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Cover zur kostenlosen eBook-Leseprobe von »Emerging Technologies in Distance Education«

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Emerging Technologies in Distance Education

Veletsianos, George (Hrsg.) | Athabasca University Press | Issues in Distance Education


A one-stop knowledge resource, Emerging Technologies in Distance Education showcases the international work of research scholars and innovative distance education practitioners who use emerging interactive technologies for teaching and learning at a distance.

This widely anticipated book harnesses the dispersed knowledge of international experts who highlight pedagogical, organizational, cultural, social, and economic factors that influence the adoption and integration of emerging technologies in distance education. Emerging Technologies in Distance Education provides expert advice on how educators can launch effective and engaging distance education initiatives in response to technological advancements, changing mindsets, and economic and organizational pressures. The volume goes beyond the hype surrounding Web 2.0 technologies and highlights the important issues that researchers and educators need to consider to enhance educational practice.

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This book is a valuable resource for the distance education community, because it shows innovative examples of teaching with emerging technologies. Its strength is that it can be used by a variety of audiences, from instructors to instructional designers, in pieces or as a whole. It provides accessible examples of research and practice for educators and professionals within the field, as well as an entry-point for students and novice distance educators. Personally, I have found this book to useful in my role as a professor, as an instructional designer and as a student and I think that other educators in the field would also benefit from the information within.

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George Veletsianos is a professor in the School of Education and Technology at Royal Roads University and holds a Canada Research Chair in Innovative Learning and Technology. His research is dedicated to understanding the practices and experiences of learners, educators, and scholars in emerging online settings. His presentations, publications, and most recent thoughts on education can be found at www.veletsianos.com.

 
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Cover zur kostenlosen eBook-Leseprobe von »Mobile Learning«

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Mobile Learning

Ally, Mohamed (Hrsg.) | Athabasca University Press | Issues in Distance Education


This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology.

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Mohamed Ally is a Professor in the Centre for Distance Education at Athabasca University, where he teaches and researches the educational uses of mobile technology, mobile libraries, and workplace learning. Dr. Ally is on the boards of the International Federation of Training & Development Organizations and the International Association of Mobile Learning.

 
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Teaching in Blended Learning Environments

Athabasca University Press | Issues in Distance Education


Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes.

Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.

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Norman D. Vaughan is a professor in the Department of Education, Faculty of Teaching and Learning at Mount Royal University. He is the co-author with D. Randy Garrison of Blended Learning in Higher Education (Jossey-Bass, 2008).

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Martha Cleveland-Innes is professor and chair in the Center for Distance Education at Athabasca University and guest professor in the Department of Learning at the Royal Institute of Technology in Stockholm.

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D. Randy Garrison is a professor in the Faculty of Education at the University of Calgary. He has authored, co-authored, or edited nine books and over a hundred refereed articles/papers on the topics of teaching and learning in higher and online learning contexts.

 
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Cover zur kostenlosen eBook-Leseprobe von »A Designer's Log«

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A Designer's Log

Athabasca University Press | Issues in Distance Education


Books and articles on instructional design in online learning abound but rarely do we get such a comprehensive picture of what instructional designers do, how they do it, and the problems they solve as their university changes. Power documents the emergence of an adapted instructional design model for transforming courses from single-mode to dual-mode instruction, making this designer’s log a unique contribution to the field of online learning.

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Michael Power is Programs Director and Assistant Professor in Educational Technology at the Faculty of Education, Laval University in Quebec City, Canada. He is Deputy Director and researcher with the GEOIDE/NSERC-sponsored GeoEDUC3D project and researcher with the Inter-university Learning & Technology Research Center (CIRTA).

 
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Cover zur kostenlosen eBook-Leseprobe von »Accessible Elements«

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Accessible Elements

Kennepohl, DietmarShaw, Lawton (Hrsg.) | Athabasca University Press | Issues in Distance Education


Accessible Elements informs science educators about current practices in online and distance education: distance-delivered methods for laboratory coursework, the requisite administrative and institutional aspects of online and distance teaching, and the relevant educational theory. Delivery of university-level courses through online and distance education is a method of providing equal access to students seeking post-secondary education. Distance delivery offers practical alternatives to traditional on-campus education for students limited by barriers such as classroom scheduling, physical location, finances, or job and family commitments. The growing recognition and acceptance of distance education, coupled with the rapidly increasing demand for accessibility and flexible delivery of courses, has made distance education a viable and popular option for many people to meet their science educational goals.

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“It is thought provoking and challenging, and fills a gap for science teachers who wish to deepen their understanding and add to their repertoire of strategies.”

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"Kennepohl and Shaw are to be congratulated on bringing together accounts of new approaches to how we teach science at a distance. The possibilities that ICT provide have revolutionised the field, and this volume brings us up to date with what can be done."

