This open university reader is a wide-ranging interdisciplinary collection of material from primary sources, illustrating the relationship between cultural change and religious belief in sixteenth-century Europe. It contains more than eighty extracts drawn from a variety of genres including political, religious, philosophical and legal writing, diaries, letters, plays, poems and fiction. Some have never previously been published, others have not been reprinted since their original appearance in the sixteenth century, and a number are translated into modern English for the first time.
Culture and Belief in Europe 1450 - 1600' includes writing from such renowned thinkers as Erasmus, Luther, Machiavelli, and Sir Thomas More, besides that of lesser-known authors. Works of literature also feature extensively, and writings from Cervantes, Rabelais, Edmund Spenser, and Sir Philip Sidney amongst many others are all to be found here.
A general introduction describes the anthology's central aim - to explore aspects of the interrelationship between the politics, religion and writing of the period. The book is divided into eight thematic sections.
Spelling in the extracts has been sensitively modernized throughout, and the editors provide a headnote and appropriate explanatory annotation for each item.

As institutions and organisations around the world move to more open and flexible delivery of educational and training programmes, there is increasing need for effective forms of staff development to encourage and support change. Staff development is not only critical in helping teachers and trainers acquire and improve their knowledge and skills in alternative modes of delivery, but in helping to shape the policies, procedures and attitudes that are needed for more learner-centred approaches. This book draws together the experiences, insights and findings of some of the world's leading staff developers in open and flexible education. It is designed to provide an overview of the trends, influences and events which are shaping the work of these professionals, and the policy changes, processes and outcomes they are helping to bring about in this expanding field. The book offers various frameworks and strategies for staff development activities, with examples from commercial, professional and educational settings, and shows how these can be refined and adapted to more specific contexts.

Dissecting in detail the arguments underlying the costs and economics of open and distance learning, this text should give the reader an insight and the confidence to cost their own open and distance learning projects.

Dissecting in detail the arguments underlying the costs and economics of open and distance learning, this text should give the reader an insight and the confidence to cost their own open and distance learning projects.

This edited collection focuses on the early development, gradual evolution, and present status of distance learning and online education in the social work profession. Relevant for social work students and educators in baccalaureate, masters and doctoral programs, this book is an authoritative statement authored by widely recognized educators on the cutting edge of technological innovation. In addressing the future of web-based social work education, the collection demonstrates the power of distance learning and online technology. The chapters cover a comprehensive range of topics, including organizational and administrative aspects, teaching and practice, recent research and the challenge of creating intimacy and interaction. The volume provides a valuable set of insights into how distance learning and online education are transforming how social work is increasingly being taught today, and will surely be offered in the future. This book was originally published in the Journal of Teaching in Social Work.

We live in a society with ever changing needs and expectations. Education practitioners and policymakers need therefore to face the challenges of new economic, social and technological conditions in their work. There is a global concern to develop forms of education and training which are open to the demands and needs of learners, and which are accessible at times and places suitable to those learners. Governments, institutions and practitioners are developing and implementing policies which reflect these trends. The overall theme of this text is the relationship between government and organizational policies and the work of practitioners in open and distance learning. It does this by exploring a selection of international examples. The authors write from a wide range of international and organizational perspectives. Each one draws on significant experience within his or her field.

Distance education and training provision has expanded dramatically over the past few years. This best-selling introduction to the field has helped many to understand the origins and background of distance education, and has been used by students and professionals as a guide to policy and practice. It has now been updated in the light of the developments in recent years in Eastern Europe and the enormous advances in the use of new technologies. A new case study of distance education in China is also included.

We live in a society with ever changing needs and expectations. Education practitioners and policymakers need therefore to face the challenges of new economic, social and technological conditions in their work. There is a global concern to develop forms of education and training which are open to the demands and needs of learners, and which are accessible at times and places suitable to those learners. Governments, institutions and practitioners are developing and implementing policies which reflect these trends. The overall theme of this text is the relationship between government and organizational policies and the work of practitioners in open and distance learning. It does this by exploring a selection of international examples. The authors write from a wide range of international and organizational perspectives. Each one draws on significant experience within his or her field.

