{"title":"Open learning, distance education Books","description":"","products":[{"product_id":"the-distance-learning-playbook-grades-k12-9781071828922","title":"The Distance Learning Playbook Grades K12","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp style=\"margin:\"\u003e \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eEffective teaching is effective teaching, no matter where it occurs\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThe pandemic teaching of mid-2020 was not really distance learning, but rather\u003cem\u003ecrisis\u003c\/em\u003eteaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intentusing what works\u003cem\u003ebest\u003c\/em\u003eto accelerate students' learning\u003cspan\u003eall the while maintaining an indelible focus on equity.\u003c\/span\u003e\u003c\/p\u003e\u003cp\u003eHarnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie,\u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003eapplies the wisdom and evidence of VISIBLE LEARNING research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensiveplaybook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eI love this book! It provides practical information to support \u003cem\u003eall \u003c\/em\u003eour teachers as they shift all or some of their instruction to distance learning. It is the best of what Doug Fisher and Nancy Frey have to teach us about great instruction, all packaged up in a hands-on tool to guide teachers as they plan for the upcoming year. From teacher self-care to feedback, assessment and grading, it’s all addressed here. It’s right on time and it will be a foundational tool to help shape our instructional focus at my school this year. \u003c\/p\u003e -- Jennifer Carr\u003cbr\u003e\u003cp\u003eAs we charter the unfamiliar territory of a blended learning platform, we turn to the experts who have gone before us. Douglas Fisher, Nancy Frey, and John Hattie remind us that the focus is not technology, learning management systems, or devices, but the focus remains student learning. This book serves as a safe haven, as it reminds us what effective teaching and learning entail, and it rewraps it around a digital learning framework. Whether districts are familiar with distance learning, or if they are starting from ground zero, \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e is the place to start.  \u003c\/p\u003e -- Melanie Spence\u003cbr\u003e\u003cp\u003eEchoing through the pages of this timely book is the message: \u003cem\u003eEffective teaching is effective teaching, no matter where it occurs. \u003c\/em\u003eTeacher voices and classroom examples animate core principles of research-based teaching and learning, enabling the reader to visualize practices in both face-to-face and online learning environments. Multiple self-assessments and templates for reflection support reader interaction with the content. The authors connect Visible Learning and informed teacher decision-making to all facets of effective lesson design and delivery, and address the important issues of equity and inclusiveness; learner self-regulation and driving of their own learning; and use of formative evaluation and feedback to move learning forward. A must-read book!\u003c\/p\u003e -- Jackie Acree Walsh\u003cbr\u003e\u003cp\u003eWe are in a place in history where we desperately need answers to questions that will determine the future of our nation′s most precious possession -- our children. \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e is an incredible resource with a wealth of practical support for teachers and administrators, and it will fill a huge information gap that many schools are experiencing in educating students in a virtual setting. Very practical, easy-to-use samples about how to start and end a class, the social-emotional support needed, and setting up norms to develop a safe culture for students to learn at high levels. This is a must-have for educators at all levels -- district leaders, principals, coaches and teachers in the 21st century and beyond. This resource is ideal for schools that are looking for answers to a whole-child approach to virtual education.\u003c\/p\u003e -- Dr. Charles Newman\u003cbr\u003e\u003cp\u003eThe year 2020 will be forever etched as the Era of Distance Learning. The COVID-19 pandemic has caused cascading changes that have shifted our educational institutions. This concerted seismic move has elevated the need for robust internet connections and meaningful virtual interactions.  \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e is an invaluable resource to prepare our teachers to provide a powerful learning environment through technology, while promoting the most powerful tool available to educators -- a caring and challenging relationship with students.\u003c\/p\u003e \u003cbr\u003e -- Dr. Francisco Escobedo\u003cbr\u003e\u003cp\u003eNever has there been another time in history where the majority of educators around the world jumped into action to reinvent how schools and classrooms function. Using current research of what constitutes ‘best practice,’ \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e helps guide us all through ‘pandemic teaching.’ This book is filled with ideas and insight from real educators as they reflect on what they themselves need and what students will need to learn within a new teaching and learning environment. Douglas Fisher, Nancy Frey, and John Hattie continue to develop relational pedagogies that support cultural responsiveness and social emotional development in order to have a positive effect on student achievement, but this time, in a new setting. They help us understand new research-based approaches to engage every student, and in doing so, help us select the appropriate digital tools. I can’t wait to use this book in our professional learning.\u003c\/p\u003e \u003cbr\u003e -- Lisa Riggs\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Videos Acknowledgments Introduction    A Visible Learning Primer    Visible Learning and Distance Learning    A Question of Equity Module 1: Take Care of Yourself    Learning Intentions    A View From the Early Years    Conclusion    Success Criteria Module 2: The First Days of School    Learning Intentions    Develop a Classroom Management Plan for Distance Learning    Establish Norms    Link Norms to Class Agreements    Identify Expectations for Synchronous Distance Learning    Develop and Teach Organizational and Procedural Routines    A View From the Early Years    Design a Considerate Website    Your First Distance Classes    Learn Students’ Interests    Conclusion    Success Criteria Module 3: Teacher—Student Relationships From a Distance    Learning Intentions    Characteristics of Teacher–Student Relationships    Judgment and Will, Not Just Knowledge and Ability    Peer-to-Peer Relationships Are Influenced, Too    A “Chilly” Classroom    A View From the Early Years    Reaching the Hard to Teach    Increase Your Touchpoints With All Students    Conclusion    Success Criteria Module 4: Teacher Credibility at a Distance    Learning Intentions    Teacher Credibility Defined    A View From the Early Years    Conclusion    Success Criteria Module 5: Teacher Clarity at a Distance    Learning Intentions    Start With the Standards    Create a Flow of Lessons: Unit Planning    Create Learning Intentions    Identify Success Criteria    A View From the Early Years    Find the Relevance    Conclusion    Success Criteria Module 6: Engaging Tasks    Learning Intentions    Think Functions of Engagement, Not Just Tools    Set the Conditions for Engagement and Learning    Select the Tools That Meet These Functions and Conditions    Design Tasks With Engagement in Mind    A View From the Early Years    Design a Considerate Schedule to Promote Engagement    Conclusion    Success Criteria Module 7: Planning Instructional Units for Distance Learning    Learning Intentions    Demonstrating    Collaborating    A View From the Early Years    Coaching and Facilitating    Practicing    Conclusion    Success Criteria Module 8: Feedback, Assessment, and Grading    Learning Intentions    Feedback to Students    The Socioemotional Links to Feedback    A View From the Early Years    Feedback at a Distance    Formative Evaluation    Summative Evaluations    Competency-Based Grading    Conclusion    Success Criteria Module 9: Learning, Distance or Otherwise    Learning Intentions    Learning From Other Crises    Use Crisis Learning to Make Schools Better    Make Learning Better for Students    Make Learning Better for Teachers    Conclusion    Success Criteria Appendix References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204483927,"sku":"9781071828922","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071828922.jpg?v=1723811816"},{"product_id":"the-distance-learning-playbook-for-college-and-university-instruction-9781071838679","title":"The Distance Learning Playbook for College and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFirst, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. \u003c\/p\u003e  \u003cp\u003eThis time around we have the opportunity to be much more purposeful and intentional, and that's where \u003cstrong\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/strong\u003e will prove absolutely indispensable.