As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences-learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

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.

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.

As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences-learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

Mobile technologies are one of the fastest growing areas of technology in education. For learners, they offer an appealing opportunity to transcend teacher-defined knowledge and approaches by being able to access multiple, alternative sources of information anytime and anywhere. While the pace of engagement with and research into the educational applications of mobile technologies has picked up dramatically in the last decade, there is no consolidated view of how to sustain the practices or opportunities that are being explored. Sustainability is a complex but crucial issue in mobile learning as educational institutions are usually required to make substantial investments in mobile devices and associated technologies, time and training to initiate mobile learning programs. The complexity of sustainable mobile learning programs is further exacerbated by the fast pace of change of digital technologies, where with every change, new possibilities are opened up and investments required. In addition, educators are still attempting to reconcile institutions of formal education with informal mobile learning. The book addresses these issues, with a particular focus on: exploring the challenges surrounding the sustainability of mobile learning in K-12 and higher education investigating the importance of sustaining mobile learning for diverse populations of students globally discussing theoretical models for the sustainability of mobile learning providing the reader with strategies for sustaining mobile learning. Presenting new research alongside theoretical models and ideas for practice, the book will appeal to researchers, academics, and postgraduate students in the fields of education and mobile learning, as well as those working in teacher education.

Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book: Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K-12 to its implementation in higher education. Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations. Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies. Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models. Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses. The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroom is the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.

As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern. In response, MOOCs and Open Education Around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations. The book also focuses on the various opportunities as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. What are the different delivery formats, interaction possibilities, assessment schemes, and business models? What are the key controversies or issues that must be discussed and addressed? This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future.

Thinking Collaboratively is a theoretical and practical guide to thinking and learning in deep and meaningful ways within purposeful communities of inquiry. Critical thinking has long been recognized as an important educational goal but, until now, has largely been conceived and operationalized as an individual attitude and ability. Increasingly, however, a more relevant and complete cognitive construct has been emerging: thinking collaboratively. Thinking collaboratively is the means to inquire, test, and apply new understandings, and to make sense of the information that bombards us continuously. In short, thinking collaboratively is required to flourish in our highly connected world and, in this book based on more than a decade of research, Garrison provides an essential introduction to this vital concept.

How Can You Improve Your Learning Capabilites? How Can You Enhance Your Potential for Change and Personal Growth? Most of us accept that education does not meet the needs of learners today, or their employers. This mismatch is a key reason why a high level of demotivated youth, as well as workers and managers remain unable to develop themselves. They have been other-organised and are unprepared for the world of work and the challenges of life. First published in 1991, this title offers a radical approach to human learning and personal change. Based on the reflective procedures of Learning Conversations, it enables a deep exploration of the learning process and allows individuals, teams and even whole organisations to create dynamic learning cultures capable of adaptive, constructive and continuing growth. Available again after some years this book is as relevant, if not of greater value, in our ever-changing society than when originally published.

Online Teaching: Tools and Techniques to Achieve Success with Learners will provide the online teacher with essential strategies to successfully design, develop, deliver and improve their online course offerings. This book is an invaluable resource for the novice instructor, as well as the seasoned educator. The chapters of the book will take the reader from the basics of online course development and delivery to assessment and improvement after a successful semester. The authors provide proven techniques, practical tools, and real-world tips in the areas of online course formats, course organization, learning management, learning community, online collaboration, learner support, visual design, course assessment, and course analysis for improvement in a readable and engaging way.

A volume in Perspectives in Instructional Technology and Distance Education Series Editors: Charles Schlosser and Michael Simonson Nova Southeastern University The e-learning research literature is characterized by studies that investigate the practice of teaching and learning online (pedagogy) and those that investigate the planning and administrative functions associated with e-learning delivery (management). This edited volume directs attention to pedagogy and management as it relates to the primary e-learning delivery mechanism, the course management system (CMS). Specifically, the research presented in this collection deals with a range of themes relevant to the selection, implementation, use and evaluation of course management systems in higher education. The primary audience for this book includes instructors and students in instructional and educational technology programs. The book could easily be used as a text in a distance or online learning course. The secondary audience includes instructors and students in higher education programs and e-learning practitioners and administrators. The book is timely because of the growing presence and influence of course management systems on teaching and learning in higher education.

This book provides a fascinating insight into the development of the nineteenth century Atlantic economy and the nature of contemporary migration. In particular the author argues that the assumption that the United States economy was the unmoved mover in the fluctuations of the international economy between 1860 and 1913 is incorrect. He presents evidence on regional housebuilding cycles in nineteenth-century Britain and shows that the British cycle was inverse to the American, and that both were primarily determined by demographic factors. From the mid-nineteenth century, Professor Thomas concludes, the countries of new settlement - America, Canada, Argentina and Australia - experienced long swings in urban development opposite in timing to those in Britain, the principal suppliers of funds. The result was a converse pattern of capital formation and export upsurges in Britain and her overseas borrowers. This book was first published in 1972.

