This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.

How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not?

Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, Evaluating e-Learning offers step-by-step guidance for conducting an evaluation plan of e-learning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives, including those covered in other books in the connecting with e-learning series.

This useful guide offers a multi-level approach that allows both beginners and experienced professionals to follow the level of text that suits their current needs. Practical applications discussed include:

• how to develop broad evaluation questions
• how to use an evaluation framework
• how to determine the sources of data to be used
• how to develop an evaluation matrix
• how to collect, analyze and interpret the data.

Readers will find this jargon-free guide is a must-have resource that provides the proper tools for evaluating their own e-learning practices with ease.

How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not?

Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, Evaluating e-Learning offers step-by-step guidance for conducting an evaluation plan of e-learning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives, including those covered in other books in the connecting with e-learning series.

This useful guide offers a multi-level approach that allows both beginners and experienced professionals to follow the level of text that suits their current needs. Practical applications discussed include:

• how to develop broad evaluation questions
• how to use an evaluation framework
• how to determine the sources of data to be used
• how to develop an evaluation matrix
• how to collect, analyze and interpret the data.

Readers will find this jargon-free guide is a must-have resource that provides the proper tools for evaluating their own e-learning practices with ease.

Written by experts in the field, this book aims to provide an alternative approach to quality teaching in higher education by deriving a model of good university teaching from the academics which universities have chosen as their best teachers. Award-winning teachers outline their beliefs and practices as a teacher, covering key topics including: assessment motivating students planning courses and lessons teaching large classes reflection and feedback managing discussion and group work. Illustrated with extracts from interviews with the award-winning teachers, and packed with activities and further reading, this textbook provides a set of principles for good teaching internationally.

Written by experts in the field, this book aims to provide an alternative approach to quality teaching in higher education by deriving a model of good university teaching from the academics which universities have chosen as their best teachers. Award-winning teachers outline their beliefs and practices as a teacher, covering key topics including: assessment motivating students planning courses and lessons teaching large classes reflection and feedback managing discussion and group work. Illustrated with extracts from interviews with the award-winning teachers, and packed with activities and further reading, this textbook provides a set of principles for good teaching internationally.

This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.

Our universities are facing immense pressures from within because of the increase in the publish or perish syndrome. There are severe budgetary demands on university libraries attempting to enable access to this increasing avalanche of information. University teaching also needs to prepare graduates for a rapidly changing and connected world. This book explores the role of technology in this challenging scenario. Technology is portrayed as part contributor to the challenges higher education faces, and also part contributor to the solutions we need to explore. This book is not a doom and gloom exposition but is forward-looking, offering fresh insights and new strategies for understanding the nature of scholarly communication in higher education.

In this book there are three threads that are constantly intertwined information literacy, eLearning and digital publishing with information literacy acting as the glue that connects eLearning and digital publishing. This book was designed to occupy a unique niche in the literature accessed by library and publishing specialists, and by university teachers and planners. It examines the interfaces between the work done by these four groups of university staff who have been in the past quite separate from, or only marginally related to, each other. Yet all four groups are directly and intimately connected with the main functions of universities the creation, management and dissemination of knowledge in a scholarly and reflective manner.

The structure of the book has three main sections: the first has primarily an educational focus, the second a focus on digital publishing, and the third builds on the first two sections to examine overall implications for the growth of knowledge and scholarly communication.

This collection brings perspectives (in alphabetical order) from Australia, Hong Kong, People s Republic of China, Singapore, Taiwan, United Kingdom and United States of America. Various chapters, therefore, examine the central concerns with different lenses. Our ability to understand the extent of the shifts that are occurring in modern universities, and still need to occur in the next few years, relies on our ability to synthesize ideas and experiences from a wide range of university staff. This is just what we hope this book offers.

"

eLearning and Digital Publishing will occupy a unique niche in the literature accessed by library and publishing specialists, and by university teachers and planners. It examines the interfaces between the work done by four groups of university staff who have been in the past quite separate from, or only marginally related to, each other library staff, university teachers, university policy makers, and staff who work in university publishing presses. All four groups are directly and intimately connected with the main functions of universities the creation, management and dissemination of knowledge in a scholarly and reflective manner.

This book provides a framework which clearly portrays the relationships between information literacy, eLearning and digital publishing. The structure of the book has three main sections: the first has primarily an educational focus, the second a focus on digital publishing, and the third builds on the first two sections to examine overall implications for the growth of knowledge and scholarly communication.

This book constitutes the refereed proceedings of the International Conference on ICT in Teaching and Learning, ICT 2011, jointly held in Hong Kong, China, in July 2011 with the 15th Hong Kong Web Symposium. The 30 revised full papers presented were carefully reviewed and selected from numerous submissions. The papers present current research on innovative and effective usage of social networking, multimedia and mobile learning technologies. Topics addressed are such as: emerging pedagogies, mobile technologies, Web 2.0, social networking, bookmarking and repository communities, e-learning, mobile and distributed learning, social computing mobile learning system design and architecture semantic Web applications d-learning, e-learning, m-learning education environments privacy, risk, and security.

Quality of teaching has proved to be an elusive construct. This book is based on extensive interviews with 18 truly exemplary teachers at The Chinese University of Hong Kong. The book explains and illustrates the principles of excellent teaching that underpin the way these teachers plan and teach their courses. What content, teaching strategies and assessment tasks do they select? What do they actually do in their classrooms? How do they establish and maintain relationships with their students? How do they improve their own practice through evaluation? These principles of excellent teaching apply across all disciplines and, indeed, across the global higher education community.