Every generation faces challenges, but never before have young people been so aware of theirs. Whether due to school strikes for climate change, civil war, or pandemic lockdowns, almost every child in the world has experienced the interruption of their schooling by outside forces. When the world we have taken for granted proves so unstable, it gives rise to the question: what is schooling for? Thrive advocates a new purpose for education, in a rapidly changing world, and analyses the reasons why change is urgently needed in our education systems. The book identifies four levels of thriving: global - our place in the planet; societal - localities, communities, economies; interpersonal - our relationships; intrapersonal - the self. Chapters provide research-based theoretical evidence for each area, followed by practical international case studies showing how individual schools are addressing these considerable challenges. Humanity's challenges are shifting fast: schools need to be a part of the response.

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.

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the impact of Artificial Intelligence on learning and work, and how this emerging technology will transform and disrupt our current institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations as well as the new economic and labor opportunities in the evolution of industries. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning learning spaces and redefining teaching in a computational era. Ultimately the book discusses policy and planning for an augmented future, arguing that education systems are undergoing a metamorphosis and will need to adapt in order to support competitive labor systems amid global competition and the race against automating technologies. Bringing together expert perspectives from around the world, this is the exciting, informative collection of research and analysis surrounding the future of work and learning amid rapid, accelerating technological change.

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.

Teaching and Learning History Online: A Guide for College Instructors offers everything a new online history instructor needs in one package, including how to structure courses, integrate multimedia, and manage and grade discussions, as well as advice for department chairs on curriculum management, student advising, and more. In today's technological society, online courses are quickly becoming the new normal in terms of collegiate instruction, providing the ideal environment to "flip the classroom" and encourage students to hone critical thinking skills by engaging deeply with historical sources. While much of the attention in online teaching focuses on STEM, business, and education courses, online history courses have also proven consistently popular. However, due to the COVID-19 pandemic, new history instructors are rushed into online teaching with little or no training or experience, creating a need for a guide to ease the transition from classroom to online course development and teaching. A timely text, this book aims to provide both new and experienced college history teachers the information they need to develop dynamic online courses.

The integration of technology into modern classrooms has enhanced learning opportunities for students. With increased access to educational content, students gain a better understanding of the concepts being taught. Flipped Instruction: Breakthroughs in Research and Practice is a comprehensive reference source for the latest scholarly perspectives on promoting flipped learning strategies, tools, and theories in classroom environments. Featuring a range of extensive coverage across innovative topics, such as student engagement, educational technologies, and online learning environments, this is an essential publication for educators, professionals, researchers, academics, and upper-level students interested in emerging developments in classroom and instructional design.

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.

Teaching and Learning with Technology sets out key principles for digital learning underpinned by research evidence. It explores the ways in which technology can help teachers to achieve their goals and support good pedagogy and offers practical strategies for using technology when planning and delivering effective lessons. Drawing on examples from across the curriculum and highlighting a wide range of key technologies, chapters cover: Live remote teaching Delivering content and instruction Using technology to assess learning Alternative learning platforms Ensuring accessibility and personalising learning E-safety, safeguarding and legal compliance Written by a leading expert in digital education and filled with easy to implement tips, this book is an essential guide for all teachers delivering lessons online.

Teaching and Learning History Online: A Guide for College Instructors offers everything a new online history instructor needs in one package, including how to structure courses, integrate multimedia, and manage and grade discussions, as well as advice for department chairs on curriculum management, student advising, and more. In today's technological society, online courses are quickly becoming the new normal in terms of collegiate instruction, providing the ideal environment to "flip the classroom" and encourage students to hone critical thinking skills by engaging deeply with historical sources. While much of the attention in online teaching focuses on STEM, business, and education courses, online history courses have also proven consistently popular. However, due to the COVID-19 pandemic, new history instructors are rushed into online teaching with little or no training or experience, creating a need for a guide to ease the transition from classroom to online course development and teaching. A timely text, this book aims to provide both new and experienced college history teachers the information they need to develop dynamic online courses.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way to a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.

* The book breaks down common assumptions and misconceptions about the utility of educational technologies in effective teaching. * Each chapter uses vivid, accessible classroom scenarios to close the distance between traditional learning and competence in technologies. * After covering a wide array of classroom issues and applicable technologies, the author concludes with a unifying critical position on sound research methods.

This book examines four distinct areas of education that suffered as a result of the COVID-19 pandemic in Asian and African regions, and tackles the challenges and barriers that came as a result of the shift to online learning. Presenting perspectives from China, Malaysia, Nigeria, and the UAE, chapters frame research within the context of "innovation experiences" to explore transformative learning theory, and set out the ways in which leaders, educators, students, and parents adapted to learning during the pandemic. Foregrounding four central topics (challenges and barriers; teaching and learning; assessment; educational technology; and interactive learning environments), the volume provides globally relevant findings and implications for the effects of the pandemic on learning in these regions, and furthers the field of educational technology more broadly. Topics covered range from teaching and leading in the online learning environment to educational technology and the interactive learning space. Sharing innovative experiences to aid progression and share best practice for online learning moving forward, the book will be highly relevant to researchers, academics, and students in the fields of higher education, online and eLearning, and technology in education.