\u003c\/p\u003e  \u003cp\u003eMuch more than a collection of cool tools and apps, \u003cstrong\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/strong\u003e mobilizes decades of Visible Learning research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is an amazing book. While it is designed to build everyone’s capacity to teach in distance learning environments, it is truly a primer on effective teaching in postsecondary education. Educators who utilize these clear and practical suggestions will see their students achieve stronger learning outcomes. \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e \u003cem\u003efor College and University Instruction\u003c\/em\u003e should be a cornerstone of faculty professional development efforts. -- Joseph F. Johnson Jr., PhD\u003cbr\u003e\u003cem\u003eThe Distance Learning Playbook for College and University Instruction \u003c\/em\u003eis a very useful guide to helping educators make the transition from onsite to online teaching. The highly respected authors skillfully demonstrate how teachers can apply evidence-based practices from more traditional learning environments to a rapidly evolving world of online learning. The result is a wonderful self-guided tour of extraordinary opportunities to close the distance for learners. -- David W. Andrews, PhD\u003cbr\u003e\u003cem\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/em\u003e offers an innovative learner-centered approach to student achievement where self-care, social emotional learning, instructional clarity, and responsive leadership strategies converge to support faculty in facilitating learner experiences that continue to transition students from ‘passenger to active driver’ in all learning environments, including distance education. -- Robert N. Corley III, PhD\u003cbr\u003e\u003cem\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/em\u003e by Douglas Fisher, Nancy Frey, John Almarode, and John Hattie is a timely and necessary addition to every faculty’s library. The authors’ considerate and experiential approach to distance learning provides a well-researched foundation, authentic vignettes of instructors’ experiences, easily accessible video and web links, and helpful techniques that can be used among most disciplines. Impressively, they envisage the distance learning environment beginning with the instructor and as an active, dynamic, and engaging space for learning and teaching. -- Arlette Willis\u003cbr\u003eThese authors once again exceed expectations with this thought-provoking and very practical guide to distance learning. The timing could not be better. Higher education faculty and administrators will find it extremely useful–including a much-needed chapter on self-care, a topic often overlooked in the literature. The pointers on engaging and assessing students are particularly helpful, and the learning intentions and success criteria make this an indispensable resource for new and veteran online instructors alike. -- James P. Frazee, EdD\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Videos Acknowledgments Introduction    A Visible Learning® Primer    Visible Learning and Distance Learning    A Question of Equity Module 1: Self-Care    Learning Intentions and Success Criteria    Conclusion Module 2: The First Week of Classes    Learning Intentions and Success Criteria    Develop a Classroom Management Plan for Distance Learning    Establish Norms    Link Norms to Class Agreements    Identify Expectations for Synchronous Distance Learning    Develop and Teach Organizational and Procedural Routines    Design a Considerate Website    Your First Distance Classes    Learn Students’ Interests    Conclusion Module 3: Faculty—Student Relationships From a Distance    Learning Intentions and Success Criteria    Characteristics of Faculty–Student Relationships    Judgment and Will, Not Just Knowledge and Ability    Peer-to-Peer Relationships Are Influenced, Too    A “Chilly” Classroom    Reaching the Hard to Teach    Increase Your Touchpoints With All Students    Conclusion Module 4: Teacher Credibility at a Distance    Learning Intentions and Success Criteria    Teacher Credibility Defined    Conclusion Module 5: Teacher Clarity at a Distance    Learning Intentions and Success Criteria    Start With the Standards and Competencies    Create a Flow of Learning: Planning for Class    Create Learning Intentions    Identify Success Criteria    Find the Relevance    Conclusion Module 6: Engaging Tasks at a Distance    Learning Intentions and Success Criteria    Think Functions of Engagement, Not Just Tools    Set the Conditions for Engagement and Learning    Select the Tools That Meet These Functions and Conditions    Design Tasks With Engagement in Mind    Design a Considerate Schedule to Promote Engagement    Conclusion Module 7: Planning Learning Experiences at a Distance    Learning Intentions and Success Criteria    Demonstrating    Collaborating    Coaching and Facilitating    Practicing    Conclusion Module 8: Feedback, Assessment, and Grading    Learning Intentions and Success Criteria    Feedback to Students    The Socioemotional Links to Feedback    Feedback at a Distance    Formative Evaluation    Summative Evaluations    Competency-Based Grading    Conclusion Module 9: Keeping the Focus on Learning, Distance or Otherwise    Learning Intentions and Success Criteria    Learning From Other Crises    Use Crisis Learning to Make Colleges and Universities Better    Make Learning Better for Students    Make Learning Better for Teachers    Conclusion Appendix References Index About the Authors\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738206187863,"sku":"9781071838679","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071838679.jpg?v=1723811818"},{"product_id":"new-student-literacies-amid-covid-19-international-case-studies-9781800714670","title":"New Student Literacies amid COVID-19:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe COVID-19 global pandemic triggered the need to reconceptualize provisions to run an agile university at all levels. \u003cem\u003eNew Student Literacies amid COVID-19\u003c\/em\u003e explores how institutions needed to defend teaching, learning, research and innovation, and implement transdisciplinary approaches to address such complexities together with wider knowledge sharing to unlock solutions.