This highly topical book charts how the tools of technology are altering the ways in which education is being delivered and received. It looks at the huge impact of the World Wide Web on current educational practice and what this means for the students and teachers involved. It also covers the other new technologies that support the delivery of what is now truly global education.
Divided into three clear sections, Globalising Education adopts a systematic and thoroughly researched approach to this exciting topic. The three sections examine:
* how global education is actually delivered in practice
* case studies which investigate current developments and applications in the USA, Europe, the UK and Australia
* conclusions drawn from the general issues covered, as well as an overview of what is happening now and what we might expect to happen in the future.
This book looks at current developments in detail. It is essential reading for all those involved in education - whether as a teacher, student or interested onlooker.

eBook available with sample pages: HB:0415186870

This highly topical book charts how the tools of technology are altering the ways in which education is being delivered and received. It looks at the huge impact of the World Wide Web on current educational practice and what this means for the students and teachers involved. It also covers the other new technologies that support the delivery of what is now truly global education. Divided into three clear sections, Globalising Education adopts a systematic and thoroughly researched approach to this exciting topic. The three sections examine: * how global education is actually delivered in practice * case studies which investigate current developments and applications in the USA, Europe, the UK and Australia * conclusions drawn from the general issues covered, as well as an overview of what is happening now and what we might expect to happen in the future. This book looks at current developments in detail. It is essential reading for all those involved in education - whether as a teacher, student or interested onlooker.

Student engagement with digital learning resources and online social networking are strong forces in education today. How can these resources best be utilized by educators and course designers in higher education? This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through highlighting the most relevant, interesting, and challenging aspects of e-learning the book provides practical advice for using social networking tools in course design. This volume covers the following issues of course design using social networking: key issues of social networking as an educational technique designing for a distributed environment strengths and weaknesses of delivering content in various formats: text, audio and video specific media: blogging, wikis, podcasting, webcasting constraints on course design implementation, evaluation, induction and training Illustrated by short descriptive case studies, it also highlights contact addresses, websites, and further reading to help readers find resources and enhance their design. This practical guide will help all those involved in the design and delivery of online learning in higher education make the best choices when preparing courses for distributed learning. Robin Mason is Professor of Educational Technology at the Open University where she is a specialist in the design and practice of online teaching and learning. Frank Rennie is Professor of Sustainable Rural Development at the UHI Millennium Institute in the Highlands and Islands of Scotland. Please visit the authors' wiki at: www.socialnetworking.wetpaint.com

E-portfolios are a valuable learning and assessment tool. They can serve as an administrative tool to manage and organise work, to present course assignments and act as the medium for learners to record their learning goals, outcomes and achievements. They encourage personal reflection and involve the exchange of ideas and feedback.

Using technology in this way supports students' abilities in using and exploiting technology for professional and personal purposes, enabling any time, any place learning and peer learning and facilitating the provision of tutor feedback.

e-Portfolios is a comprehensive, practical guide for lecturers and staff developers who need to know more about the development of purposeful e-portfolios for supporting students in reflecting on their learning.

E-portfolios are a valuable learning and assessment tool. They can serve as an administrative tool to manage and organise work, to present course assignments and act as the medium for learners to record their learning goals, outcomes and achievements. They encourage personal reflection and involve the exchange of ideas and feedback.

Using technology in this way supports students' abilities in using and exploiting technology for professional and personal purposes, enabling any time, any place learning and peer learning and facilitating the provision of tutor feedback.

e-Portfolios is a comprehensive, practical guide for lecturers and staff developers who need to know more about the development of purposeful e-portfolios for supporting students in reflecting on their learning.

Student engagement with digital learning resources and online social networking are strong forces in education today. How can these resources best be utilized by educators and course designers in higher education? This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through highlighting the most relevant, interesting, and challenging aspects of e-learning the book provides practical advice for using social networking tools in course design. This volume covers the following issues of course design using social networking: key issues of social networking as an educational technique designing for a distributed environment strengths and weaknesses of delivering content in various formats: text, audio and video specific media: blogging, wikis, podcasting, webcasting constraints on course design implementation, evaluation, induction and training Illustrated by short descriptive case studies, it also highlights contact addresses, websites, and further reading to help readers find resources and enhance their design. This practical guide will help all those involved in the design and delivery of online learning in higher education make the best choices when preparing courses for distributed learning. Robin Mason is Professor of Educational Technology at the Open University where she is a specialist in the design and practice of online teaching and learning. Frank Rennie is Professor of Sustainable Rural Development at the UHI Millennium Institute in the Highlands and Islands of Scotland. Please visit the authors' wiki at: www.socialnetworking.wetpaint.com

