Open learning, distance education Books

Book SynopsisIn this companion volume to Bricks and Mortar, Jeffrey Scarborough and Raymond Ravaglia present a series of essays written by senior instructors and division heads at the Stanford Online High School (SOHS). These essays discuss the challenges of teaching particular disciplines, accomplishing particular pedagogical objectives, and fostering the habits of mind characteristic of students who have received deep education in a given discipline. Perspectives from the Disciplines also examines how SOHS' student relationships are in many ways deeper and more intimate than those found in traditional secondary schools.

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Book SynopsisThis book will inspire academics, teachers and trainers to use film and television in their classrooms and to shows them how it might be done. It brings together respected international scholars who recount their experiences of how they have used moving images in their classrooms (defined widely to include distance-learning) with their explanations of why they chose this method of teaching and how they put their intentions into action. The book also illustrates how particular subjects might be taught using film and television as an inspiration to demonstrate the range of opportunities that these media offer. Finally, this book considers some of the practical issues in using film and television in the classroom such as copyright, technology, and the representation of reality and drama in films. This is a `practical, how to’ book that answers the questions of those people who have considered using film and television in their classroom but until now have shied away from doing so. The opportunity to see how others have used film effectively breaks down psychological barriers and makes it seem both realistic and worthwhile.

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Book SynopsisThis book will inspire academics, teachers and trainers to use film and television in their classrooms and to shows them how it might be done. It brings together respected international scholars who recount their experiences of how they have used moving images in their classrooms (defined widely to include distance-learning) with their explanations of why they chose this method of teaching and how they put their intentions into action. The book also illustrates how particular subjects might be taught using film and television as an inspiration to demonstrate the range of opportunities that these media offer. Finally, this book considers some of the practical issues in using film and television in the classroom such as copyright, technology, and the representation of reality and drama in films. This is a `practical, how to’ book that answers the questions of those people who have considered using film and television in their classroom but until now have shied away from doing so. The opportunity to see how others have used film effectively breaks down psychological barriers and makes it seem both realistic and worthwhile.

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Book SynopsisReal-Life Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to Òreal-lifeÓ problems and provides guidance to assist readers in their understanding and analysis of distance learning. This approach allows readers to develop analytic and problem solving skills. The variety of different situations within the individual case studies allows readers to apply their knowledge to new and unique situations and to explore solutions to complex issues. The book is useful as a primary or supplementary text in programs of educational technology, instructional design, learning sciences, human resource development, curriculum & instruction, media & technology or higher education.

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Book SynopsisReal-Life Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to Òreal-lifeÓ problems and provides guidance to assist readers in their understanding and analysis of distance learning. This approach allows readers to develop analytic and problem solving skills. The variety of different situations within the individual case studies allows readers to apply their knowledge to new and unique situations and to explore solutions to complex issues. The book is useful as a primary or supplementary text in programs of educational technology, instructional design, learning sciences, human resource development, curriculum & instruction, media & technology or higher education.

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Book SynopsisThe e-learning research literature is characterized by studies that investigate the practice of teaching and learning online (pedagogy) and those that investigate the planning and administrative functions associated with e-learning delivery (management). This edited volume directs attention to pedagogy and management as it relates to the primary e-learning delivery mechanism, the course management system (CMS). Specifically, the research presented in this collection deals with a range of themes relevant to the selection, implementation, use and evaluation of course management systems in higher education.The primary audience for this book includes instructors and students in instructional and educational technology programs. The book could easily be used as a text in a distance or online learning course. The secondary audience includes instructors and students in higher education programs and e-learning practitioners and administrators. The book is timely because of the growing presence and influence of course management systems on teaching and learning in higher education.

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Book SynopsisThe world of middle level education is rapidly evolving. Increasingly, online learning platforms are complementing or replacing traditional classroom settings. As students exchange classroom interaction for online collaboration, pencils for keyboards, face-to-face conversations for chat room texts, and traditional lessons for digital modules, it becomes apparent that teachers, schools, and administrators must identify ways to keep pace. We must identify ways to meet the needs of middle level learners within this digital context. In this volume, researchers and teachers share a variety of resources centered on the growing world of virtual education and its implications for the middle level learner, educator, and classroom.Table of Contents Acknowledgments. Introduction, Brooke B. Eisenbach and Paula Greathouse. Section I: Overview. Characteristics of Virtual Middle School Students: Who They Are and How We Support Their Success. Suzanne Wolfinger. The Effective Middle Level Virtual Teacher, Kerry Rice and Shannon Skelcher. Section II: Preparation. Preparing Teachers for the Virtual Middle Level Classroom, Shelly Furuness. Professional Learning and Leading for Virtual Middle Level Educators, Barbara Smith. Collaborating to Create Middle Level Blended Learning Environments, Mark Stevens and Mary F. Rice. Section III: Community. Fostering Community in the Middle Level Virtual Classroom, Jillian L. Wendt, Amanda J. Rockinson-Szapkiw, and Kyleigh B. Harrell. Creating a Community of Care in the Middle Level Virtual Classroom, Brooke B. Eisenbach, Paula Greathouse, and Mary Kirk. Mentoring Virtual Middle Schoolers Through the Use of a Guided Online Mentoring Loop, Natalie Duvall and Matthew Duvall. Section IV: Strategies. Making the Leap From Traditional to Virtual: Resources and Strategies for Teaching Middle Level Learners Online, Jeremy Wendt and Jason Beach. Motivating and Engaging Learners in the Middle Level Online Environment, Eve Bernstein and Andrea Mosenson. Employing Culturally Relevant Pedagogy in Middle Level Blended and Virtual Classrooms, Ebony Terrell Shockley, Cachanda Orellana, and Arquimen Chicas. Organizing and Facilitating Online Teaching, Learning, and Schooling Via Effective Classroom Assessments, Nancy P. Gallavan and Shannon R. Maiden. Section V: Diverse Populations. Middle Level Virtual Classroom Development and Instruction for Students With Disabilities, Sucari Epps. Creating Effective Inclusion Practices for Students With Exceptionalities in the Virtual STEM Classroom, Jennifer Gallup and Cory A. Bennett. Appendix. About the Authors.

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Book SynopsisThe world of middle level education is rapidly evolving. Increasingly, online learning platforms are complementing or replacing traditional classroom settings. As students exchange classroom interaction for online collaboration, pencils for keyboards, face-to-face conversations for chat room texts, and traditional lessons for digital modules, it becomes apparent that teachers, schools, and administrators must identify ways to keep pace. We must identify ways to meet the needs of middle level learners within this digital context. In this volume, researchers and teachers share a variety of resources centered on the growing world of virtual education and its implications for the middle level learner, educator, and classroom.Table of Contents Acknowledgments. Introduction, Brooke B. Eisenbach and Paula Greathouse. Section I: Overview. Characteristics of Virtual Middle School Students: Who They Are and How We Support Their Success. Suzanne Wolfinger. The Effective Middle Level Virtual Teacher, Kerry Rice and Shannon Skelcher. Section II: Preparation. Preparing Teachers for the Virtual Middle Level Classroom, Shelly Furuness. Professional Learning and Leading for Virtual Middle Level Educators, Barbara Smith. Collaborating to Create Middle Level Blended Learning Environments, Mark Stevens and Mary F. Rice. Section III: Community. Fostering Community in the Middle Level Virtual Classroom, Jillian L. Wendt, Amanda J. Rockinson-Szapkiw, and Kyleigh B. Harrell. Creating a Community of Care in the Middle Level Virtual Classroom, Brooke B. Eisenbach, Paula Greathouse, and Mary Kirk. Mentoring Virtual Middle Schoolers Through the Use of a Guided Online Mentoring Loop, Natalie Duvall and Matthew Duvall. Section IV: Strategies. Making the Leap From Traditional to Virtual: Resources and Strategies for Teaching Middle Level Learners Online, Jeremy Wendt and Jason Beach. Motivating and Engaging Learners in the Middle Level Online Environment, Eve Bernstein and Andrea Mosenson. Employing Culturally Relevant Pedagogy in Middle Level Blended and Virtual Classrooms, Ebony Terrell Shockley, Cachanda Orellana, and Arquimen Chicas. Organizing and Facilitating Online Teaching, Learning, and Schooling Via Effective Classroom Assessments, Nancy P. Gallavan and Shannon R. Maiden. Section V: Diverse Populations. Middle Level Virtual Classroom Development and Instruction for Students With Disabilities, Sucari Epps. Creating Effective Inclusion Practices for Students With Exceptionalities in the Virtual STEM Classroom, Jennifer Gallup and Cory A. Bennett. Appendix. About the Authors.

