The Beginner's Bible Preschool Math Workbook will encourage young children ages 3 to 5 to grow in their faith and have fun while learning their numbers and number concepts, practicing fine motor skills, and more. A strong foundation in number sense directly impacts a child's success in math throughout their school career. The Beginner's Bible Preschool Math Workbook teaches number sense to your preschooler with a wide variety of fun educational activities! Parents will appreciate how The Beginner's Preschool Math Workbook: Provides preschool level practice of numbers and basic number sense Helps develop creativity and problem-solving skills Can be taken wherever you go-to church, to a friend's, or on the road Features activities designed to help children learn preschool math skills while also learning of God's love for them Children ages 3 to 5 will enjoy nearly 200 pages of educational activities: Writing numbers and number words Counting activities problem-solving comparisons and simple measurement Activities that promote number sense such as connect-the-dots, matching games, color-by-number, and more The simple, pencil-and-paper activities in The Beginner's Bible Preschool Math Workbook incorporate classic Bible stories and characters such as Adam and Eve, Noah's Ark, Moses, David and Goliath, the life of Jesus, and more. Get ready for your children to enjoy this interactive, Bible-story based approach to learning numbers!

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.

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.

Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.

Approaching academic assignments as practical controversies, this book offers a novel approach to the study of digital literacy. Through in-depth accounts of assignment writing in college classrooms, Bhatt examines ways of understanding how students engage with digital media in curricular activities and how these give rise to new practices of information management and knowledge creation. He further considers what these new practices portend for a stronger theory of digital literacy in an age of informational abundance and ubiquitous connectivity. Looking also at how institutional digital learning policies and strategies are applied in classrooms, and how students may embrace or avoid imposed technologies, this book offers an in-depth study of learner practices. It is through the comprehensive study of such practices that we can better understand the efficacy of technological investments in education, and the dynamic nature of digital literacy on the part of students charged with using those technologies.

The Business of Innovating Online responds to a critical need for concrete narratives of innovation success that can serve as a foundation for administrators and leaders who are in need of practical guidance as they scale and grow their online learning organizations. Through specific examples and practical suggestions from experienced e-learning leaders, readers will be introduced to concrete strategies for how to create a climate of creativity and innovation that can lead to more successful and scalable online programs and initiatives. The Business of Innovating Online demystifies the relationship between business, creativity, and innovation by describing the logistics required to create an agile online education enterprise. Topics discussed will include: Defining innovation and creativity for online education and e-learning Knowing when and how to innovate Creating a culture of innovation Effectively leading innovation Collaborative innovation Making innovation stick and transitioning innovative strategies into day-to-day practice Assuring quality in the midst of innovation Staffing structures/administrative stability to support creativity and innovation The Business of Innovating Online provides both novice and experienced online education administrators with a comprehensive overview of a range of online innovations, how they came to be created, the components that led to their success, and concrete steps that they can take to create a more innovative culture for their own e-learning organization.

Learning for the Age of Artificial Intelligence is a richly informed argument for curricular change to educate people towards achievement and success as intelligent machine systems proliferate. Describing eight key competences, this comprehensive volume prepares educational leaders, designers, researchers, and policymakers to effectively rethink the knowledge, skills, and environments that students need to thrive and avoid displacement in today's technology-enhanced culture and workforce. Essential insights into school operations, machine learning, complex training and assessment, and economic challenges round out this cogent, relatable discussion about the imminent evolution of the education sector.

During the last decades, our society is witnessing an authentic revolution that, in a dizzying manner has deeply influenced, modified, and transformed the way of life of human beings. This constant and unstoppable revolution is transmuting all areas of our life: social, cultural, personal, labor, economic, training, etc. This new society is characterized by a high generation of knowledge and the constant and fluid processing of information. In this macro-context, the MOOC phenomenon emerged. MOOC (Massive Open Online Courses) courses are based on the principles of massive, free access to all materials and resources offered online. This new didactic path can be constituted in an innovative techno-social tendency, especially oriented in the panorama of Higher Education to stimulate university improvement, open opportunities at the same time for education and training or, simply, derive towards a new business model for the universities. In addition to being an entry point for the popularization of science and knowledge, the future possibilities are enormous and are being studied in all their various dimensions. Many initiatives as a result have been developed to implement this new form of education. MOOC Courses and the Future of Higher Education presents the latest research theories and current examples of MOOC courses practices in Higher Education. The chapters represent an extensive assortment of interpretations and practices examples of MOOC courses, across areas as varied as teaching methodologies, instructional innovations, educational technology, etc. This work is structured in three sections, the first one covers the university institution in the knowledge society, the second analyzes the MOOC training proposals, and the third discusses the future role of MOOCs. Technical topics discussed in the book include: - The Virtualization of Teaching in Higher Education - Training and Professional Development at the e-University - Taxonomy of MOOCs - MOOC: Strengths and Weaknesses - MOOCs and the Scientific Community: Challenges and Innovation - MOOC Platforms - Directory of MOOC Resources - MOOC: Reflections of the Future