\u003c\/p\u003e \u003cp\u003eDelving into how universities resorted to intensive use of different technological platforms and resources to ensure that learning prevails, the chapters in this edited collection demonstrate how higher education institutions evaluated and assessed teaching methods and strove to uphold the concepts of inclusion, innovation, and cooperation of higher education. Including international case studies that highlight the issues related to the impact of the COVID-19 pandemic on higher education, the authors showcase how different countries tried to cope with the sudden shift of education to the online mode of teaching and learning, and tried to resolve challenges of online mode of education, largely around the issues of digital pedagogy.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book provides inspirational nuggets of educational innovation and resilience during the challenging times of the COVID Pandemic. Each chapter draws in perceptions and experiences of global educators and learners, creating a plethora of evidence to draw from and future-proof educational models to sustain the literacy of the younger generations.\u003c\/p\u003e -- Amudha Poobalan, Senior Lecturer in Public Health, University of Aberdeen, UK\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePART I: SOUTH ASIAN COUNTRIES\u003cbr\u003e Chapter 1. Introduction to New Student Literacies Amid Covid-19 Internaltional Case Studies;\u003cem\u003e Enakshi Sengupta and Patrick Blessinger \u003c\/em\u003e\u003cbr\u003e Chapter 2. Online Teaching, Learning and Assessment during Covid-19: A Case of a Management Faculty in Sri Lanka;\u003cem\u003e A W J C Abeygunasekera\u003c\/em\u003e\u003cbr\u003e Chapter 3. Preparedness of Students for Future Teaching and Learning in Higher Education: A Bangladesh Perspective; \u003cem\u003eM. Mahruf C. Shohel, Md. Ashrafuzzaman, Atm Shafiul Alam, Arif Mahmud, Muhammad Shajjad Ahsan, and Md Tariqul Islam \u003c\/em\u003e\u003cbr\u003e Chapter 4. The Impact of Online Education on The Learning Experiences of The Tertiary Students during The Covid 19 Pandemic: An Indian Case Study; \u003cem\u003eNandita Mishra\u003c\/em\u003e \u003cbr\u003e Chapter 5. Uncertainty in an Uncertain Land - Battling of Covid 19 in Afghan Educational System; \u003cem\u003eEnakshi Sengupta, Mohammed Gul Sahibbzada, Madina Ebrahimi, Nelab Haideri, and Elaha Yousufi \u003c\/em\u003e\u003cbr\u003e PART II: MENA REGION, AFRICA \u0026amp; EUROPE\u003cbr\u003e Chapter 6. University Preparedness for Online Teaching and Learning Amid Covid-19 In Kenya; \u003cem\u003eStanislaus Agava, Sahaya G. Selvam and, Judith Pete \u003c\/em\u003e\u003cbr\u003e Chapter 7. Transitioning from Physical Classroom to Distance Education during Covid-19 Crisis: A Lebanese Case study in Higher Education; \u003cem\u003eAhmad Samarji \u003c\/em\u003e\u003cbr\u003e Chapter 8. Covid -19 Chronicles in Education: Overcoming Global Pandemic Challenges in Turkey by Empowering Educators to Become Digitally Literate; \u003cem\u003eAyşegül Liman Kaban and Sinan Aşçı \u003c\/em\u003e\u003cbr\u003e Chapter 9. Self Directed Learning Competencies - A Key to Success in Online Learning: A Lithuanian Case Study; \u003cem\u003eRasa Poceviciene \u003c\/em\u003e\u003cbr\u003e Chapter 10. Which Attitude Helped The Academics to Overcome The Difficulties of Online Education During Covid -19?; \u003cem\u003eVeronika Végh, Klara Soltész-Várhelyi, and Henriette Pusztafalvi\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741760500055,"sku":"9781800714670","price":55.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781800714670.jpg?v=1720058719"},{"product_id":"from-access-to-engagement-and-beyond-9781803820408","title":"From Access to Engagement and Beyond","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis collection reveals a recurring theme in the author’s work over almost three decades: that the preoccupation in policy, commentary, research and practice with \u003cem\u003ewho gets into higher education\u003c\/em\u003e has led to a corresponding failure to cast a critical eye over \u003cem\u003ewhat, where and when\u003c\/em\u003e they get the higher education offer. It seems that potential students are expected to fit-in with HE culture, rather than think about how HE might change to fit-in with them. \u003c\/p\u003e \u003cp\u003eOn offer is a collection of the author’s works, spanning much of his professional working life, covering issues relevant to widening access to success in higher education and for a wide-ranging audience. Some chapters offer conference speeches and keynotes; others are blogs or chapters in books. One is even a speech to an audience from the UK House of Lords delivered originally within the Parliament precincts. Together they paint a picture of the prevailing issues and concerns of the widening access agenda over twenty-five years.