfunction-incremental progress, insufficient capacity, high costs and generic products-and towards the macro-level implementation and operations of effective online pedagogies.

Integrating Technology in English Language Arts Teacher Education investigates the technology practices teacher candidates in the US are being introduced to, how they are using these practices in classrooms, and how technology can be effectively integrated into English teacher education programs. By drawing upon findings from extensive longitudinal studies into teacher education programs in the US, this timely volume addresses critical themes relating to the integration of technology in education, including: * Teaching with technology * Technology for collaboration * Technology for individualized learning and assessment By analyzing the experiences of teacher educators and candidates, and offering detailed analysis of the content, practices, and skills being taught to pre-service English teachers, Pasternak examines the entities that drive or inhibit the adoption of technology into the secondary English language arts (ELA) curriculum. This volume will resonate with an international audience of post-graduate scholars and researchers interested in the fields of teacher education, English language arts, and the relationship between technology and classroom practice.

Join Fiona the hippo, the adorable internet sensation from the Cincinnati Zoo and Botanical Garden, as she and her friends take a train ride at the zoo! Fiona wants to visit the new baby red panda, but it is so far! What better way to get around the zoo than the fun and fast zoo train. Young readers will enjoy learning more about Fiona and her friends in this Level One I Can Read about the little hippo that has captured hearts around the world with her inspiring story and plucky personality. Fiona's Train Ride?is: An endearing animal book that's a perfect gift from parents and grandparents? A sweet story about friendship and trying new things A?Level One I Can Read story geared for children just learning to read Perfect for back-to-school reading, summer reading, birthday gifts, and holiday?gift-giving Created?by New York Times bestselling artist Richard Cowdrey of Fiona the Hippo; A?Very Fiona Christmas; Fiona, It's Bedtime; Legend of the Candy Cane; Bad?Dog, Marley; and A Very Marley Christmas fame? Fiona's Train Ride?is one title in an I Can Read series that focuses on Fiona the hippo. Other titles include:?Meet Fiona, Fiona Saves the Day, Fantastic Fiona, Fiona and the Rainy Day,?and?Fiona Goes to School.

This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.

Now more than ever, our children need to learn about the people who live all around the world. This engaging guide to other lands weaves world history into a storybook format. Designed as a read-aloud project for parents and children to share (or for older readers to enjoy alone), this book covers the major historical events in the years 1600-1850 on each continent, with maps, illustrations, and tales from each culture. Over 1.3 million copies of The Story of the World have been sold. Newly revised and updated, THE STORY OF THE WORLD, VOLUME 3 includes a new timeline, 40 brand-new illustrations, and a pronunciation guide for unfamiliar names, places, and terms.

Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.

Distance education services are an effective way to meet the needs of students with disabilities, but few special educators get the preparation they need to conduct high-quality instruction remotely. All the fundamentals are in this one-of-a-kind guide, the first dedicated book on distance learning for special educators. With contributions from more than 35 experienced educators, this guide covers all types of distance learning from Grades PreK through 12-both real-time and asynchronous, from higher-tech online teaching to instruction with prepared materials. Special educators will get foundational knowledge on the principles and recommended practices of virtual learning, and then discover specific strategies for delivering behavioral, academic, and social supports at a distance. Up-to-date research blends seamlessly with practical action steps, giving educators a reliable and immediately useful guide to the most successful virtual learning practices. Required reading for both pre- and in-service special education teachers, this timely book clarifies what effective and engaging distance education looks like from preschool through high school-and how to maximize its benefits for students with a wide range of disabilities. LEARN HOW TO: adapt your curriculum and instruction for virtual learning select and use technology to support learners and families make skillful adaptations for students with physical, sensory, and communication challenges teach both reading and STEM skills at a distance respond to challenging behavior and mental health needs in a virtual environment collect student data and monitor IEP objectives meet the needs of culturally and linguistically diverse students plan smooth student transitions at a distance SPECIAL FEATURES: Reinforce and enhance your learning with chapter objectives, case studies, reflection questions, and lists of helpful tools, apps, and resources to explore.