"This is a book that I am going to have to own, and will work to find contexts in which to recommend. It cuts obliquely through so many important domains of evidence and scholarship that it cannot but be a valuable stimulus" -Hamish Macleod, University of Edinburgh Digital connectivity is a phenomenon of the 21st century and while many have debated its impact on society, few have researched relationship between the changes taking place and the actual impact on learning. Rethinking Learning in an Age of Digital Fluency examines what kind of impact an increasingly connected environment is having on learning and what kind of culture it is creating within learning settings. Engagement with digital media and navigating through digital spaces with ease is something that many young people appear to do well, although the tangible benefits of this are unclear. This book, therefore, will present an overview of current research and practice in the area of digital tethering, whilst examining how it could be used to harness new learning and engagement practices that are fit for the modern age. Questions that the book also addresses include: Is being digital tethered a new learning nexus? Are social networking sites spaces for co-production of knowledge and spaces of inclusive learning? Are students who are digitally tethered creating new learning maps and pedagogies? Does digital tethering enable students to use digital media to create new learning spaces? This fascinating and at times controversial text engages with numerous aspects of digital learning amongst undergraduate students including mobile learning, individual and collaborative learning, viral networking, self-publication and identity dissemination. It will be of enormous interest to researchers and students in education and educational psychology.

This volume is the first to examine the social, cultural, and political implications of the shift from the traditional forms and functions of print-based libraries to the delivery of online information in educational contexts. Libr@ries are conceptualized as physical places, virtual spaces, communities of literate practice, and discourses of information work. Despite the centrality of libraries in literacy and learning, the study of libraries has remained isolated within the disciplinary boundaries of information and library science since its inception in the early twentieth century. The aim of this book is to problematize and thereby mainstream this field of intellectual endeavor and inquiry. Collectively the contributors interrogate the presuppositions of current library practice, seek to understand how library as place and library as space blend together in ways that may be both contradictory and complementary, and envision new modes of information access and new multimodal literacies enabled by online environments. Libr@ries: Changing Information Space and Practice is intended for advanced undergraduate and graduate students, researchers, and educators in the fields of literacy and multiliteracies education, communication technologies in education, library sciences, information and communication studies, media and cultural studies, and the sociology of computer-mediated space.

Designing Distributed Learning Environments with Intelligent Software Agents reports on the most recent, important advances in agent technologies for distributed learning. Several chapters will be devoted to various aspects of intelligent software agents in distributed learning, including the methodological and technical issues on where and how intelligent agents can contribute to meeting distributed learning needs today and tomorrow. It will benefit the Al (artificial intelligence) community and educational community in their research and development. It will propose some new and interesting research issues about developing distributed learning environments in the semantic Web age. In addition, the ideas presented in the book may also be applicable to other domains such as agent-supported Web services, distributed business process and resource integration, computer-supported collaborative work (CSCW) and e-commerce.

Best Practices in Online Program Development is a practical, hands-on guide that provides the concrete strategies that academic and administrative departments within institutions of higher learning need to develop in order to create and maintain coherent and effective online educational programs. Unlike individual courses, an online education program requires a comprehensive, inter-departmental effort to be integrated into the ongoing educational project of a college or university. This book focuses on the:

• Integration of online education into the institutional mission
• Complex faculty-related issues including recruiting, training, and teaching
• Multifaceted support required for student retention and success
• Need for multilayered assessment at the course, program, technical, and institutional levels
• Challenges posed to governance and by the need to garner resources across the institution
• Model to insure ongoing, comprehensive development of online educational programs

Best Practices in Online Program Development" covers the above topics and more, giving all the stakeholders in online educational programs the building blocks to foster successful programs while encouraging them to determine what role online education should play in their academic offerings.

Although storytelling has been recognized as an effective instructional strategy for some time, most educators are not informed about how to communicate a story that supports learning particularly when using digital media. "The Instructional Value of Digital Storytelling "provides a broad overview of the concepts and traditions of storytelling and prepares professors, workplace trainers, and instructional designers to tell stories through 21st century media platforms, providing the skills critical to communication, lifelong learning, and professional success.

