Design for Learning in Virtual Worlds, the first book focused specifically on how to design virtual worlds for educational purposes, explores: * the history and evolution of virtual worlds * the theories behind the use of virtual worlds for learning * the design of curricula in virtual worlds * design guidelines for elements experienced in virtual worlds that support learning * design guidelines for learning quests and activities in virtual worlds. The authors also examine the theories and associated design principles used to create embedded assessments in virtual worlds. Finally, a framework and methodology is provided to assist professionals in evaluating "off-the-shelf" virtual worlds for use in educational and training settings. Design for Learning in Virtual Worlds will be invaluable both as a professional resource and as a textbook for courses within Educational Technology, Learning Sciences, and Library Media programs that focus on gaming or online learning environments.

Thriving as an Online K-12 Educator is the perfect all-in-one guide to taking your K-12 class online. We know, now more than ever, that teachers have not been equally or systematically trained and resourced to make a sudden transition to online or blended instruction. This concise, accessible book collects time-tested strategies and fresh perspectives from experienced educators to help you smooth out even the most abrupt shift to technology-enhanced teaching and learning. With these insights into institutional supports, effective digital tools, equitable practice, social-emotional considerations, and beyond, you will be better prepared than ever to help your students thrive in online and blended learning environments.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1968 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Don't train your teachers in instructional technology without reading this resource-packed book from Sarah T. Meltzer. Meltzer presents easy-to-follow guidelines for bringing about effective professional development in technology from start to finish. She takes you step-by-step through the process of planning, implementing, and managing professional development opportunities. The book is also filled with handy, practical tools and resources, such as

• pre-planning worksheets
• needs assessment surveys
• long- and short-term technology plans
• technology inventory forms
• training schedule templates
• and more

Meltzer provides filled-out examples of those forms, so you can see how to complete them. She also offers blank versions for your own use. In addition, each chapter concludes with a checklist to help you keep track of the steps you take as you make professional development in technology a reality and a success in your school or district.

Many books will be written about the latent effects COVID-19 and the response the pandemic will have on our community. Some of the impacts were immediate and obvious, like the forced move to distance learning, and the struggles, schools and families experienced. The most important factor is that school administrators must recognize that teachers and students need more than equipment and internet access. Fast Track to Online Learning describes, in detail, how schools and school districts must adopt a process for the development of advanced curriculum. Curriculum that focuses on critical thinking and leverages the technology to work in distance- and hybrid-learning models - what the author calls Tier 4 Curriculum (T4c).

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.

This book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running adult education programs. The book is for adult educators who have been asked to serve on assessment committees, produce detailed reports for funders and accreditors, create a culture of assessment within their program and organization, and/or develop reports for accountability purposes. Section one presents an introductory overview of assessment and evaluation in adult education. Section two gives guidance on practices for specific areas of adult education practice, such as army military education, human resource development, and continuing professional education. Section three provides assessment practices for adults in higher education, with chapters dedicated to distance learning, health professions education, and graduate education.

Open Learning Units offer a very flexible approach to the teaching of psychology. They are designed to be more than sufficient for the purposes of A/S and A-Level psychology, and the applied emphasis will appeal to various vocational courses such as those offered by BTEC and also to mature students on Access courses.
Their primary use will be in the classroom with a tutor's guidance, but the interactive style makes them equally appropriate for the purposes of self-study. More advanced students might want to use the Units to learn at their own pace, and in all cases, the careful structure of the writing and the extensive use of Examples, Open Questions and Self-Assessment Questions make them ideal revision guides.

This book explores the state of open education in terms of self-directed learning on the African continent. Through a combination of conceptual, systematic literature review and empirical chapters, readers will get a research-based impression of these aspects in this area. Apart from presenting existing wider trends regarding open education, this book also reports on effective open practices in support of self-directed learning.

This volume provides foreign language educators and classroom researchers with an introduction to online intercultural exchange, the activity of engaging foreign language learners in collaborative project work with partners from other cultures through the use of online communication tools such as email, discussion boards and videoconferencing. The authors use their extensive experience in both the practice and research of online exchange to present a clear overview of the pedagogical theory behind online exchange and its contribution to different aspects of foreign language learning, including communicative competence, intercultural awareness and learner autonomy. The chapters look at different ways of organising such projects, such as the Tandem and Cultura models, and also provide clear discussions on practical aspects of the area including task design, the choice of communication tools and the role of the teacher.