In 1961 the Centre for the Study of the History of Education at Ghent University, Belgium published the first issue of the multilingual journal Paedagogica Historica: International Journal of the History of Education. This book celebrates its fiftieth volume. In fourteen contributions written by different generations of historians of education, it demonstrates that in an era where the history of education at university level is at risk, both the journal and the discipline are pulsing, and alive and kicking. Was the journal a trendsetter or a follower, and which position did it take with respect to the International Standing Conference for the History of Education? These are questions addressed in the first section of this book. In the second section, a number of articles show national and transnational developments of the history of education. In their diversity, they make clear how the national and the transnational together characterize the discipline. They show why journals in this domain should stimulate the development of broader concepts and theories in order to put national and regional cases in a broader scientific context and to make them attractive for international readership. In the last section authors turn their minds to the future of the history of education. They write about the shaping of new trends and about moving beyond borders, focusing on, among other things, the challenge of neurosciences and of digital humanities. This book was originally published as a special issue of Paedagogica Historica.

Needs Assessment for Learning and Performance offers comprehensive coverage of the knowledge and skills needed to develop and conduct needs assessments and to analyze, interpret, and communicate results to clients and organizations. Though critical to planning any performance improvement system, needs assessments can feel abstract and vague to students who have not yet managed the process in a professional setting. This first-of-its-kind textbook uses a variety of real-world examples to connect major theories and models to effective principles for practice. Each chapter offers guiding questions, key terms and concepts, recommended readings, and case studies illustrating how needs assessment training can be applied. Graduate students and researchers of instructional design, human resources, performance improvement, program evaluation, and other programs will find this volume relevant to a range of academic and organizational contexts.

This is the authoritative guide to implementing COIL Virtual Exchange, conceived, and co-edited by one of the originators of this innovative approach to internationalization, Jon Rubin. COIL, the acronym for Collaborative Online International Learning, is a central modality of what has come to be known as virtual exchange. Since its first iteration in 2002, it has gradually established itself as a mature pedagogy that is being increasingly implemented across the world and is validated by a growing body of research.COIL Virtual Exchange at its most essential is a bi-lateral online exchange involving the integration of existing courses across two, or sometimes more, institutions that are geographically and/or culturally distinct. To launch a COIL VE course, the instructor of a class at a higher education institution in one location links online with a professor and his or her class in another region or country. Together, their students engage and develop joint projects, usually over a continuous five to eight-week period.Compared to the limited number of students worldwide who can engage in study abroad, COIL VE potentially opens up more equitable and inclusive participation in international education and intercultural experiences to all students, involves them in rigorous disciplinary and interdisciplinary studies, and promotes close and constructive engagement with students with different cultural perspectives.While many COIL courses are launched by individual instructors, based on their research connections and online outreach, they are being increasingly supported and led by dedicated COIL Coordinators who facilitate virtual exchanges and provide professional development.This comprehensive guide covers COIL VE pedagogy, provides examples of what takes place in the COIL classroom, and explores what instructors and staff need to know to facilitate and support a variety of COIL courses across the curriculum. It addresses how institutional stakeholders, especially those in leadership positions, can develop and embed a successful COIL initiative at their institution. It offers varied perspectives of COIL viewed from different institutional and cultural vantage points -- from research universities, community and technical colleges, and university systems -- and describes how COIL VE is developing in five different world regions, presenting eleven case studies.The book concludes with a guide to thirteen global organizations that support COIL and other forms of VE. Additionally, the book provides links to the COIL Connect for Virtual Exchange website (https://coilconnect.org) which includes an updated directory of organizations, an expanding database of faculty and institutions participating in COIL and looking for partners, course templates, survey data, and case studies.This book offers faculty and administrators across the world -- whether formally involved in international education, in service-learning and community engagement, or wanting to incorporate a cross-cultural perspective in their disciplinary courses -- theoretical foundations, guidance on effective collaboration, and the strategic and pedagogical considerations to develop robust COIL VE courses and programs.

