Reconceptualizing Libraries brings together cases and models developed by experts in the information and learning sciences to identify the potential for libraries to adapt and transform in the wake of new technologies for connected learning and discovery. Chapter authors explore the ways that the increased interest in the design research methods, digital media emphases, and technological infrastructure of the learning sciences can foster new collaborations and formats for education within physical library spaces. Models and case studies from a variety of library contexts demonstrate how library professionals can act as change agents and design partners and how patrons can engage with these evolving experiences. This is a timely and innovative volume for understanding how physical libraries can incorporate and thrive as educational resources using new developments in technology and in the learning sciences.

Learning Analytics in Higher Education provides a foundational understanding of how learning analytics is defined, what barriers and opportunities exist, and how it can be used to improve practice, including strategic planning, course development, teaching pedagogy, and student assessment. Well-known contributors provide empirical, theoretical, and practical perspectives on the current use and future potential of learning analytics for student learning and data-driven decision-making, ways to effectively evaluate and research learning analytics, integration of learning analytics into practice, organizational barriers and opportunities for harnessing Big Data to create and support use of these tools, and ethical considerations related to privacy and consent. Designed to give readers a practical and theoretical foundation in learning analytics and how data can support student success in higher education, this book is a valuable resource for scholars and administrators.

Student disengagement from school is a trending concern, and many schools have turned their attention to independent study programmes as a way to nurture student motivation and creativity. But where to begin? Geraldine Woods offers a practical, step-by-step guide based on her experience designing and directing the much-admired independent study programme at the Horace Mann School. Under the supervision of teachers, students embark on a remarkable variety of projects and become teachers themselves, conducting seminars with their peers along the way to preparing their final product-which could as easily be an interactive website or musical composition as a research paper. Woods' book details the nuts and bolts of the approach and shows how to customise it for a variety of age groups, budgets and curricular requirements. It is a gift to all educators-including homeschooling parents-who want to give students the freedom to pursue their interests.

Tools for Teaching in an Educationally Mobile World examines the challenges that undergraduate and postgraduate teachers often encounter when working with students from different national and cultural backgrounds. It focuses on the consequences for interactive teaching and for course design in a world where students, ideas and courses are mobile, using examples and experiences from a wide range of disciplines and national contexts. It not only considers Anglophone countries, including the USA, Canada, the UK, Australia and New Zealand, but also the use of English as a language of instruction in countries where neither teachers nor students are native English speakers. This book offers ideas for adjusting and adapting teaching approaches for culturally and linguistically diverse student groups. Students may cross national boundaries to seek accreditation, or the courses may be 'transnational', being designed in one country and delivered in another using local as well as 'fly-in' faculty. It draws upon growing good practice recommendations using tried and tested methods alongside the extensive and varied experience of the author. The book is structured around a selection of the most common issues and statements of belief held by educators, with key topics including: the impact of educational mobility on teaching and learning; teachers as mediators between academic cultural differences; learning and teaching in English; inclusive teaching and learning; encouraging student participation; assessing diverse students. With a wealth of practical tips and tools that help deal with these issues, this book will be of value to any educator working with students from culturally and linguistically diverse backgrounds. It will also interest those involved in the design of curriculum and pedagogy.

This collection reveals a recurring theme in the author's work over almost three decades: that the preoccupation in policy, commentary, research and practice with who gets into higher education has led to a corresponding failure to cast a critical eye over what, where and when they get the higher education offer. It seems that potential students are expected to fit-in with HE culture, rather than think about how HE might change to fit-in with them. On offer is a collection of the author's works, spanning much of his professional working life, covering issues relevant to widening access to success in higher education and for a wide-ranging audience. Some chapters offer conference speeches and keynotes; others are blogs or chapters in books. One is even a speech to an audience from the UK House of Lords delivered originally within the Parliament precincts. Together they paint a picture of the prevailing issues and concerns of the widening access agenda over twenty-five years. A recurring call throughout is the need for greater international collaboration, a need that has indeed grown in importance as the conversation on widening access and success has progressed. Some would say that this is due, in no small measure, to the work of this critical thinker and practitioner.

As more postsecondary faculty become engaged in designing online learning environments, research conducted on distance education program quality becomes increasingly important. Measurements in Distance Education is a concise, well-organized guide to some of the many instruments, scales, and methods that have been created to assess distance education environments, learners, and teachers. Entries are organized according to the qualities these measures attempt to gauge-such as engagement and information retention-and provide summaries of each instrument, usage information, the history of its development, and validation, including any reported psychometric properties. Offering more than 50 different surveys, tests, and other metrics, this book is an essential reference for anyone interested in understanding distance education assessment.