The higher education sector is being disrupted through the effect that technological innovations have on the educational market. As digital and mobile technologies are developing further, higher education institutions must embrace these developments to meet the needs of their learners and to not become irrelevant. In higher education, disruptive effects are mainly visible on a program/product level, with an increasing number of programs including some element of online education. Disruptive effects also become evident on a pedagogical level, where student engagement, collaboration and social learning, gamification and serious games, competency-based learning, teacher training, and overcoming geosocial divides are high on the agenda. This book considers the effect of online elements and their design on university business models and internationalization, course design, massive open online courses (MOOCs), and the scalability of online programs. It also explores how higher education institutions across the globe respond and react to the challenges and opportunities evolving in online education.

This book provides theoretical and empirical discussions around the impact of MOOCs and other pedagogical strategies for online learning in international contexts. Through discussions of inverse blended learning and other teaching and learning approaches, Part I navigates the pressing conceptual issues around global online education. By analyzing the Malaysia MOOC Initiative-the first governmental MOOC project in the world-Part II offers insight into the developmental strategies, learning design, and integrative approaches of these pioneering efforts. Edited by leading scholars in the field of globalized online learning, this volume offers a valuable contribution to research around collaborative initiatives between governments and universities, especially ones dedicated to open and distance education.

Fostering Self-Regulated Learning through ICTs presents the relationship between SRL and ICTs from several standpoints, addressing both theoretical and applicative issues, providing examples from a range of disciplinary fields and educational settings. This book includes 24 chapters by a total of 57 authors from 28 different institutions in 13 countries.

"The committee felt that Global Perspectives on E-Learning: Rhetoric and Reality was a remarkable commentary on the disconnect between the rhetoric of online learning (anywhere-anytime, open access, democratization, increasing economic opportunity) and the realities in regions as disparate as North America and sub-Saharan Africa (education as a "consumer good," increasing economic and social distances within populations, education for global consumerism rather than civic participation)." --DISTANCE LEARNING COMMUNITY OF PRACTICE "Global Perspectives on E-Learning offers an authoritative compendium of online teaching and learning in a cross-section of nations around the world. This is a state-of-the-art review of promising online programs by authors who have participated in the movement. Rarely do we find such current and authoritative information about educational technology developments in more than a dozen countries in six continents." -Don Ely, Syracuse University "We need more critical and reflective texts on distance education and its evolution within a global framework. The authors provide the reader a social and political context for thinking about global education." -Roberto Muffoletto, Appalachian State University "Global Perspectives on E-Learning is a fascinating expedition on the road to democratizing online/distance learning through the dichotomy of rhetoric and social realities in countries around the world." -Paul Gathercoal, California Lutheran University "I think this is an excellent text. It provides the reader with a broad international perspective of distance education, something that is in short supply." -Chris Zirkle, College of Education, Ohio State University E-learning is growing around the world, with applications from schools to non-profits to business and industry and, of course, higher education. It has been heralded as the next democratizing force in education for offering access regardless of physical limitations, job status, geography, etc. It has also been challenged as representative of the myth of meritocracy for exacerbating the view that education alone rectifies failures to meet social needs. Further, the financial incentive to privatize education leads many to question its democratic merits. Global Perspectives on E-Learning: Rhetoric and Reality presents several cases of international online education and the rhetoric that surrounds this form of teaching and learning. Editor Alison A. Carr-Chellman examines the impact of online distance education throughout the world in an effort to understand more deeply the merits of such initiatives. Written from a critical perspective, the book sheds light on some of the problems faced by international distance educators. It particularly focuses on who benefits, and who does not, by the advance of international e-learning and how we can respond to the needs of the disenfranchised. This book is intended to supplement what has to this point been largely a positive, how-to literature in distance education. It offers a balanced perspective on the problems and possibilities of distance education worldwide. Global Perspectives on E-Learning is perfectly suited as a supplemental text for a variety of graduate-level education courses. Professional educators, policy makers, and anyone interested in international online education should consider this a vital addition to their libraries. Key Features International case studies and discussions that show how initiatives interface with the international e-learning movement Focus questions at the start of each chapter help readers construct an advanced schema Numerous unique viewpoints from around the world provide a sophisticated and comprehensive overview Coverage from a number of countries: China, Taiwan, India, Namibia, Turkey, Ireland, the U.K., New Zealand, Australia, and the United States A matrix of case studies that groups the cases by focus and theme, allowing students and instructors to customize their use of the book

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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.