This book examines the significance and meaning of undergraduate online learning using a hermeneutic phenomenological study, asking what is lost when there is no face-to-face contact and exploring the essence of technology itself. Drawing on data from undergraduate students across various higher education institutions, including both interview recordings and written reports of their lived experiences, the author seeks to uncover the essence of the phenomenon by engaging with themes around the philosophy of technology and the purpose of post-secondary education, using Heidegger's essay The Question Concerning Technology as a crucial interpretive lens. Rather than offering generalized conclusions, it presents a basis for further understanding of the experience of online learning and ultimately asks whether the efficiency afforded to undergraduates by online classes or degrees can ever replace what is learned in a classroom with other people. Providing a novel approach to the topic of online learning, which centers the concept of experience, and drawing links to current conditions and pedagogy in online higher education, it will appeal to scholars working across education and philosophy with interests in higher education, technology and education, phenomenology of education and philosophy of education.

Constructing Online Work-Based Learning Placements offers a step-by-step approach to understanding and applying the principles of design and delivery in online work-based learning (WBL) placements for students. A crucial component of employability strategies for higher education students, WBL placements are increasingly in need of adaptation to respond to today's rapidly expanding online work environments. This evidence-based book explores the emergent properties and additional value that online WBL placements provide to student learning and employability prospects, focusing on effective pedagogy, design, planning and implementation. The book also presents the Peer Enhanced e-Placement (PEEP), a pioneering, positively evaluated and award-winning online WBL placement model that is underpinned by pedagogical research and theory. The PEEP has been adapted and adopted by numerous higher education teams organising online WBL placements, and the case example included in these pages will guide readers through their own implementation and collaborations.

* The book breaks down common assumptions and misconceptions about the utility of educational technologies in effective teaching. * Each chapter uses vivid, accessible classroom scenarios to close the distance between traditional learning and competence in technologies. * After covering a wide array of classroom issues and applicable technologies, the author concludes with a unifying critical position on sound research methods.

Covers research on ODL systems, competence-based learning, the project process based on personal and group competencies, knowledge repository development, an ontological model of didactic materials, a theoretical game approach to motivational and incentive modelling, collaboration between a teacher and a team of students, and computer simulation Includes contributions from and is coedited by Prof. Emma Kusztina and Prof. Dr Zenon Gniazdowski, editor of Scientific Notebooks of the Warsaw School of Computer Science located on the list of the Ministry of Science and Higher Education Covers for the first time motivation modelling in ODL, collaboration modelling in ODL and incentive modelling in ODL Is illustrated throughout with excellent figures, a glossary and references to accompany each section

As enrollment numbers continue to grow for online education classes, it is imperative instructors be prepared to teach students from diverse groups. Students who engage in learning in classrooms where their backgrounds are recognized and the instruction is welcoming and all-inclusive perform better. Individuals who teach in online settings must endeavor to create caring and culturally appropriate environments to encourage learning among all students irrespective of their demographic composition. Care and Culturally Responsive Pedagogy in Online Settings is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms, and how these methods have had an impact on student learning. While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy into practice.

This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.

Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training. The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age. Taking an interdisciplinary approach, it opens a dialogue between agile management theory and agile learning theory. The book argues that there is a tension between participative and action-orientated approaches on the one hand and neoliberal enclosure of the actor on the other hand. It takes this as an opportunity for interdisciplinary dialogue between learning theories and management concepts. With contributions from a range of international experts, chapters discuss the need for suitable theoretical, epistemological, and ethical foundations as well as practice-orientated methods for learning and management to implement appropriate strategies and meet educational challenges. This highly topical book will be of great interest to academics, postgraduate students, and researchers in the fields of digital learning, educational theory, management theory, and communication studies.

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age. Taking an interdisciplinary approach, it opens a dialogue between agile management theory and agile learning theory. The book argues that there is a tension between participative and action-orientated approaches on the one hand and neoliberal enclosure of the actor on the other hand. It takes this as an opportunity for interdisciplinary dialogue between learning theories and management concepts. With contributions from a range of international experts, chapters discuss the need for suitable theoretical, epistemological, and ethical foundations as well as practice-orientated methods for learning and management to implement appropriate strategies and meet educational challenges. This highly topical book will be of great interest to academics, postgraduate students, and researchers in the fields of digital learning, educational theory, management theory, and communication studies.

This volume introduces Virtual Exchange (VE) as an innovative form of online intercultural learning and investigates the myriad of ways VE is being carried out across universities, ultimately arguing for its integration into university internationalisation policies and course curricula. Against the backdrop of increased digitalisation initiatives throughout universities given the effects of the pandemic, chapters focus not only on providing new research findings, but also on providing a comprehensive introduction and argumentation for the use of VE in university education and also in demonstrating how it can be put into use by both university decision-makers and educators. Reviewing the limitations of the activity, this timely work also fundamentally posits how VE and blended mobility more broadly could be developed in future higher education initiatives. This book will be of interest to researchers, academics, scholars, and students involved with Open & Distance Education and eLearning, approaches to internationalisation in education, and the study of higher education more broadly. Those interested in innovative methods for teaching and learning, as well as educational research, will also benefit from this volume.