The movement away from teacher-centered toward student-centered learning and teaching (SCLT) in higher education has intensified in recent decades. Yet in spite of its widespread use in literature and policy documents, SCLT remains somewhat poorly defined, under-researched and often misinterpreted. Against this backdrop, The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education offers an original, comprehensive and up-to-date overview of the fundamentals of SCLT and its discussion and applications in policy and practice. Bringing together 71 scholars from around the world, the volume offers a most comprehensive and up-to-date overview of the fundamentals of SCLT and its applications in policy and practice; provides beacons of good practice that display how instructional expertise manifests itself in the quality of classroom learning and teaching and in the institutional environment; and critically discusses challenges, new directions and developments in pedagogy, course and study program design, classroom practice, assessment and institutional policy. An essential resource, this book uniquely offers researchers, educators and students in higher education new insights into the roots, latest thinking, practices and evidence surrounding SCLT in higher education.

Experiential Learning Design comprehensively demonstrates the key theories and applications for the design of experiential approaches to learning and training. Learning is gradually moving away from management and delivery of content, and toward experiences that encourage learners to engage and take greater responsibility for their own progress. This book's empirically sound, multi-disciplinary approach balances technical-rational and artistic-intuitive design elements to accommodate the complex, fluctuating capacities of human learning. In-depth chapters cover design principles, social and environmental factors in learning, the importance of senses and emotions, and links between body and brain. This bold, unique perspective shift will enrich the work of learning scientists, instructional designers, educational technologists, and beyond.

Experiential Learning Design comprehensively demonstrates the key theories and applications for the design of experiential approaches to learning and training. Learning is gradually moving away from management and delivery of content, and toward experiences that encourage learners to engage and take greater responsibility for their own progress. This book's empirically sound, multi-disciplinary approach balances technical-rational and artistic-intuitive design elements to accommodate the complex, fluctuating capacities of human learning. In-depth chapters cover design principles, social and environmental factors in learning, the importance of senses and emotions, and links between body and brain. This bold, unique perspective shift will enrich the work of learning scientists, instructional designers, educational technologists, and beyond.

By employing learning analytics methodology and big data in Learning Management Systems (LMSs), this volume conducts data-driven research to identify and compare learner interaction patterns in Massive Private Online Courses (MPOCs). The uncertainties about the temporal and sequential patterns of online interaction, and the lack of specific knowledge and methods to investigate details of LMSs' dynamic interaction traces have affected the improvement of online learning effectiveness. While most research focuses on Massive Open Online Courses (MOOCs), little is investigating the learners' interaction behaviors in MPOCs. This book attempts to fill in the gaps by including research in the past decades, big data in education presenting micro-level interaction traces, analytics-based learner interaction in massive private open courses, and a case study. Aiming to bring greater efficiency and deeper engagement to individual learners, instructors, and administrators, the title provides a reference to those who need to evaluate their learning and teaching strategies in online learning. It will be particularly useful to students and researchers in the field of Education.

These proceedings contain a selection of papers presented at the 3rd International Conference on Educational Sciences, organized on 16 November 2019. It covers themes such as philosophy and policy of teacher education; curriculum, teaching and learning approaches; learner's characteristics in the digital era; global citizenship education; vocational education; teacher education qualification framework; management, supervision and assessment; lifelong learning for all; diversity in education; equality of educational opportunity; vocational and entrepreneurship education; and education in the industry 4.0 era.

This book examines networked science and the pedagogy of tele-proximity, a paradigm that integrates eLearning theories, information technology, and visual media competencies. The book conceptualises the idea of tele-proximity as a means to foster diversity and human-to-human contact online. It uses the lens of Social Physics and considers how to bridge the distance in eLearning, examining social connections, collective intelligence, and personal well-being. The book draws on qualitative and quantitative research in higher education to form fine-tuned eLearning networks that achieve demosophia, the core of democracy. It charts the progress of technology-enhanced learning approaches and shows the need for a sound pedagogical framework that is holistic and sustainable to promote mindful presence. Contributing to the literature on eLearning, this timely book will be of great interest to educational philosophers, policymakers, educators, researchers, and students in the field of distance education.

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.

* Centers the experiences of designers at every stage of their careers and development. * Defines and explains the idea of professional identity for designers across contexts. * Concludes segments with specific takeaways, reflection activities, and quotes from real-world designers.

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.

Parents can teach their children to read--no expertise required! Parents can take charge of their children's literacy with this updated, easier-to-use edition of the classic jargon-free phonics guide. Too many parents watch their children struggle with early reading skills - and don't know how to help. Many phonics programs are too often complicated, overpriced, gimmicky, and filled with obscure educationalese. The Ordinary Parent's Guide to Teaching Reading, Revised Edition cuts through the confusion, giving parents a simple, direct, scripted guide to teaching phonics and reading- from short vowels through supercalifragilisticexpialidocious. A new layout makes understanding and teaching the concepts even easier. With the accompanying Student Book, parents will have everything they need to take their children from the basics all the way to a fourth-grade reading level. Features a new introduction by Dr. Susan Wise Bauer.