Managing Online Learning is a comprehensive guide to planning and executing effective online learning programs. Featuring contributions from experienced professionals across operations in university and corporate settings, this all-in-one resource provides leaders and administrators with informed strategies for supporting learners' and instructors' evolving needs, implementing and evaluating pedagogically sound technologies, projecting revenue-generating models, and anticipating future scaling challenges. These highly applied chapters cover essential topics such as unit design, management of staff and finances, student engagement, user experience and interface, data analytics, and more.

Discover how to transform your professional development and become a truly connected educator with user-generated learning This book shows educators how to enhance their professional learning using practical tools, strategies, and online resources. With beginner-friendly, real-world examples and simple steps to get started, the author shows how to harness information from physical and virtual communities and become a lifelong learner in the digital age.

Professional Learning in the Digital Age features:

In-depth explanations of curation, reflection, and contribution
Guest appearances from digitally connected educators
Simple to-do lists to help you get started
Handy appendices with resources for further learning, and so much more
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A Science "Reading List for Uncertain Times" Selection "A must-read for anyone with even a passing interest in the present and future of higher education." -Tressie McMillan Cottom, author of Lower Ed "A must-read for the education-invested as well as the education-interested." -Forbes Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the "year of the MOOC," the promise of disruption seems premature. In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, "intelligent tutors," and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies-even those that are free-do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change. "I'm not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be...Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19." -Inside Higher Ed "The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates...many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities." -Science

An Introduction to Distance Education is a comprehensive look at the field of distance education, outlining current theories, practices, and goals that are essential to effective design, delivery, and navigation. As an alternative pedagogical approach, distance education is posited to meet the evolving demands for access, affordability, and quality in higher education. This fully revised and updated second edition reviews the history of distance education while addressing its current influence on the education sector. Utilizing a student-guided approach, chapters offer pedagogical features to engage and support the teaching and learning process, including: questions for reflection, review, and discussion: students can use these questions as triggers for further thoughts related to the topic. Instructors can use these questions for classroom and online discussion key quotations: strategically placed throughout the text, these points act as a springboard for further reflection and classroom discussion concept definitions: central concepts discussed in the text are defined for students at the end of each chapter. Driven by seminal contributors who are researching and shaping our understanding and practice of distance education today, An Introduction to Distance Education offers a solid foundation from which to explore and develop new approaches to designing and implementing online courses.

An Introduction to Distance Education is a comprehensive look at the field of distance education, outlining current theories, practices, and goals that are essential to effective design, delivery, and navigation. As an alternative pedagogical approach, distance education is posited to meet the evolving demands for access, affordability, and quality in higher education. This fully revised and updated second edition reviews the history of distance education while addressing its current influence on the education sector. Utilizing a student-guided approach, chapters offer pedagogical features to engage and support the teaching and learning process, including: questions for reflection, review, and discussion: students can use these questions as triggers for further thoughts related to the topic. Instructors can use these questions for classroom and online discussion key quotations: strategically placed throughout the text, these points act as a springboard for further reflection and classroom discussion concept definitions: central concepts discussed in the text are defined for students at the end of each chapter. Driven by seminal contributors who are researching and shaping our understanding and practice of distance education today, An Introduction to Distance Education offers a solid foundation from which to explore and develop new approaches to designing and implementing online courses.

The Elements of Instruction provides a common vocabulary and conceptual schema of teaching and learning that is fully applicable to all forms of instruction in our digital-centric era. This critical examination of educational technology's contemporary semantics and constructs fills a major gap in the logical foundations of instruction, with special attention to the patterns of communication among facilitators, learners, and resources. The book proposes a new framework for organizing research and theory, clear concepts and definitions for its basic elements, and a new typology of teaching-learning arrangements to simplify the selection of optimal conditions for a variety of learning goals. As trends in media, technology, and methodology continue to evolve, these historically contextual, back-to-basics pedagogical tools will be invaluable to all instructional designers and educational researchers.

This open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time. Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena.

Essentials for Blended Learning provides a practical, streamlined approach for creating effective learning experiences by blending online activities and the best of face-to-face teaching. Effective blended learning requires rethinking of teaching practices and a redesign of course structure. Suitable for instructors in any content area, this book simplifies these difficult challenges without neglecting important opportunities to transform teaching. The revised second edition is more streamlined and easier to use, and includes more real-world examples of blended teaching and learning, the latest technologies, and additional research-based learning activities.

