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This book provides theoretical and empirical discussions around the
impact of MOOCs and other pedagogical strategies for online
learning in international contexts. Through discussions of inverse
blended learning and other teaching and learning approaches, Part I
navigates the pressing conceptual issues around global online
education. By analyzing the Malaysia MOOC Initiative-the first
governmental MOOC project in the world-Part II offers insight into
the developmental strategies, learning design, and integrative
approaches of these pioneering efforts. Edited by leading scholars
in the field of globalized online learning, this volume offers a
valuable contribution to research around collaborative initiatives
between governments and universities, especially ones dedicated to
open and distance education.
This book provides theoretical and empirical discussions around the
impact of MOOCs and other pedagogical strategies for online
learning in international contexts. Through discussions of inverse
blended learning and other teaching and learning approaches, Part I
navigates the pressing conceptual issues around global online
education. By analyzing the Malaysia MOOC Initiative-the first
governmental MOOC project in the world-Part II offers insight into
the developmental strategies, learning design, and integrative
approaches of these pioneering efforts. Edited by leading scholars
in the field of globalized online learning, this volume offers a
valuable contribution to research around collaborative initiatives
between governments and universities, especially ones dedicated to
open and distance education.
This book explores the technologies that can be used in curricula
to make education "smarter" and more adaptive in order to better
meet the needs of today's learners. The main emphasis is based on
the theory and best practices of incorporating emerging
technologies into curricula so as to educate learners in the 21st
century. The book provides valuable insights into the future of
education and examines which pedagogies are most suitable for
integrating emerging technologies. It will help educators and
stakeholders design and implement curricula that effectively
prepare learners for the challenges of tomorrow.
This book explores the latest trends and technologies in the field
of mobile and ubiquitous learning. It highlights best practices in
technology-enhanced learning, and explores how new technologies
such as mobile, augmented and wearable technologies are shaping
instructional design strategies and the content curriculum
development process. The book consists of approximately 20
chapters, written by international experts in the field of mobile
and ubiquitous learning. The authors hail from Austria, Brazil,
Canada, China, Greece, India, Malaysia, Mauritius, Saudi Arabia,
Spain, Sweden, and the United Kingdom. Topics covered include but
are not limited to: Use of social media in mobile learning,
Contexts of learning and challenges of mobility: Designing for
formal, informal, and non-formal learning, Mobile virtual reality:
a promising technology to change the way we learn and teach, Mobile
applications for encyclopedias, Ethical considerations in the
incorporation of mobile and ubiquitous technologies into teaching
and learning, Use of augmented reality in mobile learning for
students with disabilities, Using wearable technology to support
transfer of expertise, and Core technologies in mobile learning.
Providing valuable insights on the future of education and the
upcoming pedagogies that will be applied in traditional, distance
and blended learning, the book offers educators and stakeholders
essential guidance in making innovations for the new generations of
learners in the 21st century.
This book explores the latest trends and technologies in the field
of mobile and ubiquitous learning. It highlights best practices in
technology-enhanced learning, and explores how new technologies
such as mobile, augmented and wearable technologies are shaping
instructional design strategies and the content curriculum
development process. The book consists of approximately 20
chapters, written by international experts in the field of mobile
and ubiquitous learning. The authors hail from Austria, Brazil,
Canada, China, Greece, India, Malaysia, Mauritius, Saudi Arabia,
Spain, Sweden, and the United Kingdom. Topics covered include but
are not limited to: Use of social media in mobile learning,
Contexts of learning and challenges of mobility: Designing for
formal, informal, and non-formal learning, Mobile virtual reality:
a promising technology to change the way we learn and teach, Mobile
applications for encyclopedias, Ethical considerations in the
incorporation of mobile and ubiquitous technologies into teaching
and learning, Use of augmented reality in mobile learning for
students with disabilities, Using wearable technology to support
transfer of expertise, and Core technologies in mobile learning.
Providing valuable insights on the future of education and the
upcoming pedagogies that will be applied in traditional, distance
and blended learning, the book offers educators and stakeholders
essential guidance in making innovations for the new generations of
learners in the 21st century.
The International Handbook of e-Learning, Volume 2 provides a
comprehensive compendium of implementation and practice in all
aspects of e-learning, one of the most significant ongoing global
developments in the entire field of education. Covering the
integration, challenges, implications, and context-appropriate use
of open education networks, blended learning, mobile technologies,
social media, and other platforms in a variety of unique
international settings, these thirty contributions illustrate the
wide-ranging applications and solutions made possible by this
rapidly growing new paradigm. Case studies are driven by empirical
research and attention to cultural specificity, while future
research needs are discussed in relation to both confirmed practice
and recent changes in the field. The book will be of interest to
anyone seeking to create and sustain meaningful, supportive
learning environments within today's anytime, anywhere framework,
from teachers, administrators, and policy makers to corporate and
government trainers.
The International Handbook of e-Learning, Volume 1 provides a
comprehensive compendium of research and theory in all aspects of
e-learning, one of the most significant ongoing global developments
in the entire field of education. Covering history, design models,
instructional strategies, best practices, competencies, evaluation,
assessment, and more, these twenty-seven contributions tackle the
tremendous potential and flexibility inherent to this rapidly
growing new paradigm. Past and present empirical research frames
each chapter, while future research needs are discussed in relation
to both confirmed practice and recent changes in the field. The
book will be of interest to anyone seeking to create and sustain
meaningful, supportive learning environments within today's
anytime, anywhere framework, from teachers, administrators, and
policy makers to corporate and government trainers.