This volume explores unschooling as a growing phenomenon within the broader field of home education and considers the unique position of parents who engage in this self-directed form of education with their children. Drawing on an in-depth hermeneutic phenomenological study, the volume investigates the double consciousness of parents as they balance the costs/benefits of unschooling and navigate the roles of leading/following and parenting/teaching in the education and upbringing of their children. The author conceptualizes unschooling in the context of curriculum theory and situates it within the larger home education movement. By highlighting the fluctuating, (un)divided position that parents assume, the volume examines how learning and living are rendered inseparable in unschooling, thereby revealing unschoolers' experience of a curriculum of learning-through-living. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum studies, parenting and family studies, and the sociology of education.

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.

The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas - transdisciplinarity, design, cognition, and technology - this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

This book brings Afrofuturism into conversation with digital humanities to pioneer the field of Digital Africana Studies, and shows how students and academics can engage with the vision of Afrofuturism, both theoretically and practically, in the classroom and through research. As Black people across the globe consider their place in the future following the past two decades of technological advancement, Afrofuturism and its relevance for the humanities has become ever pertinent. While Afrofuturism has thus far been discussed through a literary, artistic, or popular culture lens, growing use of new technologies, and its resultant intersections with the reality of our racial experiences, has created a need for approaching Afrofuturism from a digital studies perspective. Via detailed case studies, Bryan W. Carter introduces the field of Digital Africana Studies to demonstrate how this new area can be experienced pedagogically. Alongside the book, readers can also visit select Digital Africana Studies projects that exemplify the various technologies and projects described at the author's website: ibryancarter.com/projects. Given its unique approach to the path-breaking tradition of Afrofuturism, the book will be indispensable for scholars and students across fields such as digital humanities, media studies, black studies, African American studies, and Africana studies.

1. The book provides informal educators with practical resources that will help them to build dynamic digital engagement experiences within their own cultural organizations. 2. It will be an essential guide for professionals who are tasked with interpreting the content of a cultural organization and building lasting digital engagement opportunities. It will also be of interest to practitioners-in-training. 3. This is the first book on interactive virtual learning to be written for those working in the field of museum education.

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.

Online Learning and Its Users: Lessons for Higher Education re-examines the impact of learning technologies in higher education. The book focuses particularly on the introduction and mainstreaming of one of the most widely used, the virtual learning environment (VLE) or learning management system (LMS). The book presents an activity theoretic analysis of the VLE's adoption, drawing on research into this process at a range of higher education institutions. Through analysis and discussion of the activities of managers, lecturers, and learners using the VLE, lessons are identified to inform future initiatives including the implementation of massive open online courses (MOOCs). A replicable research design is included and explained to support evaluation and analysis of the use of online learning in other settings. The book questions accepted views of the place of technologies in higher education, arguing that there has been a repeated cycle of hype and disappointment accompanying the development of online learning. While much research has documented this cycle, finding new strategies to break it has proved to be a more difficult challenge. Why has technology not made more impact? Are lecturers going to be left behind by their own students in the use of digital technologies? Why have we seen costly and time-consuming failures? This book argues that we can answer these questions by heeding the lessons from previous experiences with the VLE and early iterations of the MOOC. More importantly, we can begin to ask new and different questions for the future to ensure better outcomes for our institutions and ultimately our learners.

This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective. Positioning itself uniquely amongst the growing literature at the nexus of technology and language learning, the book focuses on language teacher education programs designed for academic and professional credentials in online environments. Introductory sections provide a brief historical overview of the OLTEs as we know them today, with examples from a global range of programs toward demonstrating their theoretical and philosophical foundations. The second section of the book explores the paradigm shifts borne out of OLTE in the modes, media, and tasks employed and their subsequent impact on instructional efficacy. Subsequent chapters turn a critical lens on OLTE in raising questions around accessibility its implementation in less technologically developed environments, issues of quality measures and accreditation, and practicum concerns. Taken together, this collection is a state of the art of online language teacher education programs and lays the groundwork for future research on the nexus of online education, teacher education, and applied linguistics.

With the 2020 closing of schools, libraries, playgrounds, etc children have been forced to spend a lot of time at home.This has left parents trying to juggle their own schedules to provide educational opportunities for them so that they will not fall too far "behind". This book of resource materials for parents of elementary and middle school children is not intended to replace or be a substitute for the standard curriculum of the grades. It offers parents resources that promote and engage children's thinking across various curriculum areas - critical thinking tools that can serve children at whatever grade level and give them a leg up to deal with whatever they will face. This book is a valuable asset to parents and caregivers that will provide some much needed help and information..