This book addresses the need to explore user interaction with online learning repositories and the detection of emergent communities of users. This is done through investigating and mining the Khan Academy repository; a free, open access, popular online learning repository addressing a wide content scope. It includes large numbers of different learning objects such as instructional videos, articles, and exercises. The authors conducted descriptive analysis to investigate the learning repository and its core features such as growth rate, popularity, and geographical distribution. The authors then analyzed this graph and explored the social network structure, studied two different community detection algorithms to identify the learning interactions communities emerged in Khan Academy then compared between their effectiveness. They then applied different SNA measures including modularity, density, clustering coefficients and different centrality measures to assess the users' behavior patterns and their presence. By applying community detection techniques and social network analysis, the authors managed to identify learning communities in Khan Academy's network. The size distribution of those communities found to follow the power-law distribution which is the case of many real-world networks. Despite the popularity of online learning repositories and their wide use, the structure of the emerged learning communities and their social networks remain largely unexplored. This book could be considered initial insights that may help researchers and educators in better understanding online learning repositories, the learning process inside those repositories, and learner behavior.

Every child is born with innate wisdom; the role of adults - parents, educators, social workers and policy makers - is to nurture this wisdom and enable it to flourish. This is the belief that underpins this extraordinary book. Barbara and Heather Williams have drawn on the work of Carl Rogers, Virginia Axline and other leading person-centered theorists and educationalists to devise unique ways to foster the innate wisdom of children. 'Children have the ability to trust, to express themselves in a clear, straight way, to be empathetic and open to differences in themselves and other cultures and to accept other people and themselves for who they are and not for what they do or do not do. When a child can recognize and express these qualities it helps them to be insightful, to have high self-confidence, to be creative and to be resilient. When the wisdom of children is not recognized and they cannot express person-centered qualities, their self-confidence goes down, they lose trust, they are fearful and they often either give up or rebel.The educational and medical systems are quick to diagnose them with ADHD, bipolar disorder and other labels and quick to medicate them, when much of this medication could be avoided,' they write. The book is in four main parts.It starts with the founding of DeSillio School, in Fort Collins, Colorado, and tells how teachers, parents and the community worked together to support the wisdom of children and help them to learn in creative ways through using and bringing out their person-centred qualities.It goes on to discuss play therapy, and the use of the person-centered approach with children from age two through adolescence, drawing on case examples, experiences and quotes from children. The third section discusses Native American Indian philosophy and how it informs the Williams' work in education and the workshops they run world-wide with children. Part four focuses on these Kids Workshops and the training programs Barbara and Heather have created to help children recognize and express their wisdom, be resilient, keep their creativity and appreciate nature. The book ends with a series of 'what if?' questions: what if politicians, educationalists, economists, parents, teachers, therapists, foster care and children's centers could all recognize the wisdom of children?How could it change the world? Immeasurably, if we allow Barbara and Heather's experience to guide us.

Young readers will understand how to listen to their conscience and make good decisions in this addition to the Living Lights (TM) series of Berenstain Bears books. Children will learn that doing the right thing sometimes means not getting your way. The Berenstain Bears Do the Right Thing-part of the popular Zonderkidz Living Lights series of books-is perfect for: Early readers ages 4-8 Reading out loud at home or in classrooms Sparking conversations about the decision making process and that that looks like for young children The Berenstain Bears Do the Right Thing: Features the hand-drawn artwork of Mike Berenstain, the son of the creators of the Berenstain Bears, Stan and Jan Berenstain Continues in the much-loved footsteps of Stan and Jan Berenstain in this 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

The COVID-19 pandemic has accelerated growth in online education across the world. While the online classroom experience has been written about extensively, the outside of class experience and student services for those learning remotely has received little attention. This book provides College and university personnel with research, theoretical foundations, and best practice to support and engage online learners. In this edited collection, authors from across the globe present case studies in various contexts including a large state university system, a growing public master's degree, two private institutions, and a Scottish institution. Various theoretical constructs are provided to help inform practices for supporting online students including Wenger's 'communities of practice', Garrison's 'communities of inquiry', and the Dynamic Student Development Metatheodel. Understanding that all students encounter different challenges, the volume also covers the different needs of specific student populations throughout their online experiences and concludes with a discussion about the importance of inclusion for students with disabilities.

