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The book aims to provide an archival forum for researchers,
academics, practitioners, and industry professionals interested
and/or engaged in the reform of the ways of teaching and learning
through advancing current learning environments towards smart
learning environments. It facilitates opportunities for discussions
and constructive dialogue among various stakeholders on the
limitations of existing learning environments, need for reform,
innovative uses of emerging pedagogical approaches and
technologies, and sharing and promotion of best practices, leading
to the evolution, design and implementation of smart learning
environments. The focus of the contributions in this book is on the
interplay of pedagogy, technology and their fusion towards the
advancement of smart learning environments. Various components of
this interplay include but are not limited to: Pedagogy: learning
paradigms, assessment paradigms, social factors, policy;
Technology: emerging technologies, innovative uses of mature
technologies, adoption, usability, standards, and emerging/new
technological paradigms (open educational resources, cloud
computing, etc.); Fusion of pedagogy and technology: transformation
of curriculum, transformation of teaching behavior, transformation
of administration, best practices of infusion, piloting of new
ideas.
This book focuses on the emerging phenomenon of Massive Open Online
Courses (MOOCs), which are changing the fundamental underpinning of
educational systems worldwide and forcing educators and other
stakeholders to re-think the way instruction is currently
conducted. It examines the origins of MOOCs within the context of
the open education movement, and reviews current policies,
guidelines and initiatives to promote the use of ICT in education
through the development and use of open educational resources from
international practices, including implementation and licensing
issues. With a particular focus on new trends in MOOCs, the book
explores the potential of this emerging paradigm, its rise and its
impact on openness in education. Various new initiatives are also
presented, including more global examples and those that are more
geared to certain regional contexts. The book is intended as a
stepping stone for both researchers and practitioners who are
looking to approach MOOCs from a holistic perspective.
The book aims to provide an archival forum for researchers,
academics, practitioners, and industry professionals interested
and/or engaged in the reform of the ways of teaching and learning
through advancing current learning environments towards smart
learning environments. It facilitates opportunities for discussions
and constructive dialogue among various stakeholders on the
limitations of existing learning environments, need for reform,
innovative uses of emerging pedagogical approaches and
technologies, and sharing and promotion of best practices, leading
to the evolution, design and implementation of smart learning
environments. The focus of the contributions in this book is on the
interplay of pedagogy, technology and their fusion towards the
advancement of smart learning environments. Various components of
this interplay include but are not limited to: Pedagogy: learning
paradigms, assessment paradigms, social factors, policy;
Technology: emerging technologies, innovative uses of mature
technologies, adoption, usability, standards, and emerging/new
technological paradigms (open educational resources, cloud
computing, etc.); Fusion of pedagogy and technology: transformation
of curriculum, transformation of teaching behavior, transformation
of administration, best practices of infusion, piloting of new
ideas.
This book focuses on the emerging phenomenon of Massive Open Online
Courses (MOOCs), which are changing the fundamental underpinning of
educational systems worldwide and forcing educators and other
stakeholders to re-think the way instruction is currently
conducted. It examines the origins of MOOCs within the context of
the open education movement, and reviews current policies,
guidelines and initiatives to promote the use of ICT in education
through the development and use of open educational resources from
international practices, including implementation and licensing
issues. With a particular focus on new trends in MOOCs, the book
explores the potential of this emerging paradigm, its rise and its
impact on openness in education. Various new initiatives are also
presented, including more global examples and those that are more
geared to certain regional contexts. The book is intended as a
stepping stone for both researchers and practitioners who are
looking to approach MOOCs from a holistic perspective.
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