\u003c\/p\u003e \u003cp\u003eA recurring call throughout is the need for greater international collaboration, a need that has indeed grown in importance as the conversation on widening access and success has progressed. Some would say that this is due, in no small measure, to the work of this critical thinker and practitioner.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword; \u003cem\u003eLiz Thomas\u003c\/em\u003e\u003cbr\u003e Chapter 1. Ethnicity and Equal Opportunity in Higher Education in the 1990’s: From Access to Pedagogy \u003cbr\u003e Chapter 2. Learning Communities and Tertiary Education \u003cbr\u003e Chapter 3. Diversity, Inclusion, and the Transforming Student Experience \u003cbr\u003e Chapter 4. From Access to Engagement \u003cbr\u003e Chapter 5. “Too Busy to Come”: What Future for Widening Participation?’ \u003cbr\u003e Chapter 6. UK Launch of the European Access Network EAN World Congress on Access to Post-Secondary Education (2013) \u003cbr\u003e Chapter 7. Supporting Student Success: Making Excellence Inclusive \u003cbr\u003e Chapter 8. Same but Different \u003cbr\u003e Chapter 9. Reflections on the Future of Social Mobility \u003cbr\u003e Chapter 10. Access and Disability \u003cbr\u003e Chapter 11. Change is Gonna Come \u003cbr\u003e Chapter 12. Where have we been? Where are we going?\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741862539607,"sku":"9781803820408","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"handbook-of-open-distance-and-digital-education-9789811920790","title":"Handbook of Open, Distance and Digital Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis open access handbook offers a one-stop-shop for both new and established researchers, educators, policy makers and administrators in the field of open, distance and digital education (ODDE) to gain a comprehensive overview of the history, theory and practice at all levels of ODDE, and at the same time stimulates in-depth discussions on various themes and issues of ODDE for today and future. Researchers, scholars and students in the field of ODDE can use this handbook as a major reference to conduct their own research and learning agendas.\u003cbr\u003eTo cover the field comprehensively, the handbook is structured following the 3M framework developed by one of the chief editors Zawacki-Richter. The 3M framework categorizes the major research areas and issues in ODDE on three levels. Accordingly, the handbook is divided into six sections in total, two section at each of the three levels: 1) Macro Level – ODDE Systems and Theories, 2) Meso Level - Institutional Perspectives, Management and Organization, and 3) Micro Level – Learning and Teaching in ODDE.\u003cp\u003eThis is an open access book.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSection 1: History, Theory and Research in ODDE.- Section 2: Global Perspectives and Internationalization.- Section 3: Organization, Leadership and Change.- Section 4: Infrastructure, Quality Assurance and Support Systems.- Section 5: Learners, Teachers, Media and Technology.- Section 6: Design, Delivery and Assessment.","brand":"Springer Verlag, Singapore","offers":[{"title":"Default Title","offer_id":48743293387095,"sku":"9789811920790","price":374.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9789811920790.jpg?v=1720064960"},{"product_id":"the-call-of-the-wild-and-free-9780062916525","title":"The Call of the Wild and Free","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Ainsley Arment has emerged as one of the most prominent voices in a grass-roots community that, long before social distancing, decided to reject mainstream schooling and rather educate within the family…. The Call of the Wild and Free, part memoir and part manifesto, encourages mothers who are considering home-schooling and those who are ready to give up… suggesting that parents are the most intuitive educators of their kids.\" — The New York Times  \"If you’re curious about homeschooling or wondering if it’s something you might be able to do, this is a low-pressure, easy read that’s also super inspiring.\"  — Book Riot","brand":"HarperCollins Publishers Inc","offers":[{"title":"Default Title","offer_id":48864105496919,"sku":"9780062916525","price":12.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780062916525.jpg?v=1722270418"},{"product_id":"wild-and-free-nature-9780062916570","title":"Wild and Free Nature","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eThe companion to\u003c\/strong\u003e \u003cem\u003e\u003cstrong\u003eThe Call of the Wild + Free\u003c\/strong\u003e\u003c\/em\u003e\u003cstrong\u003e: styled in the lush aesthetic of the Wild + Free brand, a four-color book offering outdoor activities and essays, that parents, educators, and caregivers can use to inspire their children.