Assessing the Value of E-Learning Systems provides an extensive literature review pulling theories from the field of information systems, psychology and cognitive sciences, distance and online learning, as well as marketing and decision sciences. This book provides empirical evidence for the power of measuring value in the context of e-learning systems. ""Assessing the Value of E-Learning Systems"" offers a set of benchmarking tools, such as the Value-Satisfaction grids and LeVIS index, to help administrators of e-learning programs realize the key effective characteristics of their program. The book concludes with a ""cook book"" guidelines approach on how to implement the proposed theory and tools in the reader's own e-learning program.

Foundations of Educational Technology offers a fresh, interdisciplinary, problem-centered approach to educational technology, learning design, and instructional systems development. As the implementation of online, blended, hybrid, mobile, open, and adaptive learning systems rapidly expands, emerging tools such as learning analytics, artificial intelligence, mixed realities, serious games, and micro-credentialing are promising more complex and personalized learning experiences. This book provides faculty and graduate students with a conceptual, empirical, and practical basis for the effective use of these systems across contexts, integrating essential theories from the fields of human performance, learning and development, information and communications, and instructional design. Key additions to this revised and expanded third edition include coverage of the latest learning technologies, research from educational neuroscience, discussions about security and privacy, new attention to diversity, equity, and inclusion, updated activities, support materials, references, and more.

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. Improving K-12 STEM Education Outcomes through Technological Integration focuses on current research surrounding the effectiveness, performance, and benefits of incorporating various technological tools within science, technology, engineering, and mathematics classrooms. Focusing on evidence-based approaches and current educational innovations, this book is an essential reference source for teachers, teacher educators, and professionals interested in how emerging technologies are benefiting teaching and/or learning efficacy.

* Explores the emergent movement away from transmission based to coaching based learning * Champions education as a dialogic process between learners and coaches * Strives for a training model in which the motivated learner embraces challenges and learns to assess his/her own level, * Includes data and examples from schools in the Netherlands, Finland, Sweden, and Norway.

Unlike most books regarding online education, this book is not about teaching; it is about effectively administering an online education program. Throughout the text, we provide case studies, examples, policies, and resources from actual institutions, which further enhance the value of this text. This book encompasses the issues and provides information on how to accomplish one specific task: successful online educational administration.

Engaging College and University Students outlines creative and effective course organization and teaching-learning strategies for higher education courses. By describing specific instructional best practices, rather than addressing general questions about teaching in higher education, the author presents a valuable resource for educators to consult in the moment. The author explores the challenges of engaging students in online settings and draws comparisons with face-to-face strategies of engagement. By organizing the strategies according to course progress, and offering corresponding rubrics for assessment, this guide for instructors offers a solid foundation for an ever-changing teaching and learning landscape.

Best Practices for Mentoring in Online Programs is a straightforward guide to creating meaningful, lasting mentoring programs for faculty or students enrolled in fully or predominantly online programs. Faculty and student mentoring programs are proliferating in higher education, including peer mentoring, group/network mentoring, and career mentoring, making it all the more important that administrators and instructors incorporate research-based best practices for effective and successful implementation. Divided into two sections - the first on mentoring programs for faculty, the second on programs for students - this volume engages a broad variety of mentoring models and contexts across disciplines, paying special attention to the effective strategies and common problems associated with online mentoring. The book addresses the practical aspects of setting up, running, structuring, and evaluating online mentoring programs, along with the recruitment, selection, compensation, and recognition of mentors. Case studies and interviews bring to life the challenges and opportunities of mentorship, including how to resolve discussions pertaining to difficult or controversial issues, while a wealth of resources, templates, and checklists will help administrators and faculty take concrete steps towards implementing or developing programs tailored to their needs and institutional contexts.

Virtual worlds offer engaging, rich visual and auditory experiences to their users. In them, players guide computer-based avatars through virtual landscapes filled with realistic buildings, objects, characters, and the avatars of other players. In the commercial realm, games and online virtual communities attract millions of devoted fans who spend large amounts of time and money in these worlds. In recent years, interest in virtual worlds as platforms for instruction and training has rapidly grown as researchers and designers focus on their potential power as learning environments. Educational virtual worlds are designed to incorporate situated learning concepts of collaborative knowledge building among communities of learners in contexts that closely mimic the real world.

In this, the first text written specifically on how to design virtual worlds for educational purposes, the authors explore: the history and evolution of virtual worlds (commercial and educational), 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, and design guidelines for learning quests and activities in virtual worlds. They also examine the theories and associated design principles used to create embedded assessments in virtual worlds. Finally, they offer a framework and methodology to assist professionals in evaluating off-the-shelf virtual worlds for use in educational and training settings.

In recent years, the use of information technologies, mobile devices, and social media, along with the evolving needs of students, professionals, and academics, has grown rapidly. New ways of bringing learning content to students, new learning environments, and new teaching practices are necessary to keep up with these changes. Assessing the Role of Mobile Technologies and Distance Learning in Higher Education provides a comprehensive understanding of m-learning processes by discussing challenges in higher education and the role of information technologies for effective learning. This reference book offers both real experiences and theoretical input for academicians, professionals, students, practitioners, policymakers, and managers.