Countries in the Arab Gulf are currently experiencing some of the
fastest rates of growth and progress in the world. Transforming
Education in the Gulf Region argues that education systems in these
countries need to use innovative pedagogies and best practices in
teaching and learning to educate all citizens so that they obtain
the knowledge and skills to be productive members of society. This
book will contribute to the transformation of education in the Gulf
countries by suggesting best practices, research outcomes and case
studies from experts in the Gulf region. It has become increasingly
evident in recent years that Gulf countries need to use emerging
learning technologies to cater for the needs of learners and to
provide maximum flexibility in learning. There is also a growing
practical need to use electronic technologies, since learning
materials are more widely available in electronic formats than in
paper-based formats. This book focuses on the role of emerging
technologies and innovative pedagogies in transforming education in
six Gulf countries in the region (Saudi Arabia, United Arab
Emirates, Kuwait, Qatar, Oman and Bahrain). With contributions from
experts around the world, the book argues that the time is right
for Arab Gulf countries to make the transition to electronic
learning and that they need to implement the outcomes of research
and adopt best practices to transform and revolutionize education
to prepare learners in the Gulf region for the 21st Century. The
book should be of interest to academics and students in the areas
of higher education, learning technologies, education policy and
education reform. It should also be of interest to educators and
policymakers in the Gulf region.
Countries in the Arab Gulf are currently experiencing some of the
fastest rates of growth and progress in the world. Transforming
Education in the Gulf Region argues that education systems in these
countries need to use innovative pedagogies and best practices in
teaching and learning to educate all citizens so that they obtain
the knowledge and skills to be productive members of society. This
book will contribute to the transformation of education in the Gulf
countries by suggesting best practices, research outcomes and case
studies from experts in the Gulf region. It has become increasingly
evident in recent years that Gulf countries need to use emerging
learning technologies to cater for the needs of learners and to
provide maximum flexibility in learning. There is also a growing
practical need to use electronic technologies, since learning
materials are more widely available in electronic formats than in
paper-based formats. This book focuses on the role of emerging
technologies and innovative pedagogies in transforming education in
six Gulf countries in the region (Saudi Arabia, United Arab
Emirates, Kuwait, Qatar, Oman and Bahrain). With contributions from
experts around the world, the book argues that the time is right
for Arab Gulf countries to make the transition to electronic
learning and that they need to implement the outcomes of research
and adopt best practices to transform and revolutionize education
to prepare learners in the Gulf region for the 21st Century. The
book should be of interest to academics and students in the areas
of higher education, learning technologies, education policy and
education reform. It should also be of interest to educators and
policymakers in the Gulf region.
The International Handbook of e-Learning, Volume 2 provides a
comprehensive compendium of implementation and practice in all
aspects of e-learning, one of the most significant ongoing global
developments in the entire field of education. Covering the
integration, challenges, implications, and context-appropriate use
of open education networks, blended learning, mobile technologies,
social media, and other platforms in a variety of unique
international settings, these thirty contributions illustrate the
wide-ranging applications and solutions made possible by this
rapidly growing new paradigm. Case studies are driven by empirical
research and attention to cultural specificity, while future
research needs are discussed in relation to both confirmed practice
and recent changes in the field. The book will be of interest to
anyone seeking to create and sustain meaningful, supportive
learning environments within today's anytime, anywhere framework,
from teachers, administrators, and policy makers to corporate and
government trainers.
The International Handbook of e-Learning, Volume 1 provides a
comprehensive compendium of research and theory in all aspects of
e-learning, one of the most significant ongoing global developments
in the entire field of education. Covering history, design models,
instructional strategies, best practices, competencies, evaluation,
assessment, and more, these twenty-seven contributions tackle the
tremendous potential and flexibility inherent to this rapidly
growing new paradigm. Past and present empirical research frames
each chapter, while future research needs are discussed in relation
to both confirmed practice and recent changes in the field. The
book will be of interest to anyone seeking to create and sustain
meaningful, supportive learning environments within today's
anytime, anywhere framework, from teachers, administrators, and
policy makers to corporate and government trainers.
This collection is for anyone interested in the use of
mobiletechnology for various distance learning applications.
Readers willdiscover how to design learning materials for delivery
on mobiletechnology and become familiar with the best practices of
othereducators, trainers, and researchers in the field, as well as
the mostrecent initiatives in mobile learning research. Businesses
andgovernments can learn how to deliver timely information to staff
usingmobile devices. Professors can use this book as a textbook for
courseson distance education, mobile learning, and educational
technology.
This book explores the technologies that can be used in curricula
to make education "smarter" and more adaptive in order to better
meet the needs of today's learners. The main emphasis is based on
the theory and best practices of incorporating emerging
technologies into curricula so as to educate learners in the 21st
century. The book provides valuable insights into the future of
education and examines which pedagogies are most suitable for
integrating emerging technologies. It will help educators and
stakeholders design and implement curricula that effectively
prepare learners for the challenges of tomorrow.
This title draws together international authorities to explore the
variety of work that libraries are doing across the world to
deliver resources to users via mobile and hand-held devices. Based
on the proceedings of the Third International M-Libraries
Conference held in Brisbane in May 2011, this draws together
cutting-edge international contributions from the leading
authorities in the field. The main strands of discussion include: *
mobile services and their development * mobile users, their
behaviour and requirements * emerging technical developments
including new platforms, devices and applications * strategy and
infrastructure developments at national level * reflections and
feedback on new service models * local innovation. Readership:
Information professionals in all sectors, policy makers,
researchers, developers, publishers, suppliers, LIS students and
new professionals.
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