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Books > Social sciences > Education > Higher & further education > Open learning & distance education
Merging the Instructional Design Process with Learner-Centered
Theory brings together the innovations of two previously divided
processes - learning design strategies/theories and instructional
systems development - into a new introductory textbook. Using a
holistic rather than fragmented approach that includes top-level,
mid-level, and lower-level design, this book provides guidance for
major topics such as non-instructional interventions, just-in-time
analysis, rapid-prototype approaches, and learner-centered,
project-based, anytime-anywhere instruction. Informed by the
authors' considerable experience and leadership throughout dramatic
shifts in today's learning landscape, this book offers the next
generation of instructional designers a fresh perspective that
synthesizes and pushes beyond the basics of design and development.
An accessible guide for fun and stress-free homeschooling! When you
homeschool your children, you can shape their education according
to your own standards, values, and ideas. In The Everything Guide
to Homeschooling, homeschooler Sherri Linsenbach provides you with
all the information, inspiration, and encouragement you need to
easily and successfully homeschool your children from grades K-12.
This complete guide contains information on: The Common Core
standards and how they impact families Creating plans for typical
homeschool days, including schedules and activities Utilizing
curriculum resources, strategies, and methods Managing specific
learning styles and special needs This guide is packed full of
ideas to make homeschooling your child easy, affordable, and, most
of all, fun. With ideas for tackling social issues and motivating
your child, this is the only reference you'll need to keep home
education exciting and ensure your child's success!
Originally published in 1982 this volume provides nine case studies
of particular distance teaching universities in Canada, China, Cost
Rica, Germany, Israel, Pakistan, Spain, Venezuela and the UK. These
universities were mainly founded in the 1970s to teach only at a
distance. The book considers the provision of distance education by
universities in general and the development and characteristics of
the distance teaching universities in particular. Chronicling the
emergence of new university structures between 1971-1981, the book
also provides an appraisal of their performance in the early years.
Originally published in 1981 this volume provides a detailed
analysis of the factors - strategic, pedagogic, operational,
organisational and financial -which should be taken into account in
the planning and running of large-scale, centralised distance
education systems at the higher education level. The book uses
evidence drawn from Open University type institutions in Canada,
Costa Rica, Germany, Iran, Israel, Pakistan, Spain, Sri Lanka,
Venezuela and the UK.
By showcasing international, European, and community-based
projects, this volume explores how online technologies and
collaborative and blended learning can be used to bolster social
cohesion and increase students' understanding of what it means to
be a global citizen. With the pace of technology rapidly
increasing, Blended and Online Learning for Global Citizenship
draws timely attention to the global lessons being learned from the
impact of these technologies on peace building, community
development, and acceptance of difference. In-depth case studies
showcasing successful projects in Europe, Northern Ireland, and
Israel explore blended learning and illustrate how schools and
educators have embraced online technologies to foster national and
international links both within and beyond communities. This has,
in turn, equipped students with experiences that have informed
their attitudes to cultural and political conflicts, as well as
racial, ethnic, and social diversity. Building on the authors'
previous work Online Learning and Community Cohesion (2013), this
thought-provoking text will be of interest to researchers,
academics, and postgraduate students in the fields of international
and comparative education. Educators and school leaders concerned
with how multiculturalism and technology play out in the classroom
environment will also benefit from reading this text.
Learn how to keep the rigor and motivation alive in a remote
learning or hybrid K-12 classroom. In this essential book,
bestselling author Barbara R. Blackburn shares frameworks and tools
to help you move online without compromising the rigor of your
instruction. You'll learn... how to create a remote culture of high
expectations; how to scaffold so students reach higher levels of
learning; how to have students collaborate in different settings;
and how to provide virtual feedback and deliver effective
assessments. You'll also discover how common activities, such as
virtual field trips, can lack rigor without critical thinking
prompts. The book provides practical strategies you can implement
immediately to help all students reach higher levels of success.
Emotions are like animals: No two are quite the same. Some are
quiet; some are fierce; And all are hard to tame. An Emotional
Menagerie is an emotional glossary for children. A book of 26
rhyming poems, arranged alphabetically, that bring our feelings to
life - Anger, Boredom, Curiosity, Dreaminess, Embarrassment, Fear,
Guilt, and more. The poems transform each emotion into a different
animal to provide a clear and engaging illustration of its
character: how it arises; how it makes us behave and how we can
learn to manage its effects. Boasting a rich vocabulary, the poems
also give children a wide variety of options for describing their
feelings to others. Children experience all sorts of emotions:
sometimes going through several very different ones before
breakfast. Yet they can struggle to put these feelings into words.