Distance education (DE) offers ways to reach the many people around the world who lack access to education and training by other means. International DE methods, however, are fragmented, and distance educators have often abandoned new technologies before giving them a chance to develop. As a result, many current DE tools and techniques are incompatible with the needs and cultures of different global regions. With the goal of designing efficient, relevant DE for worldwide audiences, Harmonizing Global Education invites scholars and practitioners to consider the historic development of technology-based education and communication studies, going back further in the literature than is often assumed necessary.

The book examines a wide range of historical ideas capable of shaping modern DE, including the Luddite Revolt among British textiles workers in 1811-12, the evolution of cubist art and musical aesthetics, and the visionary advances of early nineteenth-century Soviet multimedia specialists. The author urges an awareness of previous generations of communications studies, and shows how audience research relating to traditional media can be relevant in the design of current internet-based and social media approaches. Today's open universities have grown from these earlier historical efforts, and the future success of open and distance education depends on learning from the successes and the failures of the past.

The Ethics of Artificial Intelligence in Education identifies and confronts key ethical issues generated over years of AI research, development, and deployment in learning contexts. Adaptive, automated, and data-driven education systems are increasingly being implemented in universities, schools, and corporate training worldwide, but the ethical consequences of engaging with these technologies remain unexplored. Featuring expert perspectives from inside and outside the AIED scholarly community, this book provides AI researchers, learning scientists, educational technologists, and others with questions, frameworks, guidelines, policies, and regulations to ensure the positive impact of artificial intelligence in learning.

In recent years, the rampant development of worldwide communications and powerful modern technologies has reformulated the idea of distance learning and the transmission of higher education content. Combined with these new developments and the outcomes of the COVID-19 pandemic, there is an apparent need for a thorough discussion on all features of e-learning. Online Distance Learning Course Design and Multimedia in E-Learning disseminates research, experiences, and philosophies surrounding innovation within higher education online teaching and learning environments. It includes case studies of relevant and fruitful applications, practical challenges, and examinations of the most recent innovations. Covering topics such as online management education, student engagement, and gamification, this book is an essential resource for academicians, researchers, educators, pre-service educators, principals, administrators, consultants, instructional designers, technologists, computer scientists, and policymakers.

Distrust. Division. Disparity. Is our world in disrepair? Ethics and civics have always mattered, but perhaps they matter now more than ever before. Recently, with the rise of online teaching and movements like #PlayApartTogether, games have become increasingly acknowledged as platforms for civic deliberation and value sharing. We the Gamers explores these possibilities by examining how we connect, communicate, analyze, and discover when we play games. Combining research-based perspectives and current examples, this volume shows how games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change. We the Gamers introduces and explores various educational frameworks through a range of games and interactive experiences including board and card games, online games, virtual reality and augmented reality games, and digital games like Minecraft, Executive Command, Keep Talking and Nobody Explodes, Fortnite, When Rivers Were Trails, Politicraft, Quandary, and Animal Crossing: New Horizons. The book systematically evaluates the types of skills, concepts, and knowledge needed for civic and ethical engagement, and details how games can foster these skills in classrooms, remote learning environments, and other educational settings. We the Gamers also explores the obstacles to learning with games and how to overcome those obstacles by encouraging equity and inclusion, care and compassion, and fairness and justice. Featuring helpful tips and case studies, We the Gamers shows teachers the strengths and limitations of games in helping students connect with civics and ethics, and imagines how we might repair and remake our world through gaming, together.

Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Networked learning is an area which has great practical and theoretical importance. It is a rapidly growing area of educational practice, particularly in higher education and the corporate sector.

This volume brings together some of the best research in the field, and uses it to signpost some directions for future work. The papers in this collection represent a major contribution to our collective sense of recent progress in research on networked learning. In addition, they serve to highlight some of the largest or most important gaps in our understanding of studentsa (TM) perspectives on networked learning, patterns of interaction and online discourse, and the role of contextual factors. The range of topics and methods addressed in these papers attests to the vitality of this important field of work. More significant yet is the complex understanding of the field that they combine to create. In combination, they help explain some of the key relationships between teachersa (TM) and learnersa (TM) intentions and experiences, the affordances of text-based communications technologies and processes of informed and intelligent educational change.

This is a volume in ""Perspectives in Instructional Technology and Distance Education Series"". Editors: Charles Schlosser and Michael Simonson of 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.

Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realities-from the digital divide and digital literacy to poverty and language barriers-affect our most vulnerable and under-resourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge from culturally responsive and context-specific foundations.

This reissue, first published in 1980, is based on the experiences of the International Extension College in developing distance teaching. The volume begins by reviewing the world problems of educational quality and quantity, and then examines the ways in which print, broadcasts and group study have been used to train teachers, to improve classroom education, to teach by correspondence out of school, and to support rural development. It then considers how that experience can be used, perhaps by creating a network of radio colleges, to supplement and extend existing schools and colleges. Finally, the book includes a descriptive and annotated bibliography of over 100 distance teaching projects in 65 third world countries.