Curriculum Planning with Design Language provides a streamlined, adaptable framework for using visual design terminology to conceptualize instructional design objectives, processes, and strategies. Drawing from instructional design theory, pattern language theory, and aesthetics, these ten course and unit design principles help educators break down and clarify their broader planning tasks and concerns. Written in clear, direct prose and rich with intuitive examples, this book showcases insights leading to effective curriculum design that will speak equally to pre-service and experienced educators.

Networked by Design brings together work from leading international scholars in the learning sciences that applies social network theory to teachers' social interactions and relationships. The volume examines the direct and indirect relationships and communities that teachers navigate, as well as the models, plans, and other interventions that allow them to exercise control over these networks. Each chapter draws from case studies or latitudinal research to investigate a different intervention and its outcomes. By presenting research conducted in a variety of scales and contexts, this book offers scholars, future teachers, and leaders diverse insights into how interventions in social capital and social networks can create impactful, meaningful teaching and learning.

This book investigates the intersection of gender and distance education from a feminist perspective and explores their contemporary innovative interfaces in Indian and international contexts. The key issues raised here include a re- investigation of the democratizing potential of distance education from a gendered perspective (especially in developing countries such as India), feminist pedagogical perspectives on the notion of transactional distance, the relationship between masculinity and gerontology from the perspective of non- traditional modes, and the interrelationships between gender and social media from a distance education perspective. As opposed to the conventional, physical classroom, the virtual classroom often occupies a de- privileged space in feminist pedagogical discussions, since it appears to align itself less easily with feminist praxes which encourage a free, intellectual exchange between teachers and students. By opening up various facets of the relationship between gender, distance education and feminist pedagogy, the book foregrounds the critical need to re- visit preconceived, unfavourable assumptions about this relationship and proposes mutually productive inter-linkages. It does so in the context of contemporary circumstances defined by the increasing use of virtual technology, the ongoing need for democratization of higher education and the constraints posed by consumerist trends. Lucid and topical, this Focus volume will be useful to scholars and researchers of higher education, open and distance education, feminist pedagogy, gender studies, feminism, masculinity, and women's studies as well as practitioners and policymakers working in the education sector.

WINNER OF THE 2019 OUTSTANDING BOOK AWARD FROM AECT'S DIVISION OF DISTANCE EDUCATION! As online courses and digital learning enable more people from more places to learn together, it is crucial for instructional design to incorporate diverse cultural perspectives. Culturally Inclusive Instructional Design provides a framework for thinking about culture in digital learning, offering insight into how to build inclusive online communities that encourage reflection and growth, regardless of content domain. Chapters cover the foundation, components, and implementation of the authors' Wisdom Communities (WisCom) framework, which enables learners from global backgrounds to experience long-lasting, transformative learning through real-world problem-solving. This book is a timely, resourceful guide to building truly collaborative, inquiry-based online learning experiences.

Networked by Design brings together work from leading international scholars in the learning sciences that applies social network theory to teachers' social interactions and relationships. The volume examines the direct and indirect relationships and communities that teachers navigate, as well as the models, plans, and other interventions that allow them to exercise control over these networks. Each chapter draws from case studies or latitudinal research to investigate a different intervention and its outcomes. By presenting research conducted in a variety of scales and contexts, this book offers scholars, future teachers, and leaders diverse insights into how interventions in social capital and social networks can create impactful, meaningful teaching and learning.

The work presented in this book is based on empirical study undertaken as a case study to understand the challenges faced in massively open online course (MOOC) based learning and experimentation to understand the challenges for presenting theoretical and practical courses. The book proposes a flexible online platform. This solution provides flexibility in distance learning processes including course enrollment, learning, evaluation, and outcome of degrees. The proposed system not only gives students freedom to choose their courses in accordance with their needs but also use earned credit towards online degrees of any university of their choice.

Designing and Developing Robust Instructional Apps advances the state of instructional app development using three learning paradigms for building knowledge foundations, problem-solving, and experimentation. Drawing on research and development lessons gleaned from noted educational technologists, time-tested systematic instructional design processes, and results from user experience design, the book considers the planning and specification of instructional apps that blend media (text, images, sound, and moving pictures) and instructional method. Further, for readers with little to no programming experience, introductory treatments of JavaScript and Python, along with data fundamentals and machine learning techniques, offer a guided journey that produces robust instructional apps and concludes with next steps for advancing the state of instructional app development.

This timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment. By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis. Insightfully unpacking the 'lessons learned' from COVID and its impact on the acceleration of the shift towards online course and assessment delivery, it offers important guidelines for navigating assessment in different instructional settings in times of crisis. It will appeal to scholars, researchers, educators, and faculty with interests in educational measurement, digital education and technology, and language assessment and testing.