This My First I Can Read! book-a classic retelling of the story of Esther-with basic language, word repetition, and vibrant illustrations, is perfect for beginning readers and for shared reading with your children and grandchildren. Esther has become the queen of Persia, but God has a bigger job for Esther than just being queen. The safety of God's people rests in her hands. Can Esther find the courage to help save her people from Haman's evil plan? Featuring lively art from the beloved The Beginner's Bible, Kids will follow along with the colorful illustrations and easy-to-read text throughout The Beginner's Bible Queen Esther Saves Her People. This retelling of the story of Queen Esther is perfect for young readers as they learn, read, and see how a brave queen helped protect God's people. The Beginner's Bible Queen Esther Saves Her People: Is part of The Beginner's Bible (R) brand, the bestselling Bible storybook brand of our time, with more than 25 million products sold Contains easy-to-read text that has been parent-tested and children-approved Features vibrant artwork Is just right for children and parents and grandparents to share

Published in Association with the Online Learning Consortium E-learning has entered the mainstream of higher education as an agent of strategic change. This transformation requires e-learning leaders to develop the skills to innovate successfully at a time of heightened competition and rapid technological change. In this environment e-learning leaders must act within their institutions as much more than technology managers and assume the prime role of helping their institutions understand the opportunities that e-learning presents for faculty, for students, and for client organizations in the community. They need to prepare to participate in policy development around these opportunities. They must understand the multiple dimensions of practice in the field-operations, administration, and working within the complex culture of a higher education institution-while also functioning as scholars of the field who can bring the best ideas from other institutions to help shape policy around e-learning. The second edition builds on the success of the first edition and presents both the collective expertise of veterans who have pioneered the field for 20 years, and of a rising generation of e-learning leaders that are transforming online programs at their own institutions, to address these challenges. This edition has been updated and expanded to reflect the increasing complexity of the field. New and updated topics include: The evolving role of the chief online learning officer Issues of diversity as more women and minorities enter leadership roles in the field The increasing role of learning analytics and data-based decisions The potential tensions involved in cohort-based versus individualized instruction. The increasing need for faculty professional development The affordances of cloud computing, adaptive learning, artificial intelligence, the internet of things, and mobile learning to the field The open educational resources movement and the implications for institutional policy and practice The challenges of an increasingly complex competitive environment Accessibility There are few comparable positions in higher education than that of e-learning leaders who work across multiple academic and support units and whose work fundamentally affects the institution as a whole. This volume is written for them.

With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities. Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean. This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.

Countries in the Arab Gulf are currently experiencing some of the fastest rates of growth and progress in the world. Transforming Education in the Gulf Region argues that education systems in these countries need to use innovative pedagogies and best practices in teaching and learning to educate all citizens so that they obtain the knowledge and skills to be productive members of society. This book will contribute to the transformation of education in the Gulf countries by suggesting best practices, research outcomes and case studies from experts in the Gulf region. It has become increasingly evident in recent years that Gulf countries need to use emerging learning technologies to cater for the needs of learners and to provide maximum flexibility in learning. There is also a growing practical need to use electronic technologies, since learning materials are more widely available in electronic formats than in paper-based formats. This book focuses on the role of emerging technologies and innovative pedagogies in transforming education in six Gulf countries in the region (Saudi Arabia, United Arab Emirates, Kuwait, Qatar, Oman and Bahrain). With contributions from experts around the world, the book argues that the time is right for Arab Gulf countries to make the transition to electronic learning and that they need to implement the outcomes of research and adopt best practices to transform and revolutionize education to prepare learners in the Gulf region for the 21st Century. The book should be of interest to academics and students in the areas of higher education, learning technologies, education policy and education reform. It should also be of interest to educators and policymakers in the Gulf region.

Mobile learning (m-learning) can be seen as learning across multiple contexts, through social and content interactions, using personal electronic devices such as handheld computers, smart devices (e.g. Smartphone and tablets), notebooks, mobile phones, etc. It reflects how society and its institutions can accommodate and support an increasingly mobile population. M-learning is convenient in that it is accessible from virtually anywhere and at any time. Like other forms of e-learning, m-learning is also collaborative. Sharing is almost instantaneous among everyone using the same content, which leads to the reception of instant feedback and tips. This highly active process can help in improving students' performance and motivation. M-learning also brings strong portability by replacing books and notes with mobile devices, filled with tailored learning content. The challenges that face e-learning and m-learning systems come from the growth rate of students, education contents, services that can be offered and resources made available. These challenges include: optimising resource computation, storage and communication requirements, dealing with dynamic concurrency requests, etc. Such challenges highlight the necessity of the use of a platform that meets scalable demands and cost control. This environment is cloud computing. The cloud computing environment rises as a natural platform to provide support to e- and m-learning systems. The book contains a variety of relevant topics. The first chapter gives an overall view on mobile learning. The next three chapters discuss the psychological issues related to mobile learning and learners' motivation in addition to the contextualisation of mobile learners. The following two chapters introduce some theoretical framework for mobile learning and its cloud-based applications in addition to a mobile-based recommendation system. The last four chapters focus on case studies of mobile learning on natural language education.