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e\u003c\/strong\u003e\u003cem\u003eWild and Free Nature \u003c\/em\u003eis a beautiful, four-color resource book for parents, educators, and caregivers to enjoy doing hands-on activities outside with kids. One of the core philosophies behind Wild + Free is the belief that nature is the best classroom we could ever hope for. 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The Spicers' Play (1463-1477).\u003c\/p\u003e \u003cp\u003e2. The Pewterers and Founders 'Play (1463-1477).\u003c\/p\u003e \u003cp\u003e3. Late Medieval Ghost Stories.\u003c\/p\u003e \u003cp\u003e4. The Pilgrimage of William Wey (1456).\u003c\/p\u003e \u003cp\u003e5. Pico: A Young Philosopher Defends his right to Dispute in Public (1486).\u003c\/p\u003e \u003cp\u003e6. \u003ci\u003eSumma Theologica\u003c\/i\u003e: Thomas Aquinas.\u003c\/p\u003e \u003cp\u003e7. \u003ci\u003eThe Profession of the Religious:\u003c\/i\u003e Lorenzo Valla.\u003c\/p\u003e \u003cp\u003e8. Erasmus and John Colet (1499-1516).\u003c\/p\u003e \u003cp\u003e9. Erasmus: Colloquies and Writings (1523-1526).\u003c\/p\u003e \u003cp\u003e10. \u003ci\u003eThe Prince\u003c\/i\u003e: Machiavelli (1513).\u003c\/p\u003e \u003cp\u003e11. \u003ci\u003eThe Courtier\u003c\/i\u003e: Castiglione (1528).\u003c\/p\u003e \u003cp\u003e12. \u003ci\u003eGargantua\u003c\/i\u003e (1534) and \u003ci\u003ePantagruel\u003c\/i\u003e (1532): Rabelais.\u003c\/p\u003e \u003cp\u003e13. The Church and Discipline.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Civic Pride and Civic Patronage: Venice and Antwerp:\u003c\/b\u003e .\u003c\/p\u003e \u003cp\u003e14. Governing Venice: Contarini (1534).\u003c\/p\u003e \u003cp\u003e15. Antwerp: Guicciardini (1567).\u003c\/p\u003e \u003cp\u003e16. The Civic Inventory of Household Goods: a Sample for the Antwerp Notary (1582).\u003c\/p\u003e \u003cp\u003e17. Inventory of Michiel's Description of the Collection of Andrea Odoni, Venice (1530).\u003c\/p\u003e \u003cp\u003e18. The Inventory of Margaratta Boge (1574).\u003c\/p\u003e \u003cp\u003e19. Marcantonio Michiel's Description of the Collection of Andrea Odoni, Venice (1530).\u003c\/p\u003e \u003cp\u003e20. The Inventory of Willem Pauwels (1481).\u003c\/p\u003e \u003cp\u003e21. Bessarion's Act of Donation (1468).\u003c\/p\u003e \u003cp\u003e22. Bessarion's Library (1474).\u003c\/p\u003e \u003cp\u003e23. \u003ci\u003eHarmony of the World\u003c\/i\u003e: Giorgi (1525).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Reformation:\u003c\/b\u003e .\u003c\/p\u003e \u003cp\u003e24. Articles of Tabor (1420).\u003c\/p\u003e \u003cp\u003e25. Lollard Documents.\u003c\/p\u003e \u003cp\u003e26. The Council of Trent and Religious Act (1563). 27. \u003ci\u003eAgainst the Heavenly Prophets\u003c\/i\u003e: Luther (1525).\u003c\/p\u003e \u003cp\u003e28. \u003ci\u003eThe Old Game\u003c\/i\u003e: Hans Sachs (1554).\u003c\/p\u003e \u003cp\u003e29. Martin Luther (1520s).\u003c\/p\u003e \u003cp\u003e30. John Calvin (15360.\u003c\/p\u003e \u003cp\u003e31. William Tyndale and the Principles of Protestantism (1530).\u003c\/p\u003e \u003cp\u003e32. 'The Wittenberg Nightingale': Hans Sachs.\u003c\/p\u003e \u003cp\u003e33. \u003ci\u003eThe Vanity and Uncertainty of the Arts and Sciences\u003c\/i\u003e (1530): Agrippa.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Religious Reform and Cultural Change: Spain and England:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003e34. Caxton's Prologue to Virgil's Aeneid (1490).\u003c\/p\u003e \u003cp\u003e35. \u003ci\u003eDialogue Concerning Heresies\u003c\/i\u003e: Sir Thomas Moore (1528).\u003c\/p\u003e \u003cp\u003e36. Preface to Euclid's \u003ci\u003eElements\u003c\/i\u003e: John Dee (1570).\u003c\/p\u003e \u003cp\u003e37. \u003ci\u003eAutobiography\u003c\/i\u003e: Ignatius de Loyola (1553).\u003c\/p\u003e \u003cp\u003e38. \u003ci\u003eSpiritual Exercises\u003c\/i\u003e: Ignatius de Loyola (1522-1577).\u003c\/p\u003e \u003cp\u003e39. \u003ci\u003eLife\u003c\/i\u003e: St Teresa of Avila (1565).\u003c\/p\u003e \u003cp\u003e40. Three Poems by Luis de Leon (1572-1577).\u003c\/p\u003e \u003cp\u003e41. 'Whether it is Right to Destroy a Tyrant': Juan de Mariana (1599).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V: Europe and the Wider World:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003e42. On the Netherlands (1520-1521): Dürer.\u003c\/p\u003e \u003cp\u003e43. Travel Journal (1580-1581): Montaigne.\u003c\/p\u003e \u003cp\u003e44. \u003ci\u003eAn Itinerary\u003c\/i\u003e: Fynes Moryson (1591-1597).\u003c\/p\u003e \u003cp\u003e45. \u003ci\u003eA View of the Present State of Ireland\u003c\/i\u003e: Spenser (1590s).\u003c\/p\u003e \u003cp\u003e46. Letter from Isabella and Ferdinand to the Moorish King (1491).