There is a misty-eyed vision of Bhutan which has popularized it as 'the last Shangri-la', the hidden Himalayan jewel, the travel destination of celebrities and unique-experience-hunters. We are not entirely comfortable with this image. Bhutan has undoubtedly become the focus of considerable media attention in the last few years. Articles appear regularly on its substitution of happiness for money as the indicator of the country's wealth. Television programs, books, visits by personalities - all have served to bring Bhutan to global awareness. This attention only serves to increase pressure on the culture to become like any other. How has Bhutan resisted the impact of globalisation which has had such a homogenizing affect on most other countries in the world? A practice, until recently, of self-imposed isolation from the rest of the world, the Buddhist tradition, and the lack of any successful foreign invader have combined to produce a living culture that is as unique as it is fragile. This fragility suggested the need to document a context that seemed on the verge of change. Our second visit in 2008 confirmed our sense of immanent change, as we could see for ourselves the ways in which 'international culture' was beginning to appear: the first escalator in the country, widening the main road from single track to dual carriageway, the first democratic election, the availability of satellite television, and internet expansion...Nevertheless, we continue to feel that in Bhutan there is a different 'way of knowing.' We have worked with staff at the University to try to capture something of this in three different forms: / chapters written by Bhutanese individuals about the culture, landscape, education and folklore / extracts from interviews with university staff and associates to draw out particular characteristics of Bhutan which would be of interest to Western readers / photographs of Bhutan which provide a different 'view' of the country to complement the text. The subject matter has been chosen by Bhutanese staff at the Royal University of Bhutan as an expression of their understanding of their own land. There are conventional travel books about Bhutan available and we have not attempted to contribute to this literature. Bhutan: Ways of Knowing is a book which reflects Bhutanese understanding of their country. We hope that you will find these contributions as interesting and thought-provoking as we do, and that you, too, will find a different way of knowing about Bhutan.

There is a misty-eyed vision of Bhutan which has popularized it as 'the last Shangri-la', the hidden Himalayan jewel, the travel destination of celebrities and unique-experience-hunters. We are not entirely comfortable with this image. Bhutan has undoubtedly become the focus of considerable media attention in the last few years. Articles appear regularly on its substitution of happiness for money as the indicator of the country's wealth. Television programs, books, visits by personalities - all have served to bring Bhutan to global awareness. This attention only serves to increase pressure on the culture to become like any other. How has Bhutan resisted the impact of globalisation which has had such a homogenizing affect on most other countries in the world? A practice, until recently, of self-imposed isolation from the rest of the world, the Buddhist tradition, and the lack of any successful foreign invader have combined to produce a living culture that is as unique as it is fragile. This fragility suggested the need to document a context that seemed on the verge of change. Our second visit in 2008 confirmed our sense of immanent change, as we could see for ourselves the ways in which 'international culture' was beginning to appear: the first escalator in the country, widening the main road from single track to dual carriageway, the first democratic election, the availability of satellite television, and internet expansion...Nevertheless, we continue to feel that in Bhutan there is a different 'way of knowing.' We have worked with staff at the University to try to capture something of this in three different forms: / chapters written by Bhutanese individuals about the culture, landscape, education and folklore / extracts from interviews with university staff and associates to draw out particular characteristics of Bhutan which would be of interest to Western readers / photographs of Bhutan which provide a different 'view' of the country to complement the text. The subject matter has been chosen by Bhutanese staff at the Royal University of Bhutan as an expression of their understanding of their own land. There are conventional travel books about Bhutan available and we have not attempted to contribute to this literature. Bhutan: Ways of Knowing is a book which reflects Bhutanese understanding of their country. We hope that you will find these contributions as interesting and thought-provoking as we do, and that you, too, will find a different way of knowing about Bhutan.

This book makes the case that the changes brought about by the connectivity of the Internet have so transformed the nature of post secondary learning that we need to view it differently. Both the content and the processes of learning have been profoundly altered because of the accessibility of information and the multi-way interactivity provided by the Internet. We call this new phenomenon 'the Connecticon' - which encompasses the paradigm created by the infrastructure, the content, the multiple connection devices of the Web, as well as by the hyper-interactivity of the connected generation for whom attention is the new ourrency. It is the aim of this book to identify and document the Connecticon - its nature, its impact and its implications. We will do this in the broad domain of learning, though a similar study could be carried out in commercial, social or political fields.

This book makes the case that the changes brought about by the connectivity of the Internet have so transformed the nature of post secondary learning that we need to view it differently. Both the content and the processes of learning have been profoundly altered because of the accessibility of information and the multi-way interactivity provided by the Internet. We call this new phenomenon 'the Connecticon' - which encompasses the paradigm created by the infrastructure, the content, the multiple connection devices of the Web, as well as by the hyper-interactivity of the connected generation for whom attention is the new ourrency. It is the aim of this book to identify and document the Connecticon - its nature, its impact and its implications. We will do this in the broad domain of learning, though a similar study could be carried out in commercial, social or political fields.

ISDN presents a new challenge for educators and trainers. This book provides an introduction to the technology for educators interested firstly in whether to use it and secondly in how to use it. The first three chapters discuss practical, educational and strategic issues related to these two questions. The following ten chapters provide case studies of education and training uses of ISDN technologies in Europe, the US and Australia. These involve videoconferencing, audiographics, desktop conferencing and image banks. The book concludes with a large glossary of explanatory material.

The social, political and technological implications of the information revolution are the focus of this textbook. It explores the major social and technological issues surrounding the introduction of information technology (IT) into everyday life; presents historical and comparative perspectives on the social and technological processes involved in the uses of, control of and access to IT; and critically examines the assumptions underpinning technological development. Divided into five sections, each with a detailed introduction, the book provides a comprehensive overview of information technology, and its implications for all of us. Contributors place the debates around IT in an international context, illustrating the importance of social values as well as government policy. Information Technology and Society is a Course Reader for the new Open University Course THD204 Information Technology and Society.