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Book SynopsisThe 21st century has brought about changes in every aspect of life through ubiquitous technology and Internet-based social media. The distances between cultures and continents have narrowed, the world has become flat, and multicultural work-teams composed of members from different countries have become a daily reality in global businesses. However, in many ways these global changes in work practices have only just begun to have an impact on education.To better prepare students for the information age, researchers and policy makers largely agree about the skills needed for shared knowledge construction. Indeed, the education systems in several different countries have begun to integrate these skills into teaching and learning and are placing a strong emphasis on their implementation (Melamed et al, 2010; Resta et al, 2011). In 2015 the OECD PISA exam for the first time, included assessment of collaborative problem-solving in its country-by-country comparison.Collaborative learning is not a trivial challenge nor is it intuitive for all teachers and learners. One must acquire and practice the essential skills in order to successfully work in a team. Consequently it is essential to train teachers in collaborative teamwork, as they must serve as role models for students. In addition, new tools and practices become available at a rate that outpaces the abilities of many higher education institutions to adopt and implement. This book surveys the current state of the field and provides theoretical guidance and practical examples to help meet the gaps in research, development and practice.Table of Contents Foreword. Introduction to Collaborative Learning in a Global World, Miri Shonfeld and David Gibson. My Personal and Professional Involvement with Cooperative Learning, Yael Sharan. Developing a Model for Online Collaborative Learning, Elaine Hoter. Technology-Enabled, Challenge-Based Learning in a Global Context, David Gibson, Leah Irving, and Katy Scott. Learning About the “Other”: Encounters Between Arab and Jewish Students in Israel, Rivi Carmel. Blended Contact for Community Cohesion in Northern Ireland and the Republic of Ireland, Roger Austin. Online Collaboration Between Israeli and Slovak Students, Tsafi Timor. Competitive Game Effect on Collaborative Learning in a Virtual World, Miri Shonfeld and Paul Resta. TEC: An Online Collaborative Learning Model in a Multicultural Environment, Miki Kritz, Efrat Bachar, and Miri Shonfeld. Cooperative Online Research Meetings of Cerebral Palsy and Graduate Students to Promote Web Accessibility, Betty Shrieber and Rachel Peled. Collaborative Conceptual Change in the Computer-Science Classroom, Dalit Levy. What Influences Teacher Educators’ Use of Collaborative Learning? Miri Shonfeld and Yehudith Weinberger. Connecting University Students from Israel and Germany, Claudia Finkbeiner, Miriam Muchow, Einat Rozner, and Miri Shonfeld. Promoting Online Collaboration Competence Among Pre-Service Teachers of English as a Foreign Language, Tina Waldman and Efrat Harel. The Forum of Excellent Students: A Model for Cooperative Learning in a Multicultural Environment, Liat Eyal, Rama Klavir, and Naomi Magid. Assessing Personal Learning in Online, Collaborative Problem Solving, David Gibson, Leah Irving, and Tami Seifert. The Impact of an Online Collaborative Learning Program on Attitudes Toward Technology in Two Education Colleges, Noga Magen-Nagar. Postscript, David Gibson and Miri Shonfeld. Biographies.

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Book SynopsisThe 21st century has brought about changes in every aspect of life through ubiquitous technology and Internet-based social media. The distances between cultures and continents have narrowed, the world has become flat, and multicultural work-teams composed of members from different countries have become a daily reality in global businesses. However, in many ways these global changes in work practices have only just begun to have an impact on education.To better prepare students for the information age, researchers and policy makers largely agree about the skills needed for shared knowledge construction. Indeed, the education systems in several different countries have begun to integrate these skills into teaching and learning and are placing a strong emphasis on their implementation (Melamed et al, 2010; Resta et al, 2011). In 2015 the OECD PISA exam for the first time, included assessment of collaborative problem-solving in its country-by-country comparison.Collaborative learning is not a trivial challenge nor is it intuitive for all teachers and learners. One must acquire and practice the essential skills in order to successfully work in a team. Consequently it is essential to train teachers in collaborative teamwork, as they must serve as role models for students. In addition, new tools and practices become available at a rate that outpaces the abilities of many higher education institutions to adopt and implement. This book surveys the current state of the field and provides theoretical guidance and practical examples to help meet the gaps in research, development and practice.Table of Contents Foreword. Introduction to Collaborative Learning in a Global World, Miri Shonfeld and David Gibson. My Personal and Professional Involvement with Cooperative Learning, Yael Sharan. Developing a Model for Online Collaborative Learning, Elaine Hoter. Technology-Enabled, Challenge-Based Learning in a Global Context, David Gibson, Leah Irving, and Katy Scott. Learning About the “Other”: Encounters Between Arab and Jewish Students in Israel, Rivi Carmel. Blended Contact for Community Cohesion in Northern Ireland and the Republic of Ireland, Roger Austin. Online Collaboration Between Israeli and Slovak Students, Tsafi Timor. Competitive Game Effect on Collaborative Learning in a Virtual World, Miri Shonfeld and Paul Resta. TEC: An Online Collaborative Learning Model in a Multicultural Environment, Miki Kritz, Efrat Bachar, and Miri Shonfeld. Cooperative Online Research Meetings of Cerebral Palsy and Graduate Students to Promote Web Accessibility, Betty Shrieber and Rachel Peled. Collaborative Conceptual Change in the Computer-Science Classroom, Dalit Levy. What Influences Teacher Educators’ Use of Collaborative Learning? Miri Shonfeld and Yehudith Weinberger. Connecting University Students from Israel and Germany, Claudia Finkbeiner, Miriam Muchow, Einat Rozner, and Miri Shonfeld. Promoting Online Collaboration Competence Among Pre-Service Teachers of English as a Foreign Language, Tina Waldman and Efrat Harel. The Forum of Excellent Students: A Model for Cooperative Learning in a Multicultural Environment, Liat Eyal, Rama Klavir, and Naomi Magid. Assessing Personal Learning in Online, Collaborative Problem Solving, David Gibson, Leah Irving, and Tami Seifert. The Impact of an Online Collaborative Learning Program on Attitudes Toward Technology in Two Education Colleges, Noga Magen-Nagar. Postscript, David Gibson and Miri Shonfeld. Biographies.

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Book SynopsisIn March of 2019, our daily lives were upended by the COVID pandemic and subsequent school closures. With work and school shifting online, a new and ongoing set of demands has been placed on parents as school moved to online, virtual and hybrid models of learning. Families need to balance professional responsibilities with parenting and supporting their children's education. As education professors, we find ourselves in a particular position as our expertise collides with the reality of schooling our own children in our homes during a global pandemic. This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents.In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children's (and other children's) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time.Trade ReviewLowenhaupt and Theoharis have curated a magnificent collection of essays that captures the hopes, fears, tensions, and possibilities of parenting in a time of crisis. A gift to parents and educators everywhere as we continue to process and reflect on what the pandemic has taught us about what it means to educate others, and perhaps through a renewed imagination, our very own children."" — Sonya Douglass Horsford, Teachers College, Columbia University""In this powerful collection of essays, we have a rare window into how the personal and professional worlds of academics collided during the COVID-19 pandemic. What emerges from these reflections is an intimate portrait of the longstanding tensions in our lives as public intellectuals and parents that have long burned as embers, but are now set ablaze by the public health, economic, and educational crisis we have lived through during the last year. Reading these essays will help us to see questions of education policy and practice in a new, more personal light."" — Matthew Kraft, Brown University

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Book SynopsisIn March of 2019, our daily lives were upended by the COVID pandemic and subsequent school closures. With work and school shifting online, a new and ongoing set of demands has been placed on parents as school moved to online, virtual and hybrid models of learning. Families need to balance professional responsibilities with parenting and supporting their children's education. As education professors, we find ourselves in a particular position as our expertise collides with the reality of schooling our own children in our homes during a global pandemic. This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents.In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children's (and other children's) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time.Trade ReviewLowenhaupt and Theoharis have curated a magnificent collection of essays that captures the hopes, fears, tensions, and possibilities of parenting in a time of crisis. A gift to parents and educators everywhere as we continue to process and reflect on what the pandemic has taught us about what it means to educate others, and perhaps through a renewed imagination, our very own children."" — Sonya Douglass Horsford, Teachers College, Columbia University""In this powerful collection of essays, we have a rare window into how the personal and professional worlds of academics collided during the COVID-19 pandemic. What emerges from these reflections is an intimate portrait of the longstanding tensions in our lives as public intellectuals and parents that have long burned as embers, but are now set ablaze by the public health, economic, and educational crisis we have lived through during the last year. Reading these essays will help us to see questions of education policy and practice in a new, more personal light."" — Matthew Kraft, Brown University

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Book SynopsisScience is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers' lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher's Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.Table of ContentsIntroduction: Teaching and Learning Online: Science for Elementary Grade Levels, Franklin S. Allaire and Jennifer E. Killham. PART I: FRAMEWORKS Strategies and Tips for Teaching Nature of Science Lessons in Online Settings, Omah M. Williams-Duncan. Issues of Diversity, Equity, and Inclusivity in Online Elementary STEM Education, Anne Mangahas. Integrating Social Justice Pedagogy in an Online Elementary Science Classroom, Tonya D. Jeffery, Emily A. Jackson-Osagie, and Justina A. Ogodo. Science Language Routines for Online Settings: Supporting Science Learning for English Learners in Elementary Grades, Preetha K. Menon. Using TPACK and T3 Lenses to Promote and Support Science Online Learning Experiences in Early Childhood, Kheng Ly-Hoang, Valerie Y. Sun, and Sharon H. Ulanoff. Strategies and Tools for Success in Inquiry-Based Online Collaborative Learning Environments, Sahar Alameh, Sagan Goodpaster, and Christopher Preece. Let's Talk Science: Using Questioning to Foster Discussion in the Online Elementary Classroom, Jennifer C. Stark, Shim Lew, and John L. Pecore. Adapting to the New Science Classroom: Leveraging the 5Es in Online Settings, L. Octavia Tripp and Victoria Cardullo. PART II: TEACHER'S JOURNEYS. Exploring Media Use in Online Hands-On 2nd Grade Bridge Unit, Maaike Bouwmeester and Shilpa Sahay. Plants, Plants, What Do You Need? An Online Second-Grade Science Lesson, Tynetta Jenkins and Jami C. Friedrich. Empowering Elementary Students Through Interactive Nature Journaling, Tina Cheuk. Getting Hands On In-Person and Online with Science Olympiad's 'Save the Ice!', Katrina A. Pavlik, Shari J. Haug, Jennifer A. Kopach, and John F. Loehr. Flowing Charges, Philomena N. Agu. Testing Properties of Matter: Which Facemask Materials are Most Effective for Preventing the Spread of Disease? Jessica L. Chen. Integrating Satellite Imagery and 360-Degree Photo Spheres to Teach: Environmental Science Online for Elementary Students, Matthew Clay. Tracking Clouds in the Cloud, Sagan Goodpaster and Sahar Alameh. Hurricanes and the Incredible Mystery of Disappearing Land, David Steele, Tamar More, Sharon Sherman, Janet Stramel, and Sophia Jeong. Saving The World, One R At a Time! Roxana Yanez Gonzalez, Christine D. Tippett, and Todd M. Milford. Investigating Speed and Energy with Balloon Rockets, Amy Vo. Using Chromatography to Identify Properties of Matter, Amy Vo. Biographies.