An inability to understand and communicate their moods can lead to
bad behaviour, deep frustration and a whole host of difficulties
further down the line. Like adults, they need help to recognise and
verbalise their inner state. The greater their emotional
vocabulary, the more likely they are to grow into happy, healthy
and fulfilled adults. Filled with wise, therapeutic advice, brought
to life through musical language and beautiful illustrations, An
Emotional Menagerie is an imaginative and universally appealing way
of increasing emotional literacy.
Practical and accessible, this book comprehensively covers
everything you need to know to design, develop, and deliver
successful online, blended, and flipped language courses. Grounded
in the principles of instructional design and communicative
language teaching, this book serves as a compendium of best
practices, research, and strategies for creating learner-centered
online language instruction that builds students' proficiency
within meaningful cultural contexts. This book addresses important
topics such as finding and optimizing online resources and
materials, learner engagement, teacher and student satisfaction and
connectedness, professional development, and online language
assessment. Teaching Language Online features: A step-by-step guide
aligned with the American Council on the Teaching of Foreign
Languages (ACTFL), the Common European Framework of Reference
(CEFR) for Languages: Learning, Teaching and Assessment, and the
World-Class Instructional Design and Assessment (WIDA) standards
Research-based best practices and tools to implement effective
communicative language teaching (CLT) online Strategies and
practices that apply equally to world languages and ESL/EFL
contexts Key takeaway summaries, discussion questions, and
suggestions for further reading in every chapter Free, downloadable
eResources with further readings and more materials available at
www.routledge.com/ 9781138387003 As the demand for language courses
in online or blended formats grows, K-16 instructors urgently need
resources to effectively transition their teaching online. Designed
to help world language instructors, professors, and K-12 language
educators regardless of their level of experience with online
learning, this book walks through the steps to move from the
traditional classroom format to effective, successful online
teaching environments.
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.
What Motivates Faculty to Teach in Distance Education? provides
seminal data on what has been found to best motivate faculty to
teach online. This information is critical to most universities
because, in order to stay competitive, many will increase their
online course offerings. Faculty will be needed to design and teach
these programs.
The building of communities outside of the traditional
brick-and-mortar base of a school or university is at a significant
point in time; virtual worlds bridge the gap between 2D web spaces
online and 3D physical spaces of the classroom, providing teachers
and students alike with opportunities to connect and collaborate in
ways that were previously unimaginable. Providing insight into this
new age of teaching, Using Virtual Worlds in Educational Settings
presents a collection of practical, evidence-based ideas that
illustrate the capacity for immersive virtual worlds to be
integrated successfully in higher education and school settings.
Examining research and stories from more than 1,000 students and
six faculty members who introduced virtual worlds into their
teaching and learning, this book contains practical examples of how
virtual worlds can be introduced and supported, as well as
reflections from faculty and students about their response to
virtual worlds. This research will help teachers understand how to
approach such a fundamental shift in pedagogy, how to liberate
themselves from teacher-focused instruction and how to help
students to develop their skills through collaboration. Outlining
how and why virtual worlds could be the shift in pedagogy that
teachers have been waiting for, Using Virtual Worlds in Educational
Settings is an accessible, practical resource for educators to
support their use of virtual worlds in teaching.
Game Science in Hybrid Learning Spaces explores the potential,
implications, and impact of game-based approaches and interventions
in response to the blurring of boundaries between digital and
physical as well as formal and informal learning spaces and
contexts. The book delves into the concept, opportunities, and
challenges of hybrid learning, which aims to reduce the barriers of
time and physical space in teaching and learning practices,
fostering seamless, sustained, and measurable learning experience
and outcomes beyond the barriers of formal education and physical
learning contexts. Based on original research, Game Science in
Hybrid Learning Spaces establishes trans-disciplinary and holistic
considerations for further conceptual and empirical investigation
into this topic, with the dual goals of a better understanding of
the role of game-based approaches in a blended environment and of
the possible structural and cultural transformation of formal
education and lifelong learning. This book is an essential guide
for researchers, designers, teachers, learners, and practitioners
who want to better understand the relationship between games and
learning that merges digital and physical experiences and blends
formal and informal instructions.