Thinking about teaching in educational terms has become increasingly difficult because of the conceptions of higher education that predominate in both policy and public debate. Framing the benefits of higher education simply as an economic good poses particular difficulties for making educational sense of teaching. Moreover, the assumptions about social mobility, usefulness, and the economic advantages of higher education, upon which these conceptions are based, can no longer be taken for granted. The chapters in this book all wrestle with understandings of education and teaching experiences in changing global, national, and institutional contexts. They explore questions of difference and privilege, the social transformation of teaching through transforming teachers, contestations of global citizenship and interculturality, learning and sensibilities of self-in-the-world, the relationship between programme content and student decision-making, divergent conceptions of learning in international education, and subject-centred approaches to embodied teaching. The book considers the value of disciplinary tools of analysis in addressing contextual challenges in developing societies, connections between pedagogies, autonomy and intercultural classrooms, and ways of countering the marketization of higher education through online teaching communities. This book was originally published as a special issue of Teaching in Higher Education.

The book presents a comprehensive account of research and development activities in open, ditance and flexible learning from acknowledged experts from around the world. The use of open, distance and flexible learning materials is expanding dramatically, not just in schools, further and higher education but also in industry, commerce and the social services. Most higher education institutions now have an open learning unit or educational development centre, and major organisations such as british Steel, National Westminster Bank, Leeds Building Society, Rover Cars and the Inland Revenue have formed units to develop teaching and training materials. Internationally, growth is even more impressive, with new open universities planned for Singapore, Bangladesh, South Africa and india, whist those in Malaysia, Thailand and Australia continue to expand. But current and future practice must be based on research evidence rather than intuition. With contributions from all the leading names in this field, this book will be a key sourcbook for teachers, trainers and students.

Distance education is practised in all parts of the world and in recent years, its scope has developed enormously and rapidly. It has become an intrinsic part of many national educational systems and an academic discipline in its own right. Research into the area has produced a body of theory which is now being used to improve its practice.

This new edition of Theory and Practice of Distance Education has been thoroughly updated both by describing how practice has changed, and by examining recent research in the field. Like the first edition, this book provides a comprehensive survey of distance education, looking at it globally and discussing the different lines of thought and models used. It describes the place of distance education in educational thinking, its various theories, principles, and techniques of presentation, its organization and its administration.

After widespread neglect over many years, the study of human sexuality has recently come to the forefront of many of the most important debates in contemporary society and culture. The continued development of feminist theory, the emergence of gay and lesbian studies, and the impact of the international AIDS pandemic have combined to focus new attention on the ways in which gender and sexuality are shaped in different social and cultural settings, and on the complex interactions betwen sexuality and health in the late twentieth century.
Edited by two of the leading figures in contemporary sex research, "Conceiving Sexuality" brings together the contributions of writers from a wide range of social science disciplines and cultural traditions who are working at the cutting edge of contemporary sex research. Focusing on key areas of concern such as gender power relations, the formation of sexual identities, the dynamics of sexual desire, and the social construction of sexual risk, the essays in "Conceiving Sexuality" provide an important overview of the most pressing topical and theoretical issues currently shaping debate in international and cross-cultural research on sexuality.

In Strategies for Classroom Management, K-6 Wilson describes how she instilled more discipline, raised the academic standards of her students, and restored values that had been lost the classroom. She also details methods for promoting an atmosphere in which students not only succeed academically but are eager to do their best, while concentrating on the basic values of respect, responsibility, consideration, and sensitivity. Wilson's path allows teachers to maintain excellence in academic achievement and student behavior while avoiding the hazards of societal change. Parents, teachers, teacher trainers, students, and even the general public will benefit from the insight and guidance in Strategies for Classroom Management, K-6.

Otto Peters is widely recognized as one of the world's leading authorities on distance education. His theory of distance education as the most industrialized form of education is an original and far-reaching analysis of distance education. This collection brings together the best of Peters' work, most of which has not been previously available in the English language. Drawing on German sociologists and philosophers of education, from Weber and Tonnies to Heimann and Schultz, Peters builds up an impressive analysis of the advantages and defects of the industrialization of education. The essays in this collection cover the historical development of teaching and learning at a distance, from the correspondence schools of the 1950s through to distance education in the post-industrial societies of today. The book also includes a account of Peters' central role in the foundation and running of the Fernuniversitat, the German Open University.