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Book SynopsisScience is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers' lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher's Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.Table of ContentsIntroduction: Teaching and Learning Online: Science for Elementary Grade Levels, Franklin S. Allaire and Jennifer E. Killham. PART I: FRAMEWORKS Strategies and Tips for Teaching Nature of Science Lessons in Online Settings, Omah M. Williams-Duncan. Issues of Diversity, Equity, and Inclusivity in Online Elementary STEM Education, Anne Mangahas. Integrating Social Justice Pedagogy in an Online Elementary Science Classroom, Tonya D. Jeffery, Emily A. Jackson-Osagie, and Justina A. Ogodo. Science Language Routines for Online Settings: Supporting Science Learning for English Learners in Elementary Grades, Preetha K. Menon. Using TPACK and T3 Lenses to Promote and Support Science Online Learning Experiences in Early Childhood, Kheng Ly-Hoang, Valerie Y. Sun, and Sharon H. Ulanoff. Strategies and Tools for Success in Inquiry-Based Online Collaborative Learning Environments, Sahar Alameh, Sagan Goodpaster, and Christopher Preece. Let's Talk Science: Using Questioning to Foster Discussion in the Online Elementary Classroom, Jennifer C. Stark, Shim Lew, and John L. Pecore. Adapting to the New Science Classroom: Leveraging the 5Es in Online Settings, L. Octavia Tripp and Victoria Cardullo. PART II: TEACHER'S JOURNEYS. Exploring Media Use in Online Hands-On 2nd Grade Bridge Unit, Maaike Bouwmeester and Shilpa Sahay. Plants, Plants, What Do You Need? An Online Second-Grade Science Lesson, Tynetta Jenkins and Jami C. Friedrich. Empowering Elementary Students Through Interactive Nature Journaling, Tina Cheuk. Getting Hands On In-Person and Online with Science Olympiad's 'Save the Ice!', Katrina A. Pavlik, Shari J. Haug, Jennifer A. Kopach, and John F. Loehr. Flowing Charges, Philomena N. Agu. Testing Properties of Matter: Which Facemask Materials are Most Effective for Preventing the Spread of Disease? Jessica L. Chen. Integrating Satellite Imagery and 360-Degree Photo Spheres to Teach: Environmental Science Online for Elementary Students, Matthew Clay. Tracking Clouds in the Cloud, Sagan Goodpaster and Sahar Alameh. Hurricanes and the Incredible Mystery of Disappearing Land, David Steele, Tamar More, Sharon Sherman, Janet Stramel, and Sophia Jeong. Saving The World, One R At a Time! Roxana Yanez Gonzalez, Christine D. Tippett, and Todd M. Milford. Investigating Speed and Energy with Balloon Rockets, Amy Vo. Using Chromatography to Identify Properties of Matter, Amy Vo. Biographies.

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Book SynopsisDrawing from many disciplinary areas, this edited volume explores how the Coronavirus pandemic has disproportionately harmed vulnerable and marginalized people in the U.S. Chapters address harm to people of color that exacerbated structural racism and harm to low-wage workers that highlighted existing inequalities. In addition, the volume provides strategies that have been successful in mitigating these harms and recommendations for a postpandemic more peaceful and just future.Table of ContentsAcknowledgments and Dedication, Laura L. Finley and Pamela D. Hall.Introduction, Laura L. Finley.SECTION I. COVID-19 Under the Reign of Neoliberalism: Challenges and Possibilities in the United States, Luigi Esposito. Conjure, Digital Life, and Survival, Alecia Deon. Remembering Our Power and Rightful Position to Transform Our Present Reality and Enjoy Peace, JoHanna Thompson. The Coronavirus and Vulnerable Immigrants in the United States—Essential, Yet Disposable, Jordana A. Hart. A COVID19 Moment: Haitian Mental Health Clinicians Reflecting on Grief and Loss, Fanya Jabouin Monnay and Karine Champagne. Telehealth is Not "That Bad", LaTasha Russel. The Voice of the Nurse: At the Very Front of All Frontline Workers, Mureen Shaw. The Precarious Position of Adjunct Professors, Christian A.I. Schlaerth. Pandemic, Pedagogy and Positive Peace: Equity in Education During COVID-19, Wim Laven. A Journal of the Pandemic Year: Teaching at the Margins in the Age of Novel Coronavirus, G. Michelle Collins-Sibley. SECTION II. Overcoming Intergenerational Trauma During the Pandemic of 2020, Pamela D. Hall and Alexandra Lavado. Racism, the Real Cause of the Racial Inequality of Coronavirus, Roni Bennett. COVID-19, Colonialism and Indigenous People, Laura L. Finley. The Association of Black Psychologists-South Florida Chapter and COVID-1D, Pamela D. Hall, T. Conswello Davis, and Jordan M. Pate-Garrett. Miami-Dade Economic Advocacy Trust (MDEAT) Youth Development Division: Teen Court and COVID-19, Jordan M. Pate-Garrett. Reconceptualizing the American Dream for Racial/Ethnic Minorities During COVID-19: The Intersection of Health and Mental Health Disparities, Elizabeth F. Louis. Soufrans Ayisyen: An Emerging Theoretical Construct of Haitian Suffering, Guy C. Jeanty. Reimagining Soufrans Ayisyen (Haitian Suffering): Cultural and Clinical Narratives During the COVID-19 Pandemic, Pascale Denis, Elizabeth F. Louis, and Charlene Désir. Vulnerable Populations and COVID-19: The Challenges of Black, Brown, Indigenous, and People of Color During a 100-Year Pandemic, Ruban Roberts. Kemetic Yoga: Coping, Healing, Wellness, T. Conswello Davis. Radical Potentials in a Time of Crisis: Whose Vulnerability Is It Anyway? Mark Lance and MattMeyer. Epilogue, Pamela D. Hall. Appendix: Recommended Resources. About the Editors and Authors

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Book SynopsisDrawing from many disciplinary areas, this edited volume explores how the Coronavirus pandemic has disproportionately harmed vulnerable and marginalized people in the U.S. Chapters address harm to people of color that exacerbated structural racism and harm to low-wage workers that highlighted existing inequalities. In addition, the volume provides strategies that have been successful in mitigating these harms and recommendations for a postpandemic more peaceful and just future.Table of ContentsAcknowledgments and Dedication, Laura L. Finley and Pamela D. Hall.Introduction, Laura L. Finley.SECTION I. COVID-19 Under the Reign of Neoliberalism: Challenges and Possibilities in the United States, Luigi Esposito. Conjure, Digital Life, and Survival, Alecia Deon. Remembering Our Power and Rightful Position to Transform Our Present Reality and Enjoy Peace, JoHanna Thompson. The Coronavirus and Vulnerable Immigrants in the United States—Essential, Yet Disposable, Jordana A. Hart. A COVID19 Moment: Haitian Mental Health Clinicians Reflecting on Grief and Loss, Fanya Jabouin Monnay and Karine Champagne. Telehealth is Not "That Bad", LaTasha Russel. The Voice of the Nurse: At the Very Front of All Frontline Workers, Mureen Shaw. The Precarious Position of Adjunct Professors, Christian A.I. Schlaerth. Pandemic, Pedagogy and Positive Peace: Equity in Education During COVID-19, Wim Laven. A Journal of the Pandemic Year: Teaching at the Margins in the Age of Novel Coronavirus, G. Michelle Collins-Sibley. SECTION II. Overcoming Intergenerational Trauma During the Pandemic of 2020, Pamela D. Hall and Alexandra Lavado. Racism, the Real Cause of the Racial Inequality of Coronavirus, Roni Bennett. COVID-19, Colonialism and Indigenous People, Laura L. Finley. The Association of Black Psychologists-South Florida Chapter and COVID-1D, Pamela D. Hall, T. Conswello Davis, and Jordan M. Pate-Garrett. Miami-Dade Economic Advocacy Trust (MDEAT) Youth Development Division: Teen Court and COVID-19, Jordan M. Pate-Garrett. Reconceptualizing the American Dream for Racial/Ethnic Minorities During COVID-19: The Intersection of Health and Mental Health Disparities, Elizabeth F. Louis. Soufrans Ayisyen: An Emerging Theoretical Construct of Haitian Suffering, Guy C. Jeanty. Reimagining Soufrans Ayisyen (Haitian Suffering): Cultural and Clinical Narratives During the COVID-19 Pandemic, Pascale Denis, Elizabeth F. Louis, and Charlene Désir. Vulnerable Populations and COVID-19: The Challenges of Black, Brown, Indigenous, and People of Color During a 100-Year Pandemic, Ruban Roberts. Kemetic Yoga: Coping, Healing, Wellness, T. Conswello Davis. Radical Potentials in a Time of Crisis: Whose Vulnerability Is It Anyway? Mark Lance and MattMeyer. Epilogue, Pamela D. Hall. Appendix: Recommended Resources. About the Editors and Authors