Virtual Reality in Curriculum and Pedagogy explores the
instructional, ethical, practical, and technical issues related to
the integration of immersive virtual reality (VR) in school
classrooms. The book's original pedagogical framework is informed
by qualitative and quantitative data collected from the first-ever
study to embed immersive VR in secondary school science, ICT, and
drama classrooms. Students and scholars of technology-enhancing
learning, curriculum design, and teacher education alike will find
key pedagogical insights into leveraging the unique properties of
VR for authentic, metacognitive, and creative learning.
Originally published in 1994, International Developments in
Assuring Quality in Higher Education describes a range of national
and international developments which evaluate the quality of
education provided by public and private tertiary institutions. The
book is based on papers from a conference organized by the
International Network of Quality Assurance Agencies in Higher
Education, and held in Montreal in 1993. Regional perspectives from
Africa, Asia and the Pacific, Latin America, North America and
Western Europe are followed by an account of national quality
assurance agencies in Chile, Denmark, Korea, New Zealand, South
Africa, Quebec, Romania, Scotland and the USA. There are also
chapters on the work of UNESCO and the World Bank in promoting
quality in higher education in industrialising nations. Together
these papers supplement the account of international initiatives.
This book is about inclusivity and open education in the digital
age. It reports the latest data on this topic from the 2021
Cognition and Exploratory Learning in the Digital Age (CELDA)
conference. This annual conference focuses on challenges pertaining
to the evolution of the learning process, the role of pedagogical
approaches and the progress of technological innovation, in the
context of the digital age. The material in this book represents
the work of both researchers and practitioners in an effort to
cover both technological and pedagogical issues in ground-breaking
studies. The book covers a wide array of topics examining the
deployment of learning technologies, proposing pedagogical
approaches and practices to address digital transformation,
presenting case studies of specific technologies and contexts and
overall debating the contribution of learning technologies for the
improvement of the learning process and the experience of students
and for the development of key competences. It represents the best
work reported during CELDA 2021, comprising expanded peer reviewed
chapters from best papers focusing on open education models,
inclusive learning environments and adaptive as well as
personalized learning support.
Universities across the globe are attempting to change assessment
practices to address challenges in student engagement and
achievement and to respond to a global employability agenda
demanding evidence of a broader range of skills and competencies.
In the UK this has acquired urgency given the shift of higher
education over the last 20 years from the prerogative of an elite
minority to mass participation in a highly diversified market
system. Integral to this interrogation of objectives for assessment
is the identified need to develop and improve academics' assessment
practice. Strategies frequently focus on attendance at formal
Continuous Professional Development events and/or implementation of
institutional blueprints. This book showcases how scholarship as
part of academics' practice can be part of an academic toolkit for
change that expands awareness and knowledge of the purposes and
effects of the pedagogy of assessment. The case studies - ranging
from assessment in Massive Open Online Courses (MOOCs), to
assessment design for students whose first language is not English,
to the effectiveness of peer learning to support academic integrity
and programme-level assessment strategies - are framed by an
introduction that explores a 'communities of practice' approach to
the institution-wide improvement of assessment. It argues - through
a case study from The Open University (OU) - that academics'
professional expertise is best deepened through participation in
authentic activities of teaching and scholarship. The discussion
identifies what is involved in such an approach including the role
of an enabling principles-based framework, the constraints on
implementation, and the implications for leaders of teaching and
learning. This book was originally published as a special issue of
the Open Learning journal.
The 60-Year Curriculum explores models and strategies for lifelong
learning in an era of profound economic disruption and reinvention.
Over the next half-century, globalization, regional threats to
sustainability, climate change, and technologies such as artificial
intelligence and data mining will transform our education and
workforce sectors. In turn, higher education must shift to offer
every student life-wide opportunities for the continuous upskilling
they will need to achieve decades of worthwhile employability. This
cutting-edge book describes the evolution of new models-covering
computer science, inclusive design, critical thinking, civics, and
more-by which universities can increase learners' trajectories
across multiple careers from mid-adolescence to retirement.
Stakeholders in workforce development, curriculum and instructional
design, lifelong learning, and higher and continuing education will
find a unique synthesis offering valuable insights and actionable
next steps.
Integrating Computer Science Across the Core is a guide to
systematizing computer science and computational thinking practices
in your school. While most books explain how to teach computer
science as a stand-alone discipline, this innovative approach will
help you leverage your existing curriculum to deepen and expand
students' learning experiences in all content areas. Effective,
equitable, and sustainable, this blueprint provides principals,
curriculum directors, directors of technology, and other members of
your school or district leadership team with suggested
organizational structures, tips for professional learning, and key
resources like planning instruments.
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