What if the most powerful education our students ever receive occurs when they study off-campus? This book takes as its premise that the powerful potential to de-center and dislocate students' preconceptions that off-campus study can stimulate and the urgent need for students to gain a broad understanding of the interconnectedness of our world, requires us to question and rethink how we deliver undergraduate education. The authors ask whether we should strive to make this experience available to all our students - as a necessity rather than as a supplement or interlude -- using it to fuel their education and inspire their careers. They make the case that effective off-campus study (whether study abroad or study away) begins and ends on the home campus, requiring its integration into the curriculum, entwining on-campus and off-campus experiences, and making them mutually reinforcing. They offer evidence that off-campus study, when properly designed and implemented, can have a multiplier effect on learning, particularly when combined with other high-impact practices; asserting it can provide access to complex cultural and scientific problems in their natural context, adding practical and experiential components to classroom learning, and serve as a springboard for more advanced study and research when students return to their home campus. This book proposes that faculty or departments go beyond the generally episodic ways that currently link on-campus curricula to off-campus experience. It aims to speak, beyond specialists in international or intercultural education, to faculty, deans and provosts who may have little direct experience of study abroad, and feel unprepared to address an issue that is assuming a growing importance as disciplines and institutions address the complexities of our rapidly changing world. The goal of this book is to fuel such conversations.

What if the most powerful education our students ever receive occurs when they study off-campus? This book takes as its premise that the powerful potential to de-center and dislocate students' preconceptions that off-campus study can stimulate and the urgent need for students to gain a broad understanding of the interconnectedness of our world, requires us to question and rethink how we deliver undergraduate education. The authors ask whether we should strive to make this experience available to all our students - as a necessity rather than as a supplement or interlude -- using it to fuel their education and inspire their careers. They make the case that effective off-campus study (whether study abroad or study away) begins and ends on the home campus, requiring its integration into the curriculum, entwining on-campus and off-campus experiences, and making them mutually reinforcing. They offer evidence that off-campus study, when properly designed and implemented, can have a multiplier effect on learning, particularly when combined with other high-impact practices; asserting it can provide access to complex cultural and scientific problems in their natural context, adding practical and experiential components to classroom learning, and serve as a springboard for more advanced study and research when students return to their home campus. This book proposes that faculty or departments go beyond the generally episodic ways that currently link on-campus curricula to off-campus experience. It aims to speak, beyond specialists in international or intercultural education, to faculty, deans and provosts who may have little direct experience of study abroad, and feel unprepared to address an issue that is assuming a growing importance as disciplines and institutions address the complexities of our rapidly changing world. The goal of this book is to fuel such conversations.

Students who know how to collaborate successfully in the classroom will be better prepared for professional success in a world where we are expected to work well with others. Students learn collaboratively, and acquire the skills needed to organize and complete collaborative work, when they participate in thoughtfully-designed learning activities. Learning to Collaborate, Collaborating to Learn uses the author's Taxonomy of Online Collaboration to illustrate levels of progressively more complex and integrated collaborative activities. Section I introduces the Taxonomy of Online Collaboration and offers theoretical and research foundations. Section II focuses on ways to use Taxonomy of Online Collaboration, including, clarifying roles and developing trust, communicating effectively, organizing project tasks and systems. Section III offers ways to design collaborative learning activities, assignments or projects, and ways to fairly assess participants' performance. Learning to Collaborate, Collaborating to Learn is a professional guide intended for faculty, curriculum planners, or instructional designers who want to design, teach, facilitate, and assess collaborative learning. The book covers the use of information and communication technology tools by collaborative partners who may or may not be co-located. As such, the book will be appropriate for all-online, blended learning, or conventional classrooms that infuse technology with "flipped" instructional techniques.

Learning Analytics in Higher Education provides a foundational understanding of how learning analytics is defined, what barriers and opportunities exist, and how it can be used to improve practice, including strategic planning, course development, teaching pedagogy, and student assessment. Well-known contributors provide empirical, theoretical, and practical perspectives on the current use and future potential of learning analytics for student learning and data-driven decision-making, ways to effectively evaluate and research learning analytics, integration of learning analytics into practice, organizational barriers and opportunities for harnessing Big Data to create and support use of these tools, and ethical considerations related to privacy and consent. Designed to give readers a practical and theoretical foundation in learning analytics and how data can support student success in higher education, this book is a valuable resource for scholars and administrators.

Challenging the current understandings of equity and social justice in the field of online education, The Hidden Curriculum of Online Learning analyses how cultural hegemony creates unfair learning experiences through cultural differences. It argues that such inequitable learning experiences are not random acts but rather represent the existing inequities in society at large through cultural reproduction. Based on an ethnographic work, the book discusses the concept of social absence (in relation to social presence) to discuss how individuals perform their identities within group contexts and to create awareness of social justice issues in online education. It draws upon critical pedagogy and cultural studies to show that while online learning spaces are frequently promoted by local or federal governments and higher education institutions as overwhelmingly inclusive and democratic, these premises do not operate with uniformity across all student cohorts. The Hidden Curriculum of Online Learning It will be of great interest to academics, post-graduate students, and researchers in the fields of digital learning and inclusion, education research, and cultural studies.