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Book SynopsisThe book provides new conceptual frameworks to understand good practice in the field of mobile learning. The book fills a gap in the current literature by drawing on examples of best practice from leading schools in the United States, Canada and Australia.The author visited thirty educational sites and interviewed over 100 eminent teachers, principals, district superintendents and academics in the three aforementioned countries to study the implementation of mobile devices such as smartphones and tablets in teaching and learning.During that period evidence and exemplars on issues that currently challenge educators worldwide such as modern pedagogies, digital citizenship, institutional change, equity and professional development were collected. The book presents a large number of case studies illustrating an effective integration of mobile learning and other technologies into the curriculum.The contents include topics that are at the core of current attempts by educators to meet the demands of 21st century learning.The book: Addresses issues related to the delivery of mobile learning (e.g., smartphones, tablets) Presents real life scenarios from leading practitioners in the United States, Canada and Australia Introduces a four?conversion model for whole?school school transformation Provides principals with practical strategies to create effective communities of practice Provides teachers with best practice examples and recommendations for using mobile devices in teaching and learning Suggests practical activities and insights as to how to implement digital citizenship in schools

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Book SynopsisThe book provides new conceptual frameworks to understand good practice in the field of mobile learning. The book fills a gap in the current literature by drawing on examples of best practice from leading schools in the United States, Canada and Australia.The author visited thirty educational sites and interviewed over 100 eminent teachers, principals, district superintendents and academics in the three aforementioned countries to study the implementation of mobile devices such as smartphones and tablets in teaching and learning.During that period evidence and exemplars on issues that currently challenge educators worldwide such as modern pedagogies, digital citizenship, institutional change, equity and professional development were collected. The book presents a large number of case studies illustrating an effective integration of mobile learning and other technologies into the curriculum.The contents include topics that are at the core of current attempts by educators to meet the demands of 21st century learning.The book: Addresses issues related to the delivery of mobile learning (e.g., smartphones, tablets) Presents real life scenarios from leading practitioners in the United States, Canada and Australia Introduces a four?conversion model for whole?school school transformation Provides principals with practical strategies to create effective communities of practice Provides teachers with best practice examples and recommendations for using mobile devices in teaching and learning Suggests practical activities and insights as to how to implement digital citizenship in schools

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Book SynopsisHome schooling is an important and growing American phenomenon with only our first edition in the field. This new 2nd edition will appeal to the home school world, people interested in American education, and the private school community. Changes in the educational environment in the US over the last ten years have prompted growing numbers of parents to withdraw their children from public education. Currently, four percent of school-age children in the United States are home schooled. An array of educational researchers present various legal, philosophical, and personal perspectives to this new volume. Changes in schooling and home schooling in Great Britain bring an interesting international perspective to this collection of research-based information.Table of Contents Preface: Setting the Stage, Bruce S. Cooper. I. Setting the Context. Chapter 1: Introduction to Recent Changes in U.S.A. Home schooling, Brian D. Ray. Chapter 2: The Legal Rights for Home School Families, Charles J. Russo. II. Understanding a Range of Perspectives. Chapter 3: Away with All Teachers: The Cultural Politics of Home schooling, Michael W. Apple. Chapter 4: Robbing the Cradle: State Power vs. Parental Rights in Human Rights, Michael P. Donnelly. Chapter 5: A Growing Trend: The Cases of Home schooling in North Carolina & Ohio, Lance Fusarelli, Andrew Saultz, & Andrew McEachin. Chapter 6: Are Homeschools Adequate Environments for Students with Learning Disabilities? Steven F. Duvall. Chapter 7: Socialization of Home School Children: A Communications Approach, Thomas C. Smedley. Chapter 8: The Willed Curriculum: A Self-Determined Approach to Learning at Home, Carlo Ricci. Chapter 9: Why Home Schooling Should be Regulated, Rob Reich. Chapter 10: Home schooling in Hindsight: A Parent’s Reflection, Venus Taylor. Chapter 11: Through the Lens of Home schooling, Nicky Hardenburgh. III. International Perspectives. Chapter 12: Can Families Be Trusted? An international perspective, Charles L. Glenn. Chapter 13: Home Schooling: A British Perspective, Sean Gabb. Chapter 14: Home schooling Regulation vis-a-vis Democratic Demands of Pluralism, Integration and Freedom in Spain, Ana Llano Torres. Afterword: Back to the Future? Home Schooling and the Evolution of Education, Frances R. Spielhagen.

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Book SynopsisHome schooling is an important and growing American phenomenon with only our first edition in the field. This new 2nd edition will appeal to the home school world, people interested in American education, and the private school community. Changes in the educational environment in the US over the last ten years have prompted growing numbers of parents to withdraw their children from public education. Currently, four percent of school-age children in the United States are home schooled. An array of educational researchers present various legal, philosophical, and personal perspectives to this new volume. Changes in schooling and home schooling in Great Britain bring an interesting international perspective to this collection of research-based information.Table of Contents Preface: Setting the Stage, Bruce S. Cooper. I. Setting the Context. Chapter 1: Introduction to Recent Changes in U.S.A. Home schooling, Brian D. Ray. Chapter 2: The Legal Rights for Home School Families, Charles J. Russo. II. Understanding a Range of Perspectives. Chapter 3: Away with All Teachers: The Cultural Politics of Home schooling, Michael W. Apple. Chapter 4: Robbing the Cradle: State Power vs. Parental Rights in Human Rights, Michael P. Donnelly. Chapter 5: A Growing Trend: The Cases of Home schooling in North Carolina & Ohio, Lance Fusarelli, Andrew Saultz, & Andrew McEachin. Chapter 6: Are Homeschools Adequate Environments for Students with Learning Disabilities? Steven F. Duvall. Chapter 7: Socialization of Home School Children: A Communications Approach, Thomas C. Smedley. Chapter 8: The Willed Curriculum: A Self-Determined Approach to Learning at Home, Carlo Ricci. Chapter 9: Why Home Schooling Should be Regulated, Rob Reich. Chapter 10: Home schooling in Hindsight: A Parent’s Reflection, Venus Taylor. Chapter 11: Through the Lens of Home schooling, Nicky Hardenburgh. III. International Perspectives. Chapter 12: Can Families Be Trusted? An international perspective, Charles L. Glenn. Chapter 13: Home Schooling: A British Perspective, Sean Gabb. Chapter 14: Home schooling Regulation vis-a-vis Democratic Demands of Pluralism, Integration and Freedom in Spain, Ana Llano Torres. Afterword: Back to the Future? Home Schooling and the Evolution of Education, Frances R. Spielhagen.

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Book SynopsisBeyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations. It will also be of interest to those wishing to prepare for leadership positions or who are engaged in research and study of issues “beyond the online course.” The book brings together scholarly and practice-based writings from the pages of the Quarterly Review of Distance Education and Distance Learning for Educators, Trainers and Leaders.

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Book SynopsisBeyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations. It will also be of interest to those wishing to prepare for leadership positions or who are engaged in research and study of issues “beyond the online course.” The book brings together scholarly and practice-based writings from the pages of the Quarterly Review of Distance Education and Distance Learning for Educators, Trainers and Leaders.