\u003c\/p\u003e \u003cp\u003e47. Petition from Francisco Nunez Muley, Morisco Noble (1567).\u003c\/p\u003e \u003cp\u003e48. Impressions of Turkey: Ogier Ghiselin de Busbecq (1556-1564).\u003c\/p\u003e \u003cp\u003e49. \u003ci\u003eNavigations Made into Turkey\u003c\/i\u003e: Nicholas de Nicolay (1567).\u003c\/p\u003e \u003cp\u003e50. Accounts of Mexico: Bernal Diaz (1568).\u003c\/p\u003e \u003cp\u003e51. Voyage to Virginia: John White.\u003c\/p\u003e \u003cp\u003e52. Aztec Accounts of the Conquest of Mexico (1519).\u003c\/p\u003e \u003cp\u003e53. Letter to Piero Soderini: Amerigo Vespucci (1504).\u003c\/p\u003e \u003cp\u003e54. First Voyage: Columbus (1492-1493).\u003c\/p\u003e \u003cp\u003e55. On the Indians: Sepulveda (1547).\u003c\/p\u003e \u003cp\u003e56. On the Indians: Las Casas (1552).\u003c\/p\u003e \u003cp\u003e57. On the Indians: Mendieta (1596).\u003c\/p\u003e \u003cp\u003e58. Defence of the Indians: Vitoria (1537-1539).\u003c\/p\u003e \u003cp\u003e59. On the Indiands and Animals of the New World: Jose de Acosta (1590).\u003c\/p\u003e \u003cp\u003e60. Questionnaire on the Spanish American Empire (1577-1586).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI: Print Culture:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003e61. \u003ci\u003eLe Morte d'Arthur\u003c\/i\u003e: Sir Thomas Malory.\u003c\/p\u003e \u003cp\u003e62. 'Sermon on the Ploughers': Hugh Latimer (1548).\u003c\/p\u003e \u003cp\u003e63. \u003ci\u003eDon Quixote\u003c\/i\u003e: Cervantes.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VII: The Crisis of Authority: France:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003e64. The Monarchy of France: Claude de Seyssel.\u003c\/p\u003e \u003cp\u003e65. Restoration of the Gospel: Lefèvre d'Étaples.\u003c\/p\u003e \u003cp\u003e66. \u003ci\u003eAutobiography\u003c\/i\u003e: Cellini (1559).\u003c\/p\u003e \u003cp\u003e67. Claude de Seyssel Three Bridles on Princely Power (1519).\u003c\/p\u003e \u003cp\u003e68. Strengths and Weaknesses of France: Suriano (1561).\u003c\/p\u003e \u003cp\u003e69. Exclusion of Women: Hotman (1573).\u003c\/p\u003e \u003cp\u003e70. Innocent Gentillet: Anti-Machiavel (1576).\u003c\/p\u003e \u003cp\u003e71. \u003ci\u003eMethod\u003c\/i\u003e: Bodin (1566).\u003c\/p\u003e \u003cp\u003e72. \u003ci\u003eSix books of the Commonwealth\u003c\/i\u003e: Bodin.\u003c\/p\u003e \u003cp\u003e73. Entertainment at Antwerp (1582).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VIII: Church, State and Literature in Britain:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003e74. The Acts of Supremacy (1534, 1559).\u003c\/p\u003e \u003cp\u003e75. The Vestiarian Controversy: Laurence Humphrey, Thomas Sampson and Bishop Grindal (1563-1566).\u003c\/p\u003e \u003cp\u003e76. Scottish Ballards and Court Poetry.\u003c\/p\u003e \u003cp\u003e77. \u003ci\u003eAstrophil and Stella\u003c\/i\u003e: Sir Philip Sidney (1582).\u003c\/p\u003e \u003cp\u003e78. \u003ci\u003eA Defence of Poetry\u003c\/i\u003e: Sir Philip Sidney (1582).\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":48865425916247,"sku":"9780631169918","price":47.45,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780631169918.jpg?v=1722274046"},{"product_id":"failure-to-disrupt-9780674278684","title":"Failure to Disrupt","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFrom MOOCs to autograders to computerized tutors, technologies designed for large-scale learning have never lived up to the hype. Despite its promise, Justin Reich shows that technology cannot transform our classrooms on its own. Successful education reform, he concludes, will focus on incremental institutional change, not the next killer app.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAs the pandemic forces so many school systems and learning institutions to move online, the desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates in his new book, \u003ci\u003eFailure to Disrupt\u003c\/i\u003e, there are no easy solutions or one-size-fits-all tools that can aid in this transition, and many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities. -- Kanwal Singh * Science *\u003cbr\u003eIn a few dozen pages, Reich lays out the embarrassing cycle of copied ideas, massive hype, enormous wasted funding and the unmet promises of edtech—why so many innovations and companies find only dramatically downsized and incremental uses, leaving education fundamentally not disrupted over and over again…A must-read for the education-invested as well as the education-interested. -- Derek Newton * Forbes *\u003cbr\u003eI'm not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be…Reading and talking about \u003ci\u003eFailure to Disrupt\u003c\/i\u003e should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19. -- Joshua Kim * Inside Higher Ed *\u003cbr\u003eHelps readers understand the systems operating through ed tech over the last 60 years: how venture capital backed technologies fall short of disruption; why people prefer incremental