Join Fiona the hippo, the adorable internet sensation from the Cincinnati Zoo and Botanical Garden, as she and her friends find a soccer ball and decide to play a game. But what happens when the ball gets stuck up a tree and lost in a pond? Young readers will enjoy learning more about Fiona and her friends in this Level One I Can Read book about the little hippo that has captured hearts around the world with her inspiring story and plucky personality. Fiona Plays Soccer is: An endearing animal book that's a perfect gift from parents and grandparents A sweet story about teamwork and playing together A Level One I Can Read story geared for children just learning to read Created by New York Times bestselling artist Richard Cowdrey of Fiona the Hippo; A Very Fiona Christmas; Fiona, It's Bedtime; Legend of the Candy Cane; Bad Dog, Marley; and A Very Marley Christmas fame ?Fiona Plays Soccer?is one title in the I Can Read brand that focuses on Fiona the hippo. Other titles include:? Meet Fiona Fiona Saves the Day Fantastic Fiona Fiona and the Rainy Day Fiona's Train Ride Fiona Goes to School Fiona Gets the Sniffles

Honorable Mention, Sex & Gender Section Distinguished Book Award, given by the American Sociological Association The surprising reasons parents are opting out of the public school system and homeschooling their kids Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled. In The Homeschool Choice, Kate Henley Averett provides insight into this fascinating phenomenon, exploring the perspectives of parents who have chosen to homeschool their children. Drawing on in-depth interviews, Averett examines the reasons why these parents choose to homeschool, from those who disagree with sex education and LGBT content in schools, to others who want to protect their children's sexual and gender identities. With eye-opening detail, she shows us how homeschooling is a trend being chosen by an increasingly diverse subset of American families, at times in order to empower-or constrain-children's gender and sexuality. Ultimately, Averett explores how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. As teachers, parents, and policymakers debate the future of public education, The Homeschool Choice sheds light on the ongoing struggle over school choice.

In this long-awaited volume, Jeremy Shearmur and Piers Norris Turner bring to light Popper's most important unpublished and uncollected writings from the time of The Open Society until his death in 1994.

After The Open Society: Selected Social and Political Writings reveals the development of Popper's political and philosophical thought during and after the Second World War, from his early socialism through to the radical humanitarianism of The Open Society. The papers in this collection, many of which are available here for the first time, demonstrate the clarity and pertinence of Popper's thinking on such topics as religion, history, Plato and Aristotle, while revealing a lifetime of unwavering political commitment.

After The Open Society illuminates the thought of one of the twentieth century's greatest philosophers and is essential reading for anyone interested in the recent course of philosophy, politics, history and society.

Compared with STEM fields, foreign language (FL) education and second language acquisition have only slowly embraced open education and the new knowledge ecologies it produces. FL educators may have been hesitant to participate in the open education movement due to a lack of research which investigates the benefits and challenges of FL learning and teaching in open environments. This book contextualizes open education in FL learning and teaching via an historical overview of the movement, along with an in-depth exploration of how the open movement affects FL education beyond the classroom context; fills the research void by exploring aspects of open second language learning and teaching across a range of educational contexts; and illustrates new ways of creating, adapting and curating FL materials that are freely shared among FL educators and students. This book is open access under a CC BY ND licence.

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the impact of Artificial Intelligence on learning and work, and how this emerging technology will transform and disrupt our current institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations as well as the new economic and labor opportunities in the evolution of industries. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning learning spaces and redefining teaching in a computational era. Ultimately the book discusses policy and planning for an augmented future, arguing that education systems are undergoing a metamorphosis and will need to adapt in order to support competitive labor systems amid global competition and the race against automating technologies. Bringing together expert perspectives from around the world, this is the exciting, informative collection of research and analysis surrounding the future of work and learning amid rapid, accelerating technological change.

This comprehensive anthology features 47 selected articles from the Journal of Museum Education plus ten new introductory essays by leaders in museum education and related fields. The articles and essays explore some of the fundamental issues concerning the role of education in museums today, from serving diverse communities to motivating visitors in an informal learning setting. The book is divided into five sections which 1) trace the evolution of the museum education profession; 2) explore the field's theoretical base; 3) consider methods of research used; 4) provide examples of how theory is translated into practice; and 5) summarize issues relating to professional development. Sponsored by the Museum Education Roundtable

E-learning is a new, exciting and increasingly popular way of learning for health and social care professionals, both in the pre- and post-qualification stages. However, many people are apprehensive about what it involves and whether they will be able to study effectively in this way.

This book is designed to help students and their tutors to become acquainted with the issues and methods around being an online learner in health and social care. It gives practical advice and provides guidance on developing skills and attitudes for successful online learning within health and social care. Based on the authors' experience of teaching online, the book includes numerous tips and case studies. Topics discussed include:

• skills and responsibilities for successful online learning
• the virtual learning environment and using online resources
• clinical, professional and communication skills online
• assessment and evaluation.

Being an E-Learner in Health and Social Care is essential reading for all students undertaking online courses or continuing professional development in nursing, public health, social work, social care and health psychology.