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Book SynopsisDistance education services are an effective way to meet the needs of students with disabilities, but few special educators get the preparation they need to conduct high-quality instruction remotely. All the fundamentals are in this one-of-a-kind guide, the first dedicated book on distance learning for special educators.With contributions from more than 35 experienced educators, this guide covers all types of distance learning from Grades PreK through 12—both real-time and asynchronous, from higher-tech online teaching to instruction with prepared materials. Special educators will get foundational knowledge on the principles and recommended practices of virtual learning, and then discover specific strategies for delivering behavioral, academic, and social supports at a distance. Up-to-date research blends seamlessly with practical action steps, giving educators a reliable and immediately useful guide to the most successful virtual learning practices. Required reading for both pre- and in-service special education teachers, this timely book clarifies what effective and engaging distance education looks like from preschool through high school—and how to maximize its benefits for students with a wide range of disabilities. LEARN HOW TO: adapt your curriculum and instruction for virtual learning select and use technology to support learners and families make skillful adaptations for students with physical, sensory, and communication challenges teach both reading and STEM skills at a distance respond to challenging behavior and mental health needs in a virtual environment collect student data and monitor IEP objectives meet the needs of culturally and linguistically diverse students plan smooth student transitions at a distance SPECIAL FEATURES: Reinforce and enhance your learning with chapter objectives, case studies, reflection questions, and lists of helpful tools, apps, and resources to explore.Table of Contents About the Downloads About the Editor About the Contributors Author’s Note Acknowledgements Dedication SECTION I: ESSENTIAL PRINCIPLES AND PRACTICES Chapter 1: We Do What We Have to Do! How and Why Distance Education in Special Education Is Evolving Chapter 2: What Does Online Instruction Look Like? Preparation for Distance Education Appendix 2.1 Appendix 2.2 Chapter 3: How Do I Keep My Students Interested Online? How to Conduct Engaging Instruction in an Online Environment Chapter 4: How Is My Student Going to Learn If They Aren’t in School? How to Conduct and Coach Direct Instruction at a Distance Chapter 5: How Can I Track My Student’s Progress If They Aren’t in the Classroom? How to Assess Learning and Collect Student Data at a Distance Chapter 5 Appendix Chapter 6: Which Tools Are Right for Me? How to Select and Use Technology SECTION II: PROVIDING BEHAVIORAL, ACADEMIC, AND SOCIAL SUPPORTS Chapter 7: How Do I Apply Classroom Rules in a Virtual Classroom? The ABCs of Providing Behavioral Support in a Virtual Environment Chapter 8: How Do I Assist My Students at a Distance? How to Use Assistive Technology to Support Learners Chapter 9: How Do I Collaborate on Instruction at a Distance? Using High-Leverage Practices in Special Education to Teach Reading at a Distance Chapter 10: All SySTEMs Go: Teaching STEM Through Nontraditional Instruction Chapter 11: How Does Distance Education Impact Young Learners? How to Work With Young Children at a Distance Chapter 12: We’re All in This Together: Meeting the Needs of Culturally and Linguistically Diverse Learners Chapter 13: How Do We Reach Struggling Students? How Teachers and Counselors Can Respond to Student Mental Health Needs Chapter 14: So, What Comes Next? How to Address Planning Student Transitions at a Distance SECTION III: TEACHER LEADERSHIP Chapter 15: Where Will We Go From Here? Building a Case for Special Education Teacher Leadership in Distance Education Index

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Book SynopsisAssessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.Table of ContentsPreface1 A framework for assessment in online learning: The big picture2 The contribution of principles of adult education to online learning and assessment3 What do you believe? The importance of your beliefs about teaching and learning in online assessment4 Authentic, engaging, and quality assessment5 Assessment using e-portfolios, journals, projects, and group work6 Alternative assessments, flexible learning, badges, and accreditation: The age of “open”7 Planning an assessment and evaluation strategy – authentically8 Blended learning, flexible learning, flipped learning, social media, and assessment9 A few words on self-assessment10 Final wordsAppendix: Reflections from the field with contributions by: Stephen Downes, Ellen Rose, Terry Anderson, Archie Zariski, Beth Perry, Julie Shattuck, Dianne Conrad, Rory McGreal, Lisa Marie Blaschke, Gürhan Durak, Noam Ebner, Susan Bainbridge, and Jon Dron

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Book SynopsisIn this engaging volume, Jon Dron views education, learning, and teaching through a technological lens that focuses on the parts we play in technologies, from language and pedagogies to computers and regulations. He proposes a new theory of education whereby individuals are not just users but co-participants in technologies— technologies that are intrinsic parts of our cognition, of which we form intrinsic parts, through which we are entangled with one another and the world around us. Dron reframes popular families of educational theory (objectivist, subjectivist, and complexivist) and explains a variety of educational phenomena, including the failure of learning style theories, the nature of literacies, systemic weaknesses in learning management systems, the prevalence of cheating in educational institutions, and the fundamental differences between online and in-person learning. Ultimately, How Education Works articulates how practitioners in education can usefully understand technology, education, and their relationship to improve teaching practice.

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Book SynopsisFocusing on themes such as online education, digital technology, e-learning platforms, and the post-COVID-19 educational landscape, this book is highly relevant to undergraduate students adapting to remote and online learning environments. It equips them with the knowledge and skills needed to thrive in an increasingly digital educational landscape. Practitioners in education and technology gain insights into the challenges and opportunities presented by digital education, making it a valuable resource for professionals working in these fields. Policymakers can draw from this knowledge to shape the future of education in a post-pandemic world, and the general public gains insights into the changing dynamics of learning in a digital age.Table of Contents Chapter 1 Educational Challenges Emerging Out of the COVID-19 Pandemic Chapter 2 The Education Adaptations Considered During the COVID-19 Era Chapter 3 Groups That Were Socially Excluded During COVID-19 Chapter 4 Implementing New Education Modalities During COVID-19 Chapter 5 Evaluation of e-Learning During COVID-19 Chapter 6 Creating Conducive Environments for e-Learning Chapter 7 Key Criticisms of Online Learning Chapter 8 Future Trends in Online Learning

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Book SynopsisInformation communication technologies (ICTs) are a disruptive force affecting every aspect of human life. The integration of ICTs with the internet has global reach, including into the field of higher education, and this has caused traditional methods to be too slow and too unresponsive for the needs of many aspiring students. With faster lifestyles, borderless online learning is becoming more prevalent at every level of instruction. The quality of education now hinges less on the mode of instruction or the institutional reputation and more on the commitment of individual administrators and instructors to understand and apply digital learning. Digital Learning reveals the technologies behind successful implementation of online learning and teaching, and introduces the most important concepts and relationships in plain language. Readers are also provided with a glossary of key terms and a selection of resources. Milakovich and Wise have created the essential reference for faculty and administrators interested in developing online courses, students interested in pursuing online degree programs and faculty interested in converting in-class to online courses.Table of ContentsContents: Preface Introduction 1 PART I DIGITAL LEARNING, EDUCATION, AND GLOBALIZATION 1 Internet technology as a global connector 12 2 Overcoming the digital divide: achieving access, quality, and equality 33 3 Barriers to innovation 55 4 The global open educational resource (OER) revolution 80 PART II THE CHANGING STRUCTURE OF US EDUCATION 5 Education in the United States: current policy issues 100 6 Common Core, local control, and high-stakes testing 121 7 Charter schools: privatization or responsible public policy? 137 8 Online learning in K-12 schools 152 PART III ADOPTION AND TRANSITION 9 Technological challenges of online learning 167 10 Copyright, legal issues, and intellectual property 187 11 Improving the quality of online programs 207 12 Interactive learning solutions to improve online education 224 PART IV FUTURE BREAKTHROUGHS IN ONLINE LEARNING 13 Selecting an online institution 242 14 Borderless education: exporting knowledge and importing students 258 15 The future of online learning 275 References 294 Glossary 315 Index 341

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Book SynopsisThe recent imperative for online teaching has brought many educational challenges to the fore. Featuring current topics such as accessibility, diversity, and mobile access, this guide contains everything a teacher needs to make a great online course in one read.The author provides step by step instructions for coding classes, appendices with relevant laws and a copyright checklist, a resource list for online course design and a bibliography of theory and applied pedagogy. In addition, she shares techniques to improve engagement for both students and instructors.Professors, instructors, and librarians in higher education teaching online, hybrid or flex courses that are looking for ways to build interesting classes for a diverse student body will find inspiration and direction in Creating Inclusive and Engaging Online Courses.Trade Review‘Nelson Mandela called education the most powerful weapon to change the world. Today, equitable access to educational opportunities is arguably as important as the quality of the pedagogy itself. As a former Americans with Disabilities Act (ADA) coordinator and as a current masters-level online and hybrid professor, I applaud Monica Sanders’ new book, Creating Inclusive and Engaging Online Courses, that is intent on practically and equitably harnessing this weapon in a post-Covid digital learning environment. Highlighting a disabled vulnerable population, this writing directly connects itself to the practice of teaching and distilling what accessible online instruction should be.The Covid-19 pandemic rang an educational bell about the potential of online learning that cannot be unheard. And while a majority of online learners are dissatisfied with their experience, the solution is likely only a few degrees off target and not an overreaction back to exclusive, campus-only learning. In my own teaching experience, having a student from, for example, Kyrgyzstan sitting virtually next to another from Texas or London represents an expansive and inclusive learning opportunity that would not be available if the class was limited by the traditional brick and mortar mechanism where attendance often takes place in higher-income, urban settings.In 1990, the ADA began to redefine what accessibility meant to communities. In the process, greater access was realized for the whole community, not just the disabled population. Today, this book helps us define what accessibility means in online teaching and learning for all students and that the digital product need not represent an inherent sacrifice to any part of the student experience. This book about Inclusive and Engaging Course Design draws upon teaching methods from Socrates to the new standards of digital citizenship that support the step-by-step implementation of their online educational framework. It is with enthusiasm and necessity that I recommend a focused read of this work.’ -- Erik Xavier Wood, Georgetown University, USTable of ContentsContents: Foreword xiii Preface xvii Acknowledgements xxiii 1 Introduction to Creating Inclusive and Engaging Online Courses 1 Monica Sanders PART I COURSE ACCESSIBILITY AND COPYRIGHT 2 Democratizing course access 11 Eileen Young 3 Managing copyright online 23 Raven Lanier PART II THE TEACHING AND LEARNING EXPERIENCE 4 Inclusive course design 36 LiAnne Brown 5 Accessibility tools 57 Monica Sanders 6 Managing pace and workload in online courses 70 Susannah McGowan 7 Apps, tools and assignment ideas for online engagement 86 Monica Sanders 8 Developing and incorporating impactful library research guides for online and hybrid learners 101 Ladislava Khailova Appendix I: Notes and additional resources for inclusive, engaging online course design 118 Appendix II: Copyright checklist 120 Appendix III: ADAA 129 Bibliography 131 Index

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Book SynopsisWith the recent boom in online education causing a rapid change in mainstream learning methodologies, this prescient book examines how to teach adults in synchronous virtual classes. Elina Kallas details essential advice for improving learner interaction and engagement in these unique remote environments.