changes in how we learn, rarely transforming pedagogy; that tech—even when it’s free—favors those who already have privilege. -- Ki Sung * KQED *\u003cbr\u003eHis account of digital technology, neither utopian nor dystopian, offers ‘a tinkerer’s guide to learning at scale,’ to fit—not disrupt—the complex system of school and university education. * Nature *\u003cbr\u003eReich is to be congratulated on writing an important corrective to our public fascination with ‘disrupting’ higher education. It is all the more devastating for its even-handedness. There is no cheap online solution to delivering world class higher education that meets our nation’s ideals and needs. Anything proposed to do so runs roughshod over closely held values: rigor, access, equality, and justice. This is a must-read for anyone with even a passing interest in the present and future of higher education. -- Tressie McMillan Cottom, author of \u003ci\u003eLower Ed: The Troubling Rise of For-Profit Colleges in the New Economy\u003c\/i\u003e\u003cbr\u003eThis magisterial book offers a remarkable account of the different approaches to online learning and what can be expected of them. Comprehensive, wide-ranging, and incisive, this book offers a definitive account of the past, present, and future of technology-assisted learning. If you had to pick one book to learn about all things online learning, this would be the one. -- Jal Mehta, coauthor of \u003ci\u003eIn Search of Deeper Learning: The Quest to Remake the American High School\u003c\/i\u003e\u003cbr\u003eIf you have already decided that educational technology is a utopia or a dystopia, there’s no need to read this—or, indeed, any—book. But if you desire a clear, balanced, and insightful evaluation of the range of educational technologies, Justin Reich’s book will inform and delight you. -- Howard Gardner, author of \u003ci\u003eFrames of Mind: The Theory of Multiple Intelligences \u003c\/i\u003e\u003cbr\u003eTechnology in learning carries a high cost economically and culturally. In a game of trade-offs between efficiency and human development, research remains the critical lens to guide decisions. This exceptional book is the best resource currently available to guide readers to understanding the failure of technology in classrooms, what needs to be done to make a real impact, and the critical importance of education as community. -- George Siemens, Executive Director of the Learning Innovation and Networked Knowledge Research Lab, The University of Texas at Arlington","brand":"Harvard University Press","offers":[{"title":"Default Title","offer_id":48865485914455,"sku":"9780674278684","price":16.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780674278684.jpg?v=1722274199"},{"product_id":"a-virtual-higher-education-campus-in-a-global-world-the-role-of-the-academic-campus-in-an-era-of-technological-progress-9781536157840","title":"A Virtual Higher Education Campus in a Global","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book focuses on the challenges of academic teaching in an era of technological advances. 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McGuire points to God who 'had an idea. He wanted there to be other things besides just himself.' And so God made the cosmos and all that dwells within it.  McGuire masterfully narrates and illustrates the truth that 'nothing God made can live on its own--everything works together.' For example, McGuire writes, 'Birds need plants. Some parts they need to build their nests. And birds eat plant seeds. When birds eat them, they poop out some of the seeds, scattering them far and wide as they fly to distant lands. This helps plants spread to new places all around the world--part of God's plan.'  McGuire's depiction of the creation of Adam and Eve is unique and authentic. In author notes, McGuire explains, 'Of course no one knows what Adam and Eve looked like, but I have given them skin color and features that defy easy categorization. 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Chapters focus on topics like whether we have souls, will there be pets in heaven, and will there be rewards in heaven. When read alongside an adult who can wonder alongside the reader and help them answer further questions, these chapters can be wonderful tools to help them deepen their understanding of heaven. Each chapter has a section at the end that is entitled 'cross examination'. These questions can be used as discussions with trusted mentors or as points for further research. There's a tidy resource list at the end of the book, along with a collection of Scripture passages that discuss heaven...If readers walk away with one tidbit to help guide their wonderings, it should be from the story of Zayden in chapter 6. This twelve-year-old decides to ask many trusted people about heaven and comes away with the decision that he should focus on what he does know as factual. Yes, we will always have questions and wonderings. 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