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Dietmar Kennepohl, FCIC, is Associate Vice President Academic and Professor of Chemistry at Athabasca University.

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Lawton Shaw is Assistant Professor of Chemistry at Athabasca University.

 
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Cover zur kostenlosen eBook-Leseprobe von »Flexible Pedagogy, Flexible Practice«

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Flexible Pedagogy, Flexible Practice

Burge, ElizabethCampbell Gibson, ChèreGibson, Terry (Hrsg.) | Athabasca University Press | Issues in Distance Education


Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts toward flexibility. The collection in international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on a series of questions, including: What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail?

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"This is an important book for distance educators with an interest in international education and the challenges of distance delivery from a global experience. The significance of this compilation of essays is that it is the first step in a process to create a much needed dialogue on the issue of flexibility in education, with the intent of establishing standards for universal access to education."

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"In this excellently edited and stimulating book, targeted at all interested in post-secondary education, practitioners in the fields of flexible pedagogy and distance education across the globe share and critically reflect on experiences of flexibility grounded in the gritty reality of practice."

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"A refreshingly honest, hard-edged attempt to get to the heart of what flexibility really means for instructors, students, and administrators working in tertiary institutions. . . . Above all [the reader emerges] from these deeply contextual chapters, set in a diversity of geographical and cultural milieus, convinced of the importance of taking a situated view of flexibility as a counterweight to sloganeering. This book should be a must-read for university educators, researchers, administrators, managers, and policy makers."

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“Pulling no punches, these chapters tell stories about fearful and overworked faculty, turf wars, rigid bureaucracies, complicating technological infrastructures, staff and funding cuts, and slashed programs. But they also show us how high-quality courses and programs can be built through successful collaborations of people with a shared vision. . . . The editors are to be commended for organizing this eclectic selection of narratives and reflections into a coherent, extremely readable, and meticulously edited volume on the realities of flexibility in higher education.”

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Elizabeth (Liz) Burge is professor of adult education at the University of New Brunswick. She is a past president of the Canadian Association for Distance Education/Association canadienne de l'éducation à distance.

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Chère Campbell Gibson is professor emeritus of adult education at the University of Wisconsin–Madison. She established the Certificate of Professional Development in Distance Education and has served on numerous editorial boards.

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Terry Gibson is professor emeritus of adult education at the University of Wisconsin–Madison. His research has focused on instructional settings in the home, in the workplace, and at educational institutions.

 
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Cover zur kostenlosen eBook-Leseprobe von »Teaching Crowds«

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Teaching Crowds

Athabasca University Press | Issues in Distance Education


Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning.

In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.

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“Dron and Anderson offer a refreshing perspective on social media, while providing current examples that are positive, enriching, impactful, and educational. […] The authors provide excellent definitions and aids to situate their ideas. What is particularly impressive about their contribution to the discussion of social forms of learning is their emphasis on the educational value of social media and/or social software. […] The book is easy to read and provides valuable information to contextualize and counter the ongoing debates and discussions often grounded in fear that undercut the educational value of social media.”

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Jon Dron is associate professor in the School of Computing and Information Systems and a member of the Technology-Enhanced Knowledge Research Institute at Athabasca University. His current research concerns the social aspects of learning technologies, with an emphasis on methods and technologies that enable learners to help each other. He is the author of Control and Constraint in E-Learning: Choosing When to Choose.

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Terry Anderson is professor and researcher in the Technology-Enhanced Knowledge Research Centre at Athabasca University. His research interests focus on interaction and social media in educational contexts. He is the editor of The Theory and Practice of Online Learning, 2nd ed., winner of the 2009 Charles E. Wedemeyer Award.

 
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Cover zur kostenlosen eBook-Leseprobe von »Learning in Virtual Worlds«

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Learning in Virtual Worlds

Gregory, SueLee, Mark J.W.Dalgarno, BarneyTynan, Belinda (Hrsg.) | Athabasca University Press | Issues in Distance Education


Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool.

In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field.

Contributors include Paul M. Baker, Francesca Bertacchini, Leanne Cameron, Chris Campbell, Helen S. Farley, Laura Fedeli, Sue Gregory, Christopher Hardy, Bob Heller, Vicki Knox, Shailey Minocha, Jessica Pater, Margarita Pérez García, Mike Procter, Torsten Reiners, Paul Resta, Corbin Rose, Miri Shonfeld, Ann Smith, Layla F. Tabatabaie, Assunta Tavernise, Robert L. Todd, Steven Warburton, and Stephany F. Wilkes.

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Sue Gregory, associate professor and chair of research in the School of Education at the University of New England, Australia, lectures in ICT education, conducts research on the use of virtual worlds for learning and teaching, and leads the Australia and New Zealand Virtual Worlds Working Group.