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Book SynopsisMOOCs (Massive Online Open Courses) are shaking up the traditional forms of primary and continuing education and training. These new distance teaching tools which take advantage of the Web and social network revolution are making us think again about how we teach and learn.Table of ContentsACKNOWLEDGEMENTS ix CHAPTER 1. WHAT IS A MOOC? 1 1.1. From distance learning to MOOCs 1 1.2. What is a MOOC? 5 1.3. xMOOCs, cMOOCs and other SPOCs 10 1.3.1. xMOOCs 11 1.3.2. cMOOCs 12 1.3.3. SPOCs 16 1.3.4. SOOCs 17 CHAPTER 2. HOW TO CONSTRUCT A MOOC 19 2.1. From a conventional course to a MOOC 19 2.2. Human resources for the building of a MOOC 21 2.2.1. Teaching staff 21 2.2.2. Instructional designer 22 2.2.3. Video 23 2.2.4. Graphic designers and webmasters 24 2.2.5. Integrator 25 2.2.6. Testers 25 2.2.7. Project manager 26 2.3. Steps involved in mounting a MOOC 26 2.3.1. Announcements 27 2.4. Resources required 30 2.5. Post-construction tasks 33 2.6. Amount of human resources required for the construction of a MOOC 35 2.6.1. For teachers 36 2.6.2. Teaching support staff 38 2.6.3. Technical support staff 40 2.7. Cost of a MOOC 42 2.7.1. Logistics 42 2.7.2. Software platform 42 2.7.3. Hardware platform 43 2.7.4. Human resources 45 CHAPTER 3. A MOOC FOR WHOM AND FOR WHAT PURPOSES? 49 3.1. Audiences 49 3.1.1. MOOCs at university 50 3.1.2. Lifelong learning 51 3.2. Proper use of MOOCs 53 3.2.1. MOOCs as instruments of communication 53 3.2.2. MOOCs, distance learning and initial training 55 3.2.3. MOOCs and continuing education 58 3.3. Assessment of learners and certification 58 3.4. Following of MOOCs and “tutored” MOOCs 63 CHAPTER 4. FINANCING AND DEVELOPMENT OF MOOCS 71 4.1. What benefits do MOOCs bring, and what profits can be made? 71 4.1.1. In universities 71 4.1.2. Continuing education 72 4.1.3. Value of data 74 4.2. Financing of MOOCs 76 CHAPTER 5. MOOCS AND HIGHER EDUCATION 83 5.1. MOOCs and universities 84 5.1.1. What is a university? 84 5.1.2. Who is the target market for a university? 84 5.1.3. Which universities? 86 5.1.4. MOOCs in universities and the “educational revolution” 87 5.1.5. The end for universities? 91 5.2. MOOCs and lifelong learning 94 5.2.1. At present, which are the largest groups of MOOC users? 95 5.2.2. Various uses for MOOCs 98 CHAPTER 6. CONCLUSIONS: WHAT DOES THE FUTURE HOLD FOR MOOCS? 101 6.1. “To MOOC or not to MOOC”? 101 6.2. Why and for whom should MOOCs be developed? 105 6.3. What can be done to support the development of MOOCs? 110 6.3.1. Hardware and software platforms 110 6.3.2. Encouragement of developers 112 6.4. What can be done to support the users of MOOCs? 114 6.5. A step towards digital learning houses (DLHs) 115 BIBLIOGRAPHY 117 GLOSSARY 121 INDEX 125

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Book SynopsisEvery chapter in the widely distributed first edition has been updated,and four new chapters on current issues such as connectivism and socialsoftware innovations have been added. Essays by practitioners andscholars active in the complex, diverse, and rapidly evolving field ofdistance education blend scholarship and research; practical attentionto the details of teaching and learning; and mindful attention to theeconomics of the business of education.Table of ContentsFOREWORD TO THE SECOND EDITION INTRODUCTION / Terry Anderson PART I: Role and Function of Theory in Online EducationDevelopment and Delivery 1. Foundations of Educational Theory for Online Learning /Mohamed Ally 2. Towards a Theory of Online Learning / Terry Anderson 3. Situating Prior Learning Assessment and Recognition (PLAR) in anOnline Learning Environment / Dianne Conrad 4. Understanding e-Learning Technologies-in-Practice throughPhilosophies-in-Practice / Heather Kanuka PART II: Infrastructure and Support for ContentDevelopment 5. Developing an Infrastructure for Online Learning / AlanDavis, Paul Little & Brian Stewart 6. Technologies of Online Learning (E-learning) / Rory McGreal& Michael Elliott 7. Characteristics of Interactive Online Learning Media /Patrick. J. Fahy 8. “In-Your-Pocket” and “On-the-Fly:”Meeting the Needs of Today’s New Generation of Online Learnerswith Mobile Learning Technology / Maureen Hutchison, Tony Tin &Yang Cao 9. Social Software to Support Distance Education Learners /Terry Anderson PART III: Design and Development of OnlineCourses 10. The Development of Online Courses / Dean Caplan & RodgerGraham 11. Value Added – The Editor in Design and Development ofOnline Courses / Jan Thiessen & Vincent Ambrock 12. Making Relevant Financial Decisions about Technology inEducation / David Annand 13. The Quality Dilemma in Online Education Revisited / Nancy K.Parker PART IV: Delivery, Quality Control, and Student Support ofOnline Courses 14. Teaching in an Online Learning Context / TerryAnderson 15. Call Centres in Distance Education / Alex Z. Kondra, ColleenHuber, Kerri Michalczuk & Andrew Woudstra 16. Library Support for e-Learners: e-Resources, e-Services, and theHuman Factors / Kay Johnson, Houda Trabelsi & ElaineFabbro 17. Supporting the Online Learner / Susan D. Moisey & JudithA. Hughes 18. Developing Team Skills and Accomplishing Team Projects Online /Deborah Hurst & Janice Thomas

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Book SynopsisThis collection is for anyone interested in the use of mobiletechnology for various distance learning applications. Readers willdiscover how to design learning materials for delivery on mobiletechnology and become familiar with the best practices of othereducators, trainers, and researchers in the field, as well as the mostrecent initiatives in mobile learning research. Businesses andgovernments can learn how to deliver timely information to staff usingmobile devices. Professors can use this book as a textbook for courseson distance education, mobile learning, and educational technology.Trade Review"We can only transform our world through education, but many can not be reached through conventional means. Mobile learning is bringing enormous opportunity where previously there was little. Ally travels the world tirelessly investigating, absorbing, and prescribing best practices for this new field. His work is transformative for education in many countries. - Mary Lou Jepsen, founding CTO of One Laptop per Child"Table of ContentsFOREWORD CONTRIBUTING AUTHORS INTRODUCTION PART ONE: Advances in Mobile Learning Chapter 1 Current State of Mobile Learning / John Traxler Chapter 2 A Model for Framing Mobile Learning / Marguerite L.Koole PART TWO: Research on Mobile Learning Chapter 3 Mobile Distance Learning with PDAs: Development and Testing ofPedagogical and System Solutions Supporting Mobile Distance Learners /Torstein Rekkedal and Aleksander Dye Chapter 4 Using Mobile Learning to Enhance the Quality of Nursing PracticeEducation / Richard F. Kenny, Caroline Park, Jocelyne M. C. VanNeste-Kenny, Pamela A. Burton, and Jan Meiers Chapter 5 Informal Learning Evidence in Online Communities of Mobile DeviceEnthusiasts / Gill Clough, Ann C. Jones, Patrick McAndrew, andEileen Scanlon Chapter 6 M-learning: Positioning Educators for a Mobile, Connected Future /Kristine Peters PART THREE: Applications of Mobile Learning Chapter 7 Practitioners as Innovators: Emergent Practice in Personal MobileTeaching, Learning, Work, and Leisure / Agnes Kukulska-Hulme andJohn Pettit Chapter 8 Design and Development of Multimedia Learning Objects for MobilePhones / Claire Bradley, Richard Haynes, John Cook, Tom Boyle, andCarl Smith Chapter 9 From E-learning to Mobile Learning: New Opportunities / MichellePieri and Davide Diamantini Chapter 10 MobilED – Mobile Tools and Services Platform for Formal andInformal Learning / Merryl Ford and Teemu Leinonen Chapter 11 Exploring the Challenges and Opportunities of M-learning within anInternational Distance Education Programme / Jon Gregson and DolfJordaan Chapter 12 Using Mobile Technologies for Multimedia Tours in a TraditionalMuseum Setting / Laura Naismith and M. Paul Smith Chapter 13 Use of Mobile Technology for Teacher Training / JocelynWishart Conclusion Glossary Index