Winning Online Instruction provides concise, pragmatic solutions to common challenges and demands that higher education faculty face in teaching online. This book's unique question-and-answer format allows readers to easily identify the issues important to them, spanning online formats and teaching methods, course development and technology woes, student motivation and engagement, academic integrity and fair grading, and more. Written for instructors who have little to no experience designing and teaching online courses or who are teaching online courses developed in a hurry, this is an approachable, efficient guide to the real problems of everyday distance education.

The Instructional Design Trainer's Guide provides foundational concepts and actionable strategies for training and mentoring instructional design and educational technology students to be effective across contexts. ID faculty are charged with bridging the gap between research and practice preparing graduate students for the real-world workforce. This book provides trainers and university programs with authentic learning experiences that better articulate the practices of and demands on design and technology professionals in the field. Through this enhanced perspective, learners will be better positioned to confidently embrace constraints, work among changing project expectations, interact with multiple stakeholders, and convey to employers the skills and competencies gleaned from their formal preparation.

In a world bursting with new information, ideas, opportunities, and technological advancements, it is time to rethink how continuous learning shapes our future. Amidst the ongoing digital revolution, widespread educational reform, and the most significant global pandemic of our lifetimes, we are at a pivotal time in history. Transformative Digital Technology for Effective Workplace Learning explores the technological developments that are rapidly unfolding in the workplace and those that support workplace training. What emerges is that the rate of change and the possibilities for improvement are more extensive than many of us might have suspected. From artificial intelligence to virtual reality, from data analytics, to adaptive learning, there is the capacity for significant innovation and opportunity if harnessed in the right ways. The book offers an overview of several critical issues that face the future of the workplace and examines them through the lens of lifelong learning. The book begins by conveying the current impacts on the workplace and how the internal function of learning and development has evolved. It then considers the eight learning imperatives that drive workplace learning and then looks at the future workplace. Exploring technological frameworks for digitally enhanced workplace learning, the book takes a deep dive into the capabilities of immersive technologies, as well as into the insights enabled through learning analytics. The goal of this book is not to merely describe technological advancements in the workplace but instead, to challenge the status quo and think critically about the future that lies ahead. One aim is to have business leaders understand the necessity for ongoing workplace learning. Another is that individuals appreciate that lifelong learning is the new social norm. Ongoing education allows people to become more open to change and less anxious about new experiences. Developing a growth mindset and adopting a company culture that says everyone can learn new things and continue to improve their performance will become the standard. Most importantly, as the business world is reconfigured before our very eyes, ongoing learning must become an economic imperative.

"In our increasingly digitally enabled education world, analytics used ethically, strategically, and with care holds the potential to help more and more diverse students be more successful on higher education journeys than ever before. Jay Liebowitz and a cadre of the fields best 'good trouble' makers in this space help shine a light on the possibilities, potential challenges, and the power of learning together in this work." -Mark David Milliron, Ph.D., Senior Vice President and Executive Dean of the Teachers College, Western Governors University Due to the COVID-19 pandemic and its aftereffects, we have begun to enter the "new normal" of education. Instead of online learning being an "added feature" of K-12 schools and universities worldwide, it will be incorporated as an essential feature in education. There are many questions and concerns from parents, students, teachers, professors, administrators, staff, accrediting bodies, and others regarding the quality of virtual learning and its impact on student learning outcomes. Online Learning Analytics is conceived on trying to answer the questions of those who may be skeptical about online learning. Through better understanding and applying learning analytics, we can assess how successful learning and student/faculty engagement, as examples, can contribute towards producing the educational outcomes needed to advance student learning for future generations. Learning analytics has proven to be successful in many areas, such as the impact of using learning analytics in asynchronous online discussions in higher education. To prepare for a future where online learning plays a major role, this book examines: Data insights for improving curriculum design, teaching practice, and learning Scaling up learning analytics in an evidence-informed way The role of trust in online learning. Online learning faces very real philosophical and operational challenges. This book addresses areas of concern about the future of education and learning. It also energizes the field of learning analytics by presenting research on a range of topics that is broad and recognizes the humanness and depth of educating and learning.

Winning Online Instruction provides concise, pragmatic solutions to common challenges and demands that higher education faculty face in teaching online. This book's unique question-and-answer format allows readers to easily identify the issues important to them, spanning online formats and teaching methods, course development and technology woes, student motivation and engagement, academic integrity and fair grading, and more. Written for instructors who have little to no experience designing and teaching online courses or who are teaching online courses developed in a hurry, this is an approachable, efficient guide to the real problems of everyday distance education.