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Mark J.W. Lee, adjunct senior lecturer with the School of Education at Charles Sturt University and immediate past editor-in-chief of MERLOT’s Journal of Online Learning and Teaching, has broad interests in learning sciences and technology, with a current focus on creative and playful pedagogies that transcend multiple spaces, temporalities, and/or modalities.

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Barney Dalgarno, Professor/Co-Director of the uImagine Digital Learning Innovation Laboratory at Charles Sturt University and co-lead editor of the Australasian Journal of Educational Technology, has received national and international recognition for his innovative research, teaching, and learning design using leading-edge technologies.

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Belinda Tynan, Pro Vice-Chancellor (Learning and Teaching) at The Open University in the United Kingdom, has held management positions at higher education institutions in four countries across three continents, and over the years has attracted considerable grant funding as well as been responsible for multiple, large-scale innovation projects.

 
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Cover zur kostenlosen eBook-Leseprobe von »Emergence and Innovation in Digital Learning«

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Emergence and Innovation in Digital Learning

Veletsianos, George (Hrsg.) | Athabasca University Press | Issues in Distance Education


Educational systems worldwide are facing an enormous shift as a result of sociocultural, political, economic, and technological changes. The technologies and practices that have developed over the last decade have been heralded as opportunities to transform both online and traditional education systems. While proponents of these new ideas often postulate that they have the potential to address the educational problems facing both students and institutions and that they could provide an opportunity to rethink the ways that education is organized and enacted, there is little evidence of emerging technologies and practices in use in online education. Because researchers and practitioners interested in these possibilities often reside in various disciplines and academic departments the sharing and dissemination of their work across often rigid boundaries is a formidable task.

Contributors to Emergence and Innovation in Digital Learning include individuals who are shaping the future of online learning with their innovative applications and investigations on the impact of issues such as openness, analytics, MOOCs, and social media. Building on work first published in Emerging Technologies in Distance Education, the contributors to this collection harness the dispersed knowledge in online education to provide a one-stop locale for work on emergent approaches in the field. Their conclusions will influence the adoption and success of these approaches to education and will enable researchers and practitioners to conceptualize, critique, and enhance their understanding of the foundations and applications of new technologies.

With contributions by Terry Anderson, R. S. Baker, Angela D. Benson, Amy Collier, Alec Couros, Michael Dowdy, Margaret Edwards, B. J. Eib, Cassidy Hall, Katia Hildebrant, P. S. Inventado, Royce Kimmons, Trey Martindale, Rolin Moe, Beth Perry, Jen Ross, Elizabeth Wellburn, and Andrew Whitworth.

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"A concise review of the state of the art."

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George Veletsianos is a professor in the School of Education and Technology at Royal Roads University and holds a Canada Research Chair in Innovative Learning and Technology. His research is dedicated to understanding the practices and experiences of learners, educators, and scholars in emerging online settings. His presentations, publications, and most recent thoughts on education can be found at www.veletsianos.com.

 
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An Online Doctorate for Researching Professionals

Athabasca University Press | Issues in Distance Education


The interest in and demand for online terminal degress across disciplines by professionals wishing to conduct research and fulfill doctoral degree requirements at a distance is only increasing. But what these programs look like, how they are implemented, and how they might be evaluated are the questions that challenge administrators and pedagogues alike. This book presents a model for a doctoral program that bridges theory, research, and practice and is offered completely or largely online. In their described program model, Kumar and Dawson enable researching professionals to build an online communtiy of inquiry, engage in critical discourse within and across disciplines, learn from and with experts and peers, and generate new knowledge.

Their program design is grounded in the theoretical and research foundations of online, adult, and doctoral education, curriculum design and community-building, implementation and evaluation. The authors, who draw on their experience of implementing a similar program at the University of Florida, not only share data collected from students and faculty members but also reflect on lessons learned working on the program in diverse educational contexts. An important guide for program leaders who wish to develop and sustain an online professional doctorate, An Online Doctorate for Researching Professionals will also be a valuable resource for higher education professionals seeking to include e-learning components in existing on-campus doctoral programs.

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"An evidence-based response to an emerging international trend: the growth of new professional doctorates."

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"I highly recommend this book to any person or institution considering implementing an online EdD program or an online component in an on-campus EdD program. [...] An informative book filled with rich examples directly from the experience of the authors."

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Swapna Kumar is clinical associate professor at the School of Teaching and Learning, University of Flordia. She directs the online doctorate in educational technology that forms the basis of this book.

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Kara Dawson is professor of educational technology in the School of Teaching and Learning at the University of Florida and holds the Irvin and Rose Fien Scholarship in the College of Education. She researches how technology can meet the needs of everyone.

 
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