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Book SynopsisBooks and articles on instructional design in online learning aboundbut rarely do we get such a comprehensive picture of what instructionaldesigners do, how they do it, and the problems they solve as theiruniversity changes. Power documents the emergence of an adaptedinstructional design model for transforming courses from single-mode todual-mode instruction, making this designer’s log a uniquecontribution to the field of online learning.Trade ReviewI believe this book to be more valuable than a stack of academic articles for novice designers... they can use the kind of practical wisdom and previously unwritten advice this book gives. - Andrew S. Gibbons, Chair, Instructional Psychology & Technology, Brigham Young University This book reads like a personal journal, but packs a universal punch. - Peggy Ertmer, Professor, Educational Technology Department, Purdue UniversityTable of ContentsForeword Preface Introduction The Case Studies Case Study 1: Walking the Walk Case Study 2: Beating the Clock Case Study 3: Experiencing a Eureka! Moment Case Study 4: Getting Off to a Good Start Case Study 5: Getting from A to B Case Study 6: I Did It My Way Case Study 7: Let's Shake to That! Case Study 8: Managing Volume Case Study 9: I and Thou Case Study 10: Integrating Technology Synthesis and Final Prototype Conclusion Epilogue Bibliography Appendices

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Book SynopsisThis widely anticipated book harnesses the dispersed knowledge ofinternational experts who highlight pedagogical, organizational,cultural, social, and economic factors that influence the adoption andintegration of emerging technologies in distance education. The volumeprovides expert advice on how educators can launch effective andengaging distance education initiatives in response to technologicaladvancements, changing mindsets, and economic and organizationalpressures. Emerging Technologies in Distance Education goesbeyond the hype surrounding Web 2.0 technologies and confronts theimportant issues that researchers and educators need to consider toenhance educational practice.Table of ContentsIntroduction / George Veletsianos Part 1. Foundations of Emerging Technologies in DistanceEducation 1. A Definition of Emerging Technologies for Education /George Veletsianos 2. Theories for Learning with Emerging Technologies /Terry Anderson 3. Imagining Multi-Roles in Web 2.0 Distance Education /Elizabeth Wellburn & B.J. Eib 4. Beyond Distance and Time Constraints: Applying SocialNetworking Tools and Web 2.0 Approaches in Distance Education /Mark J.W. Lee & Catherine McLoughlin Part 2. Learning Designs for EmergingTechnologies 5. “Emerging”: A Re-Conceptualization ofContemporary Technology Design and Integration / The LearningTechnologies Collaborative 6. Developing Personal Learning Networks for Open and SocialLearning / Alec Couros 7. Creating a Culture of Community in the Online ClassroomUsing Artistic Pedagogical Technologies / Beth Perry & MargaretEdwards 8. Structured Dialogue Embedded within Emerging Technologies/ Yiannis Laouris, Gayle Underwood, Romina Laouri, & AlecoChristakis Part 3. Social, Organizational, and Contextual Factors inEmerging Technologies Implementations 9. Personal Learning Environments / Trey Martindale &Michael Dowdy 10. Learning, Design, and Emergence: Two Case Studies of Moodle inDistance Education / Andrew Whitworth & Angela Benson 11. Institutional Implementation of Wikis in Higher Education: TheCase of the Open University of Israel (OUI) / Hagit Meishar-Tal,Yoav Yair, & Edna Tal-Elhasid 12. The Use of Web Analytics in the Design and Evaluation ofDistance Education / P. Clint Rogers, Mary R. McEwen, & SaraJoyPond 13. New Communications Options: A Renaissance in Videoconference Use/ Richard Caladine, Trish Andrews, Belinda Tynan, Robyn Smyth,& Deborah Vale Part 4. Learner-Learner, Learner-Content, andLearner-Instructor Interaction and Communication with EmergingTechnologies 14. Using Social Media to Create a Place that Supports Communication/ Rita Kop 15. Technical, Pedagogical, and Cultural Considerations for LanguageLearning in MUVEs / Charles Xiaoxue Wang, Brendan Calandra, &Youngjoo Yi 16. Animated Pedagogical Agents and Immersive Worlds: Two WorldsColliding / Bob Heller & Mike Procter Conclusion / George Veletsianos Contributors Index

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Book SynopsisOnline Distance Education: Towards a Research Agenda offersa systematic overview of the major issues, trends, and areas ofpriority in online distance education research. In each chapter, aninternational expert or team of experts provides an overview of onetimely issue in online distance education, summarizing major researchon the topic, discussing theoretical insights that guide the research,posing questions and directions for future research, and discussing theimplications for distance education practice as a whole. Intended as aprimary reference and guide for distance educators, researchers, andpolicymakers, Online Distance Education addresses aspects ofdistance education practice that have often been marginalized,including issues of cost and economics, concerns surrounding socialjustice, cultural bias, the need for faculty professional development,and the management and growth of learner communities. At once soundlyempirical and thoughtfully reflective, yet also forward-looking andopen to new approaches to online and distance teaching, this text is asolid resource for researchers in a rapidly expanding discipline.Table of ContentsForeword - Otto Peters Introduction Research Areas in Online Distance Education / OlafZawacki-Richter and Terry Anderson part I Macro-levelResearch: Distance Education Systems and Theories Internationalization and Concepts of Social Justice: What Is to BeDone? / Alan Tait and Jennifer O'Rourke Globalization, Culture, and Online Distance Learning / CharlotteN. Gunawardena Distance Education Systems and Institutions in the Online Era: AnIdentity Crisis / Sarah Guri-Rosenblit Online Distance Education Models and Research Implications /Terry D. Evans and Margaret Haughey Methods of Study in Distance Education: A Critical Review ofSelected Recent Literature / Farhad Saba part II Meso-level research:Management, Organization, and Technology Organization and Management of Online and Distance Learning /Ross Paul The Costs and Economics of Online Distance Education / GrevilleRumble The Use of Technology in Distance Education / GráinneConole Innovation and Change: Changing How we Change / JonDron Professional Development and Faculty Support / MargaretHicks Learner Support in Online Distance Education: Essential and Evolving/ Jane E. Brindley Quality Assurance in Online Distance Education / ColinLatchem part III Micro-level Research:Learning and Teaching in Distance Education Major Movements in Instructional Design / Katy Campbell andRichard. A. Schwier Interaction and Communication in Online Learning Communities:Towardan Engaged and Flexible Future / Dianne Conrad Quantitative Analysis of Interaction Patterns in Online DistanceEducation / Allan Jeong From the Back Door into the Mainstream: The Characteristics ofLifelong Learners / Joachim Stöter, Mark Bullen, OlafZawacki-Richter, and Christine von Prümmer Student Dropout: The Elephant in the Room / Alan Woodley andOrmond Simpson Conclusion Towards a Research Agenda / Terry Anderson and OlafZawacki-Richter

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Book SynopsisTeaching Health Professionals Online: Frameworks and Strategies is a must-read for professionals in the health care field who strive to deliver excellence in their online classes. Intended for a wide range of professionals, including nurses, social workers, occupational and radiation therapists, chiropractors, dietitians, and dental hygienists, this compendium of teaching strategies will inspire both new and experienced instructors in the health professions. In addition to outlining creative, challenging activities with step-by-step directions and explanations of why they work, each chapter in the text situates practice within the context of contemporary educational theories such as instructional immediacy, invitational theory, constructivism, connectivism, transformative learning, and quantum learning theory. Melrose, Park, and Perry also address other issues familiar to those who have taught online courses. How can a distance instructor build teacher-student relationships? How does one transform the assumptions often held by students in the health fields from the confines of the virtual classroom? Most importantly, how can the instructor support his or her students in their future pursuits of knowledge and their development as competent professionals? By considering these and other concerns, this handbook aims to help instructors increase student success and satisfaction, which, the authors hope, will ultimately produce the best possible patient care.

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Book SynopsisThis book explores open educational resources and open education through research conducted on this topic globally. This book engages with intersections between open educational resources, social justice and equality, as well as policy in terms of open educational resources. Numerous examples of open praxis are also included, ranging from open educational resources courses to the affordances of artificial intelligence, data-driven learning, and open textbooks in this context. Furthermore, chapters range from providing a broad overview of open educational resources international and regional initiatives in Africa, to cases of work done in the United States, New Zealand, Israel, and Hong Kong. The role of Wikipedia and Wikidata is also prominent. Finally, this book includes unique contributions, focusing on open educational resources and feminist pedagogy, as well as disabled learners’ motivations for participating in Massive Open Online Courses (MOOCs). Academics and researchers working in the field of open education and higher education in general will understand the importance of this work.Table of ContentsChapter 1. OER: A catalyst for social justice and equality.- Chapter 2. OER: The promise, practice and problems.- Chapter 3. Developing supportive policies and strategies for their implementation: Student experience with real-world cases.- Chapter 4. Artificial intelligence-based techniques to assess and compare the quality of OER.- Chapter 5. Repositories of Open Textbooks for higher education: A worldwide overview.- Chapter 6. Reflections on remixing open access content into OER: A new paradigm for sustainable data-driven language learning systems design in higher education.- Chapter 7. OER: Guidelines in resource development for EAP.- Chapter 8. The collaborative picture book format as an OER for socialization, learning and assessment in higher education.- Chapter 9. Investigating disabled learners’ motivations of participating in MOOCs: A mixed methods research.- Chapter 10. The Wikipedia Education Program as OEP: Global stories.- Chapter 11. Who builds it, who benefits? Deepening student and faculty knowledge about Wikipedia’s scholarly value.- Chapter 12. OERs for data literacy and knowledge equity: Integrating Wikidata into higher education.- Chapter 13. Legacy building through a “Teaching with Technology” open textbook project.- Chapter 14. Integrating OER praxis and feminist pedagogy in Gender, Women’s and Sexuality Studies.

