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This open access book focuses on making the transition from
in-person, classroom education to other feasible alternative modes
and methodologies to deliver education at all levels. The book
presents and analyzes research questions to explore in this arena,
including pedagogical issues relating to technological and
infrastructure challenges, teacher professional development, issues
of disparity, access and equity, and impact of government policies
on education. It also provides unique opportunities and vehicles
for generating scholarship that helps explain the varied
educational needs, perspectives and solutions that arise during an
emergency and the different roles educational institutions and
educators may play during this time. Developed from a highly
successful Presidential Session at the annual meeting of the
Association for Educational Communications and Technology (AECT),
this edited volume presents AECT and its membership as the premier
organization focusing on the provision of educational
communications and technology leadership. In addition, it functions
as a contemporary document of this global crisis as well as a rich
resource for possible future emergency scenarios in the educational
arena.
Voices and Books in the English Renaissance offers a new history of
reading that focuses on the oral reader and the voice- or
performance-aware silent reader, rather than the historical reader,
who is invariably male, silent, and alone. It recovers the vocality
of education for boys and girls in Renaissance England, and the
importance of training in pronuntiatio (delivery) for oral-aural
literary culture. It offers the first attempt to recover the
voice-and tones of voice especially-from textual sources. It
explores what happens when we bring voice to text, how vocal tone
realizes or changes textual meaning, and how the literary writers
of the past tried to represent their own and others' voices, as
well as manage and exploit their readers' voices. The volume offers
fresh readings of key Tudor authors who anticipated oral readers
including Anne Askew, William Baldwin, and Thomas Nashe. It
rethinks what a printed book can be by searching the printed page
for vocal cues and exploring the neglected role of the voice in the
printing process. Renaissance printed books have often been
misheard and a preoccupation with their materiality has led to a
focus on them as objects. However, Renaissance printed books are
alive with possible voices, but we will not understand this while
we focus on the silent reader.
This open access book focuses on making the transition from
in-person, classroom education to other feasible alternative modes
and methodologies to deliver education at all levels. The book
presents and analyzes research questions to explore in this arena,
including pedagogical issues relating to technological and
infrastructure challenges, teacher professional development, issues
of disparity, access and equity, and impact of government policies
on education. It also provides unique opportunities and vehicles
for generating scholarship that helps explain the varied
educational needs, perspectives and solutions that arise during an
emergency and the different roles educational institutions and
educators may play during this time. Developed from a highly
successful Presidential Session at the annual meeting of the
Association for Educational Communications and Technology (AECT),
this edited volume presents AECT and its membership as the premier
organization focusing on the provision of educational
communications and technology leadership. In addition, it functions
as a contemporary document of this global crisis as well as a rich
resource for possible future emergency scenarios in the educational
arena.
The number of students taking online courses continues to grow each
year. Despite the growth, a large percentage of faculties still
don't accept the value of online learning. Online educators find
themselves in exciting times where they continue advancing the
dialogue about online learning, beyond the discussions of "is it as
good as face-to-face instruction?" to more nuanced issues such as
some of the various benefits, challenges, and misconceptions that
go along with learning online. The purpose of this book is to
address the various benefits, challenges, and misconceptions that
coincide with online teaching and learning. The audience includes
anyone with an interest in online learning, whether they are
researchers, designers, instructors, or trainers. This book is
organised into several themes that are current and emerging in the
field of online learning, including student and instructor
supports, instructional approaches, current trends and emerging
technologies, reaching new audiences, and planning for the on-line
learning environment.
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