This title was first published in 2001: Since the early 1980s, successive governments have realized the importance of computers and computing and made significant investment in schools. The most recent initiative, the National Grid for Learning, seeks to place online learning facilities at the heart of the curriculum for both teachers and students, and use it as a vehicle for lifelong learning. The impact of ICT in the classroom transforms management, organization and conventional pedagogic approaches. However, many teachers still struggle with ICT in the classroom. Since the mid-1990s, a significant number of students have gained access to a PC at home. They ways in which they have learnt to use machines and the uses to which they are put, are shaped by input from peers and personal experience, other than teachers. The education systems struggle to meet the demands and expectations of these young people and those without technology at home are doubly disadvanted if their schools and teachers cannot compensate. In this research, the author examines patters of computer ownership and use among young people, as well as teacher use and teacher attitudes. The results demonstrate the disparity between student computer ownership and use, and that of their teachers, with profound implications for the education system as a whole.

Selected as one of the outstanding instructional development books in 1989 by the Association for Educational Communications and Technology, this volume presents research in instructional design theory as it applies to microcomputer courseware. It includes recommendations -- made by a distinguished group of instructional designers -- for creating courseware to suit the interactive nature of today's technology. Principles of instructional design are offered as a solid base from which to develop more effective programs for this new method of teaching -- and learning.

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.

Through Canadian, Australian, American and Malaysian case studies, the internationally known authors of this book analyse the key factors which enhance and inhibit collaboration in distance education.

According to UNESCO statistics, 10 million of the world's 600 million students study at a distance. Theoretical Principles of Distance Education seeks to lay solid foundations for the education of these students and for the structures within which they study. As a more industrialised form of education provision, distance education is well adapted to the use of new communication technologies, and brings to education many of the strengths and dangers of post-industrialism. The central focus of the study of distance education is the placing of the student at home or at work and the justification of the abandonment in this form of education of interpersonal, face-to-face communication, previously considered to be a cultural imperative for education in both east and west. This book explores the problems that distance education poses to the theorist, bringing together an international team of distance educators to address these issues for the first time in a systematic way. The team comprises theoreticians, administrators, experts in educational technology and adult education, experts in learning from video machines, from computers and other forms of technology. Contributions from Italy, and Scandinavia contrast with viewpoints provided by scholars from the US, Canada, Australia, and the UK.

Computers, Curriculum, and Cultural Change: An Introduction for Teachers, Second Edition is a comprehensive introduction to using computers in educational settings. What distinguishes this text from others on the topic is its focus on: the issue of how computers are redefining our culture and society and the work of schools; the idea of using the computer as a tool for increasing efficiency and productivity in curriculum; and the concept of the computer as a tool not only for efficiency, but actually as a means of enhancing intelligence. This text provides students with an introduction to basic computer skills and experience, enhanced by helpful pedagogical aids, including case studies and highlighted features, such as Portfolio Development, Reflective Practice, Computing Timelines, Filmographies, bibliographical sources, and a text-linked glossary of key computer terms. New in the Second Edition: In addition to being thoroughly updated, a new section has been added to Chapter 1, "Creating an Electronic Portfolio," with activities linked to the standards for educational computing established by the International Society for Technology in Education (ISTE). Electronic portfolio activities at the end of each chapter give students the hands-on practical skills they need and, at the same time, cover the necessary theoretical and conceptual material for an introductory educational computing course.

An invaluable publication to all concerned with teacher education, presenting the advantages and drawbacks of distance education or open learning.

The Computer Supported Collaborative Learning (CSCL) conference has become an internationally-recognized forum for the exchange of research findings related to learning in the context of collaborative activity and the exploration of how such learning might be augmented through technology. This text is the proceedings from CSCL 2005 held in Taipei, Taiwan. This conference marked the 10th anniversary of the first CSCL Conference held at Indiana University in 1995. Subsequent meetings have been held at the University of Toronto, Stanford University, University of Maastricht (Netherlands), University of Colorado at Boulder, and the University of Bergen (Norway).Just as the first CSCL conference was instrumental in shaping the trajectory of the field in its first decade, the conference in Taipei will play an important role in consolidating an increasingly international and interdisciplinary community and defining the direction of the field for the next 10 years. This volume, and the papers from which it is comprised, will be an important resource for those active in this area of research and for others interested in fostering learning in settings of collaboration.