This book chronicles a 10-year introduction of blended learning into the delivery at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses. Despite this, the longitudinal experiment did not proceed as expected. Though few technical problems, it required behavioural changes from teachers and learners, thus unearthing a host of socio-technical issues, challenges, and conundrums. With the undercurrent of design ideals such as "tech for good", any industrial sector must examine whether digital platforms are credible substitutes or at best complementary. In this era of Industry 4.0, higher education, like any other industry, should not be about the creative destruction of what we value in universities, but their digital transformation. The book concludes with an agenda for large, repeatable Randomised Controlled Trials (RCTs) to validate digital platforms that could fulfil the aspirations of the key stakeholder groups - students, faculty, and regulators as well as delving into the role of Massive Open Online Courses (MOOCs) as surrogates for "fees-free" higher education and whether the design of such a HiEd 4.0 platform is even a credible proposition. Specifically, the book examines the data-driven evidence within a design-based research methodology to present outcomes of two alternative instructional designs evaluated - traditional lecturing and blended learning. Based on the research findings and statistical analysis, it concludes that the inexorable shift to online delivery of education must be guided by informed educational management and innovation.

This handbook provides foundational, conceptual, and practical knowledge and understanding of inclusive education and special needs education. It highlights the need for preparing special educators and teachers for inclusive classrooms to effectively cater to the needs of students with diverse needs for various low, middle and high-income countries globally. It demonstrates various evidence-based and practice-based strategies required to create classrooms inclusive for diverse learners. While tracing the historical trajectory of the foundational underpinnings, philosophical bases, and crucial issues associated with inclusive education, this book presents a future roadmap and pathways through case instances and in-depth discussions to share with educators how they can strengthen their bases and make learning more inclusive in their context. It also provides an overview of the different models of assessment and their application in the analysis of children in inclusive classroom settings. Comprehensive, accessible, and nuanced, this handbook will be of immense interest and benefit to teachers, educators, special educators, students, scholars, and researchers in the areas of social inclusion, education, special needs education, educational psychology, technology for inclusion, disability studies, among other related disciplines. It will be extremely beneficial for academicians, teacher educators, Special educators, and those interested in professional teacher training courses.

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

With today's telecommunication capabilities and advanced information technologies, more and more learners can complete entire academic degree programs without ever setting foot in their institution's main campus. In fact, over 100 American institutions already offer distance learning degree programs or certificate courses, and more are on the way. Promoting Student Learning and Student Development at a Distance meets this growing trend head-on with its definitive examination of contemporary electronic classroom environments. Drawing from institutions all over the United States, the book outlines factors and practices that both directly and indirectly influence the adjustment, learning and development of distance students. It also provides a detailed overview of student affairs responses to distant student needs, stressing the importance of building communities at a distance and using a case study to illustrate the design of distance student services. Finally, and perhaps most importantly, it offers concrete strategies for improvement, such as the creation of four new roles for student development professionals as distance educators: Faculty Development Provider, Academic Liaison, Program Designer, and Outcome Evaluator. As a result, Promoting Student Learning and Student Development at a Distance is more than just a valuable resource to the learner and educator alike. It is an integral ingredient to the future success of tomorrow's student. Co-published with American College Personnel Association.

Deliver quality instruction to your studentson-campus or off The Handbook for Distance Learning in Tourism is a practical, down-to-earth guide to developing and using print-based and Internet-based flexible learning resources for courses where students rarely, if ever, attend on-campus classes. Whether you're a teacher who needs to develop course notes into a flexible learning package, a Web site, or both, or you just want information about how to teach in a flexible environment, the book will provide the help you need-in language you can understand. Designed to guide you through the completion of a projector a semesterthis hands-on book offers strategies, suggestions, hints, and examples, and includes a hotel and tourism case study that illustrates effective concepts and strategies. Written by Gary Williams, co-editor of The Internet and Travel and Tourism Education (Haworth), this unique book will help you develop print-based and Internet-based learning resources instead of focusing only on one or the other, breaking down the barriers placed between learning environments. The strategies presented are timeless, with no comparisons of specific commercial or noncommercial products to become outdated and no Web site addresses to become useless. The book makes extensive use of tables, graphics, and illustrations and has its own Web site that's regularly updated, listing online resources arranged on a chapter-by-chapter basis. The Handbook for Distance Learning in Tourism examines: the roles and characteristics of a project manager developing and buying resources considerations before committing to a project maximizing project ownership ensuring quality content educational design guidelines media foundations production, design, and maintenance of print resources developing and using Web sites computer-mediated contact course management systems (CMS) and much more! The Handbook for Distance Learning in Tourism is an invaluable guidebook for educators working in the field of hotel and tourism management as well as academics, project managers, and educational designers who are interested in flexible learning developments.