Thinking about teaching in educational terms has become increasingly difficult because of the conceptions of higher education that predominate in both policy and public debate. Framing the benefits of higher education simply as an economic good poses particular difficulties for making educational sense of teaching. Moreover, the assumptions about social mobility, usefulness, and the economic advantages of higher education, upon which these conceptions are based, can no longer be taken for granted. The chapters in this book all wrestle with understandings of education and teaching experiences in changing global, national, and institutional contexts. They explore questions of difference and privilege, the social transformation of teaching through transforming teachers, contestations of global citizenship and interculturality, learning and sensibilities of self-in-the-world, the relationship between programme content and student decision-making, divergent conceptions of learning in international education, and subject-centred approaches to embodied teaching. The book considers the value of disciplinary tools of analysis in addressing contextual challenges in developing societies, connections between pedagogies, autonomy and intercultural classrooms, and ways of countering the marketization of higher education through online teaching communities. This book was originally published as a special issue of Teaching in Higher Education.

Online Teaching: Tools and Techniques to Achieve Success with Learners will provide the online teacher with essential strategies to successfully design, develop, deliver and improve their online course offerings. This book is an invaluable resource for the novice instructor, as well as the seasoned educator. The chapters of the book will take the reader from the basics of online course development and delivery to assessment and improvement after a successful semester. The authors provide proven techniques, practical tools, and real-world tips in the areas of online course formats, course organization, learning management, learning community, online collaboration, learner support, visual design, course assessment, and course analysis for improvement in a readable and engaging way.

Learning for the Age of Artificial Intelligence is a richly informed argument for curricular change to educate people towards achievement and success as intelligent machine systems proliferate. Describing eight key competences, this comprehensive volume prepares educational leaders, designers, researchers, and policymakers to effectively rethink the knowledge, skills, and environments that students need to thrive and avoid displacement in today's technology-enhanced culture and workforce. Essential insights into school operations, machine learning, complex training and assessment, and economic challenges round out this cogent, relatable discussion about the imminent evolution of the education sector.

Calling all Berenstain Bears fans! Young readers will enjoy this collection of 8 stories in this addition to the Living Lights (TM) series of Berenstain Bears books. Children will learn about kindness, patience, love, respect, and much more. The Berenstain Bears Values and Virtues Treasury-part of the popular Zonderkidz Living Lights series of books-is perfect for: Early readers, ages 4-8 Reading out loud during story time or bedtime Birthday gifts, Easter, Christmas gift giving, or as a new addition to your home library This trusted storybook collection teaches children: How to be respectful, kind, be patient with others, and more The importance of loving your neighbor and making right choices The Berenstain Bears Values and Virtues Treasury is an addition to The Living Lights (TM) series: Features the hand-drawn artwork of the Berenstain family Continues in the much-loved footsteps of Stan and Jan Berenstain with the Berenstain Bears series of books Is part of one of the bestselling children's book series ever created, with more than 250 books published and nearly 300 million copies sold to date Includes Kindness Counts; The Golden Rule; Show Some Respect; Get Involved; Love Their Neighbors; Patience, Please; Do the Right Thing; and Honesty Counts

Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book: Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K-12 to its implementation in higher education. Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations. Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies. Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models. Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses. The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroom is the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.

The Handbook of Distance Education, 4th Edition is a comprehensive compendium of research in the field of distance education. The volume is divided into four sections covering the historical and theoretical foundations of distance education, attributes of teaching and learning using technology, management and administration, and different audiences and providers. Throughout, leading scholars address future research needs and directions based on current research, established practices, and recent changes to implementation, pedagogy, and policy.

As colleges and universities in North America increasingly identify "internationalization" as a key component of the institution's mission and strategic plans, faculty and administrators are charged with finding innovative and cost-effective approaches to meet those goals. This volume provides an overview and concrete examples of globally-networked learning environments across the humanities from the perspective of all of their stakeholders: teachers, instructional designers, administrators and students. By addressing logistical, technical, pedagogical and intercultural aspects of globally-networked teaching, this volume offers a unique perspective on this form of curricular innovation through internationalization. It speaks directly to the ways in which new technologies and pedagogies can promote humanities-based learning for the future and with it the broader essential skills of intercultural sensitivity, communication and collaboration, and critical thinking.

The International Handbook of e-Learning, Volume 2 provides a comprehensive compendium of implementation and practice in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. Covering the integration, challenges, implications, and context-appropriate use of open education networks, blended learning, mobile technologies, social media, and other platforms in a variety of unique international settings, these thirty contributions illustrate the wide-ranging applications and solutions made possible by this rapidly growing new paradigm. Case studies are driven by empirical research and attention to cultural specificity, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within today's anytime, anywhere framework, from teachers, administrators, and policy makers to corporate and government trainers.