Using clear and concise language, "The Instructional Value of Digital Storytelling "explains how and why storytelling can be used as a contemporary instructional method, particularly through social media, mobile technologies, and knowledge-based systems. Examples from different sectors and disciplines illustrate how and why effective digital stories are designed with learning theory in mind. Applications of storytelling in context are provided for diverse settings within higher education as well as both formal and informal adult learning contexts. "

A volume in Perspectives in Instructional Technology and Distance Education Series Editors: Charles Schlosser and Michael Simonson Nova Southeastern University Real-Life Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to "real-life" problems and provides guidance to assist readers in their understanding and analysis of distance learning. This approach allows readers to develop analytic and problem solving skills. The variety of different situations within the individual case studies allows readers to apply their knowledge to new and unique situations and to explore solutions to complex issues. The book is useful as a primary or supplementary text in programs of educational technology, instructional design, learning sciences, human resource development, curriculum & instruction, media & technology or higher education.

First published in 1980 The Door Stood Open deals with an early demand upon open university policy. It deals with important themes like context of the younger students pilot scheme; demand for open university places among the younger age group; motivational factors and potential study problems; the impact of open university study on the younger students; students who withdrew from the open university; younger students who could not attend full-time courses and how the younger students fared. In an age when distance learning is becoming a norm, this book serves as an important historical document for educationists and policy makers.

Building Better Universities provides a wide-ranging summary and critical review of the increasing number of groundbreaking initiatives undertaken by universities and colleges around the world. It suggests that we have reached a key moment for the higher education sector in which the services, location, scale, ownership, and distinctiveness of education are being altered dramatically, whether universities and colleges want it or not. These shifts are affecting traditional assumptions about both the future shape of higher education institutions, and the roles of and relationships between learners, teachers, researchers, managers, businesses, communities and other stakeholders.

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Building Better Universities" aims to bridge the gap between educational ideas about what the university is, or should be for, and its day-to-day practices and organisation. It roams across strategic, operational, and institutional issues; space planning and building design; and technological change, in order to bring together issues that are often dealt with separately. By analysing the many challenges faced by higher education in the contemporary period, and exploring the various ways universities and colleges are responding, this powerful book aims to support a step-change in debates over the future of higher education, and to enable senior managers and faculty to develop more strategic and creative ways of enabling effective twenty-first-century learning in their own institutions."

This practical guide is essential for anyone new to or intimidated by online instruction. Drawing on the expertise of teachers of the humanities who have deep experiences in the online environment, this work explores a variety of areas within the online teaching experience. It discusses the differences between online and face-to-face learning environments and assesses and evaluates best practices in developing and teaching online courses. This volume is not really about the technology, but instead focuses on the ways in which available technologies can be used to enhance teaching in both synchronous and asynchronous forums, and as such it will still be worth the read many years from now-even in the face of rapid technological change. Contributions from faculty members teaching in art education, communication, English, history, social studies education, and interdisciplinary studies departments, as well as directors of writing centers and online education and distance learning programs are included. Essays in this volume will assist instructors, faculty members, and administrators new to the online experience, but who want to learn more about making the transition to online teaching, in navigating this transition gracefully.

This practical guide is essential for anyone new to or intimidated by online instruction. Drawing on the expertise of teachers of the humanities who have deep experiences in the online environment, this work explores a variety of areas within the online teaching experience. It discusses the differences between online and face-to-face learning environments and assesses and evaluates best practices in developing and teaching online courses. This volume is not really about the technology, but instead focuses on the ways in which available technologies can be used to enhance teaching in both synchronous and asynchronous forums, and as such it will still be worth the read many years from now-even in the face of rapid technological change. Contributions from faculty members teaching in art education, communication, English, history, social studies education, and interdisciplinary studies departments, as well as directors of writing centers and online education and distance learning programs are included. Essays in this volume will assist instructors, faculty members, and administrators new to the online experience, but who want to learn more about making the transition to online teaching, in navigating this transition gracefully.

Are MOOCs a catalyst to reimagine education, a sign of the impending corporate takeover of the education sector, or merely a well-publicized but passing trend? Massive Open Online Courses shares insights from multiple stakeholders on what MOOCs are now and could eventually become, providing those in higher education as well as K-12, military, government and corporate training with an authorative source on the full range of key issues surrounding MOOCs.

MOOCs, or Massive Open Online Courses, are a disruptive technology currently forcing a serious reconceptualization of accreditation, assessment, motivation and retention, technology-based instruction, and the overall college experience. In this timely volume, Paul Kim brings together experts from higher education, business, law, learning analytics and other relevant areas to provide an evenhanded, research-based positioning of MOOCs within the existing educational technology landscape and an explanation of how they may ultimately help us rethink the future of education.

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

This book, first published in 1984, provides a comprehensive review of the range of technology that was being used in distance education. Technological developments in word processing, video-disc and viewdata as well as computer-based learning had revolutionised the potential for distance education. These developments required the role of more 'conventional' distance learning media, such as broadcasting, tuition and text, to be reassessed. This book, written by international experts in the field, explored the state of the art at the time, and also provided their ideas on how future developments were likely to evolve. This book is ideal for those studying education and communications.