Information and Communications Technology (ICT) has proved to be one of the key drivers of change in education. In higher education particularly, ICT is enabling educators, educational developers and institutions to 'reach out' to learners, using innovative approaches based on the flexibility, accessibility and diversity that it offers.
This book is based on the experiences of expert educational developers from the UK, United States, Canada, South Africa and Malaysia. It considers the ways in which ICT can be used to enhance learning both on and off campus, and how educators and institutions have tackled the issues associated with the adoption of new approaches and technologies. However, as the development of new technology is relentless, the book recognizes that ICT is not a panacea in itself -- good teaching remains crucial to good education. With this in mind, the contributors address issues beyond 'technology', looking at the importance of teaching and at the skills of teachers themselves if ICT is to be truly successful. Coverage is grouped into four key themes:
*strategic issues for ICT initiatives
*introducing ICT into the classroom
*using ICT in practice
*using ICT in learning and educational support
International in scope, and written by educators and educational developers rather than by technologists, this book is intended to be accessible to anyone with a critical interest in improving education through the use of ICT. It will be of particular interest to staff and educational developers, ICT coordinators, course leaders and course developers.

This text looks at the problems of teaching HE students whose main interest and discipline lies elsewhere. Contributors describe strategies they have developed to inspire students and case studies are used to transfer key ideas to other teachers.

This text addresses both the issues and practicalities of key skills in higher education. It discusses the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should (or should not) be introduced. Case study material is included.

As universities increasingly offer courses that break the confines of a single subject area, more students are enrolling on interdisciplinary programmes within multidisciplinary departments. Teaching and learning within interdisciplinary study requires new approaches, including an understanding of the critical perspectives and frameworks and the rearranging of intellectual and professional boundaries.

Interdisciplinary Learning and Teaching in Higher Education explores the issues and tensions provoked by interdisciplinary learning, offering helpful information for:

• Staff development
• Distance learning
• Mass communication courses
• Interdisciplinary science courses

Grounded in thorough research, this collection is the first of its kind to provide practical advice and guidance from around the world, improving the quality of teaching and learning in interdisciplinary programmes.

Higher education institutions are becoming increasingly reliant on ICT for providing enhanced teaching and learning, and lecturers are adopting new methods of working and ways of teaching with technology all the time. However, without structure and commitment, these changes may not be bringing out the best that ICT has to offer.

Providing a wide-ranging account of the quality issues surrounding the use of ICT in higher education, this book develops useful advice and guidance on key areas including:

* devising an institution-wide strategy
* developing course materials
* providing distance and e-learning courses
* using ICT-assisted assessment
* adopting professional support processes.

With authoritative and practical contributions from leading experts in the field, this book will be a valuable addition to the shelves of all those involved in using ICT in higher education - managers, lecturers or education developers.

Higher education institutions are becoming increasingly reliant on ICT for providing enhanced teaching and learning, and lecturers are adopting new methods of working and ways of teaching with technology all the time. However, without structure and commitment, these changes may not be bringing out the best that ICT has to offer.

Providing a wide-ranging account of the quality issues surrounding the use of ICT in higher education, this book develops useful advice and guidance on key areas including:

* devising an institution-wide strategy
* developing course materials
* providing distance and e-learning courses
* using ICT-assisted assessment
* adopting professional support processes.

With authoritative and practical contributions from leading experts in the field, this book will be a valuable addition to the shelves of all those involved in using ICT in higher education - managers, lecturers or education developers.

This text addresses both the issues and practicalities of key skills in higher education. It discusses the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should (or should not) be introduced. Case study material is included.

Media coverage has highlighted controversies involving the European Community regulations in matters related to food law: the fat content in British ice-cream, the purity of beer in Germany, or the export of French liquor. The establishment of a single European market is set to overhaul trading standards and regulations yet further. The food and drink sector faces a major challenge in adapting to this new market, standing up to competition and exploiting new opportunities. Those involved in the business, as well as those public officials concerned with maintaining standards, are presented with a complex array of new regulations to comply with. This volume explains the role of European Community policy in this area, and what it means for those involved in business and the public sector. Key EC policy documents are summarised, and a full listing is given of all the relevant official material. This volume thus guides the reader through the new `Euro-maze'.

Information and Communications Technology (ICT) has proved to be one of the key drivers of change in education. In higher education particularly, ICT is enabling educators, educational developers and institutions to 'reach out' to learners, using innovative approaches based on the flexibility, accessibility and diversity that it offers.This book is based on the experiences of expert educational developers from the UK, United States, Canada, South Africa and Malaysia. It considers the ways in which ICT can be used to enhance learning both on and off campus, and how educators and institutions have tackled the issues associated with the adoption of new approaches and technologies. However, as the development of new technology is relentless, the book recognizes that ICT is not a panacea in itself -- good teaching remains crucial to good education. With this in mind, the contributors address issues beyond 'technology', looking at the importance of teaching and at the skills of teachers themselves if ICT is to be truly successful. Coverage is grouped into four key themes:strategic issues for ICT initiativesintroducing ICT into the classroomusing ICT in practiceusing ICT in learning and educational supportInternational in scope, and written by educators and educational developers rather than by technologists, this book is intended to be accessible to anyone with a critical interest in improving education through the use of ICT. It will be of particular interest to staff and educational developers, ICT coordinators, course leaders and course developers.

Media coverage has highlighted controversies involving the European Community regulations in matters related to food law: the fat content in British ice-cream, the purity of beer in Germany, or the export of French liquor. The establishment of a single European market is set to overhaul trading standards and regulations yet further. The food and drink sector faces a major challenge in adapting to this new market, standing up to competition and exploiting new opportunities. Those involved in the business, as well as those public officials concerned with maintaining standards, are presented with a complex array of new regulations to comply with. This volume explains the role of European Community policy in this area, and what it means for those involved in business and the public sector. Key EC policy documents are summarised, and a full listing is given of all the relevant official material. This volume thus guides the reader through the new Euro-maze'.

This text looks at the problems of teaching students in HE whose main interest and discipline lies elsewhere. The book brings together an international collection of case studies from North America, Australia, New Zealand and the UK in which practising university teachers describe strategies which they have adopted to inspire their students.;Each case study is presented in a way which enables the transfer of key ideas to other teachers, regardless of their subject discipline. The editors provide an introduction to the book and review the lessons to be learnt from the case studies.

As universities increasingly offer courses that break the confines of a single subject area, more students are enrolling on interdisciplinary programmes within multidisciplinary departments. Teaching and learning within interdisciplinary study requires new approaches, including an understanding of the critical perspectives and frameworks and the rearranging of intellectual and professional boundaries.

Interdisciplinary Learning and Teaching in Higher Education explores the issues and tensions provoked by interdisciplinary learning, offering helpful information for:

• Staff development
• Distance learning
• Mass communication courses
• Interdisciplinary science courses

Grounded in thorough research, this collection is the first of its kind to provide practical advice and guidance from around the world, improving the quality of teaching and learning in interdisciplinary programmes.