This edited collection, the first of its kind, marries the two fastest-growing movements in higher education: service-learning and eLearning. While these two innovative pedagogies are widely assumed to be incompatible, this collection highlights their complementary approaches as a new teaching method for 21st Century learners. The collection offers a new pedagogical model-service-eLearning-defined as an integrative pedagogy that engages learners through technology in civic inquiry, service, reflection, and action. Service-learning, which focuses on involvement with local needs and reflective thinking, appears to contrast with eLearning, that implies autonomous education through technology. The goal of this edited collection is to consider how these two educational innovations have and can combine to further encourage civic engagement while meeting the demands of an increasingly global, competitive, and diverse educational marketplace. This edited collection, defines and addresses the emergent blending of service-learning and eLearning to create a new integrated pedagogical model: service-eLearning.Service-eLearning: Educating for Citizenship starts a conversation about the marriage of two powerful educational innovations. While readers of this collection may be familiar with existing work on servicelearning and technology use, this book demonstrates the potential of a new model which acknowledges eLearning as a pedagogy within its own right. The new model presented here blends eLearning pedagogy with existing approaches to service-learning. The result is an integrated pedagogical approach: Service-eLearning. As the work presented herein highlights, service-eLearning responds to the challenges of today's rapidly-changing, technology-mediated reality.

Creating Stellar Lessons with Digital Tools prepares teachers in training and in-service teachers to use technologies for design and development activities with middle and high school students. While software, open resources, handheld devices, and other tools hold great potential to enhance learning experiences, teachers themselves must model technology use in ways that inspire students to become producers and leaders rather than consumers and followers. Featuring concrete applications in social studies, English, mathematics, and science scenarios, this book provides pre-service and in-service teachers with seven paths to creatively integrate and innovate with computational thinking, datasets, maker spaces, visual design, media editing, and other approaches.

From Laura Alvarez, one of the authors of Supporting Newcomer Students, a guide on how to continue to support multilingual students' language development and rigorous learning in a remote environment. In this QRG in the new set of Strategies for Distance Learning Guides, Alvarez provides questions to guide instructional planning and key teaching moves for English learners, within a framework of 4 principles for distance learning: Facilitate meaningful interactions Build relationships Use technology purposefully Hold an inquiry stance With extensive tips for how to maintain these goals in both synchronous and asynchronous learning activities, this guide will be a go-to resource for teachers of newcomers and English learners. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

Remote learning, online learning, distance learning, and all the teaching practices they encompass fall within another category that teachers have to become familiar with. As an online teacher, it is vital to be able to display updated and fresh practices for students. As many have been thrust into online learning, it is necessary to be able to develop these teaching practices in order for the students to be taught the highest level of knowledge. Numerous teachers have not taught online prior to COVID-19, and especially not in this capacity. This book develops online teaching practices for teachers and students in order to receive the highest benefit from their education. Through teacher collaboration techniques that have been used to develop workshops, teaches would grasp a better understanding o teaching online. Teachers need a resource to utilize to assist them with online learning. This book is compromised of chapters regarding the aspect of teaching remote learning for early childhood and elementary classrooms.

Information communication technologies (ICTs) are a disruptive force affecting every aspect of human life. The integration of ICTs with the internet has global reach, including into the field of higher education, and this has caused traditional methods to be too slow and too unresponsive for the needs of many aspiring students. With faster lifestyles, borderless online learning is becoming more prevalent at every level of instruction. The quality of education now hinges less on the mode of instruction or the institutional reputation and more on the commitment of individual administrators and instructors to understand and apply digital learning. Digital Learning reveals the technologies behind successful implementation of online learning and teaching, and introduces the most important concepts and relationships in plain language. Readers are also provided with a glossary of key terms and a selection of resources. Milakovich and Wise have created the essential reference for faculty and administrators interested in developing online courses, students interested in pursuing online degree programs and faculty interested in converting in-class to online courses.

Classic set of 45 articles from the first decade of the Journal of Museum Education and its predecessor, Roundtable Reports. Articles and essays focus on teaching strategies, introspective glances at the museum education field, reports of program successes and near successes, evaluative studies, and reviews of exhibitions and literature related to object-based learning. This title is sponsored by The Museum Education Roundtable. The Museum Education Roundtable (MER) is a non-profit organization based in Washington, DC, dedicated to enriching and promoting the field of Museum Education.

Technology stimulates minds in ways that make a profound and lasting difference, especially in the classroom. It can be used to adapt curriculum to diverse learners or to express material in ways not possible prior to the creation of new technologies. Learning Tools and Teaching Applications through ICT Advancements provides research regarding introducing, collaborating, analyzing, synthesizing, and evaluating innovative contributions to the theory, practice, and research of technology education applicable to K-12 education, higher education, and corporate and proprietary education. It grows this body of research, proposing new applications of technology for teaching and learning, and documenting those practices that contribute irrefutable verification of information technology education as a discipline.