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Book SynopsisEffective online teaching is a well-documented topic, however, this book is different because it specifically addresses the effective and affective pedagogy and learning. It provides methods for building a strong and meaningful online environment that builds community, relationships, and establishes the social presence of each individual learner. This book provides a different perspective as it is written by experienced faculty members in higher education, all of whom have been teaching online for a decade or more. It also addresses the how and why establishing social presence as a necessity for effective online learning.This book addresses the "Why?" in the need for understanding contemporary approaches for exemplar online teaching with the establishment of social presence. With an increase in online learning, there is a shift in how current teaching practices are impacted and what is important to student learning in this change. This book describes the importance of strong andragogical practices in online teaching: rigor, teacher and learner mindset, and the importance of constructing social presence.

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Book SynopsisEffective online teaching is a well-documented topic, however, this book is different because it specifically addresses the effective and affective pedagogy and learning. It provides methods for building a strong and meaningful online environment that builds community, relationships, and establishes the social presence of each individual learner. This book provides a different perspective as it is written by experienced faculty members in higher education, all of whom have been teaching online for a decade or more. It also addresses the how and why establishing social presence as a necessity for effective online learning.This book addresses the "Why?" in the need for understanding contemporary approaches for exemplar online teaching with the establishment of social presence. With an increase in online learning, there is a shift in how current teaching practices are impacted and what is important to student learning in this change. This book describes the importance of strong andragogical practices in online teaching: rigor, teacher and learner mindset, and the importance of constructing social presence.

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Book SynopsisThis volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic.As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future.This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents' achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher's professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come.Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.

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Book SynopsisThis volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic.As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future.This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents' achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher's professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come.Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.

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Book SynopsisThe chapters in this book provide an excellent story of the growth of e-learning and e-service-learning over the past many years. Strait takes us from the first chapter examining current issues and considerations for eService-Learning, to a second chapter that documents the growth and maturation of a program at Missouri State University, to chapters that introduce "critical" e-service learning with a social justice orientation (Gordon and Jackson-Brown), and chapters that address international experiences (Ong, Tan, et al., and Dietrich and Ekici) that involve e-service-learning in Singapore and long-distance relationships between the US and Afghanistan, to illustrate the multiplicity and diversity of current models of service and learning that occur through electronic means.The importance of the book and its chapters is that change happens. What was occurring in the early 21st century was altered by situations, such as the global pandemic of Covid 19, to increase the reliance on e-educational systems and promote the increased use of electronic educational programs that covered almost all areas of educational systems. While early mobile phones existed in the 1970s (Teixeira, T. 2010), they evolved, and more sophisticated versions were produced throughout the 20th century. By the end of the century, phones that could easily transmit emails were developed, and then came camera phones and then smart phones by 2003. And phone communication has continued to change, existing today as a total communication device used by people all over the world.Similarly, video, and visual systems have evolved and continue to change. Zoom was developed in 2011 and has continued to evolve and expand services all over the world. People are now able to visually and orally communicate with others on every continent 24 hours a day, and the complexity and utility of communication has similarly expanded. Now phones can instantaneously translate between languages and people in all parts of the world can share experiences and visual products without barriers of language, country, or time. Indeed, the electronic world is an amazing entity and continues to evolve each year.So, what are the implications of all these changes for education and service? Simply put, they are and will continue to evolve to more complex and more useful forms for all communication and interaction. And this current volume gives us much insight into the important areas of change in both e-learning and e-service-learning. All the chapters add great insight and information about important issues in the field and highlight some of the critical concepts embedded in its development.

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Book SynopsisThe chapters in this book provide an excellent story of the growth of e-learning and e-service-learning over the past many years. Strait takes us from the first chapter examining current issues and considerations for eService-Learning, to a second chapter that documents the growth and maturation of a program at Missouri State University, to chapters that introduce "critical" e-service learning with a social justice orientation (Gordon and Jackson-Brown), and chapters that address international experiences (Ong, Tan, et al., and Dietrich and Ekici) that involve e-service-learning in Singapore and long-distance relationships between the US and Afghanistan, to illustrate the multiplicity and diversity of current models of service and learning that occur through electronic means.The importance of the book and its chapters is that change happens. What was occurring in the early 21st century was altered by situations, such as the global pandemic of Covid 19, to increase the reliance on e-educational systems and promote the increased use of electronic educational programs that covered almost all areas of educational systems. While early mobile phones existed in the 1970s (Teixeira, T. 2010), they evolved, and more sophisticated versions were produced throughout the 20th century. By the end of the century, phones that could easily transmit emails were developed, and then came camera phones and then smart phones by 2003. And phone communication has continued to change, existing today as a total communication device used by people all over the world.Similarly, video, and visual systems have evolved and continue to change. Zoom was developed in 2011 and has continued to evolve and expand services all over the world. People are now able to visually and orally communicate with others on every continent 24 hours a day, and the complexity and utility of communication has similarly expanded. Now phones can instantaneously translate between languages and people in all parts of the world can share experiences and visual products without barriers of language, country, or time. Indeed, the electronic world is an amazing entity and continues to evolve each year.So, what are the implications of all these changes for education and service? Simply put, they are and will continue to evolve to more complex and more useful forms for all communication and interaction. And this current volume gives us much insight into the important areas of change in both e-learning and e-service-learning. All the chapters add great insight and information about important issues in the field and highlight some of the critical concepts embedded in its development.

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Book SynopsisThis edited volume focuses on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning. Exploring how data can be utilized, collected, and rendered useful in the education arena is of utmost importance to those oriented towards utilizing research with the aim of improving educational practice. Innovative methodologies are important for preparing future researchers/scholars and teachers in developing and sustaining professional knowledge. To date, while visual methodologies are explored in various volumes related to general areas of social science, few texts exist where visual methodologies are explained or well-understood in the field of education, specifically.This work centers on the functions, cultures, and outcomes of teaching and learning using visual data (i.e., participant-generated drawings, photo-elicitation, film, etc.) and the methods that frame this approach. It is intended for teachers, researchers, and teacher-researchers - in higher education as well as at PK-12 levels – who are ready to engage with innovative, and often compelling, research methods that make data collection across data sources both accessible and equitable. This volume illustrates how various scholars have conceptualized, generated, and executed research utilizing visual data in their own schools, classrooms, and/or districts, and what they learned from these investigations.This edited volume is organized according to four main strands: Conducting research as visual endeavor: Assessing the nature of visual methodology, Conducting research as visual endeavor: Pedagogical innovation, What can visual data in educational research reveal: Student engagement, motivation, selfdetermination, metacognition, and mindfulness, and Conducting research as visual endeavor: Critical perspectives-critical exploration of issues in education and visual data's engagement with, and impact on, marginalized and/or disenfranchised participants.The chapters within each section, authored by established scholars in their fields of study, focus on some of today's key educational practices and the ways in which visual methodologies can provide innovation in the design of educational research. Each chapter within the volume reflects the importance of using credible, confirmable, reliable, and triangulated interpretations as a foundation for any claims, findings, or assertions related to pedagogical innovation, student mindfulness, and critical pedagogy. In summary, this edited volume is critically engaged, innovative, and contributes to advances in qualitative inquiry, visual research methodologies, and alternative ways of 'seeing' and 'knowing'.

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Book SynopsisThis edited volume focuses on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning. Exploring how data can be utilized, collected, and rendered useful in the education arena is of utmost importance to those oriented towards utilizing research with the aim of improving educational practice. Innovative methodologies are important for preparing future researchers/scholars and teachers in developing and sustaining professional knowledge. To date, while visual methodologies are explored in various volumes related to general areas of social science, few texts exist where visual methodologies are explained or well-understood in the field of education, specifically.This work centers on the functions, cultures, and outcomes of teaching and learning using visual data (i.e., participant-generated drawings, photo-elicitation, film, etc.) and the methods that frame this approach. It is intended for teachers, researchers, and teacher-researchers - in higher education as well as at PK-12 levels – who are ready to engage with innovative, and often compelling, research methods that make data collection across data sources both accessible and equitable. This volume illustrates how various scholars have conceptualized, generated, and executed research utilizing visual data in their own schools, classrooms, and/or districts, and what they learned from these investigations.This edited volume is organized according to four main strands: Conducting research as visual endeavor: Assessing the nature of visual methodology, Conducting research as visual endeavor: Pedagogical innovation, What can visual data in educational research reveal: Student engagement, motivation, selfdetermination, metacognition, and mindfulness, and Conducting research as visual endeavor: Critical perspectives-critical exploration of issues in education and visual data's engagement with, and impact on, marginalized and/or disenfranchised participants.The chapters within each section, authored by established scholars in their fields of study, focus on some of today's key educational practices and the ways in which visual methodologies can provide innovation in the design of educational research. Each chapter within the volume reflects the importance of using credible, confirmable, reliable, and triangulated interpretations as a foundation for any claims, findings, or assertions related to pedagogical innovation, student mindfulness, and critical pedagogy. In summary, this edited volume is critically engaged, innovative, and contributes to advances in qualitative inquiry, visual research methodologies, and alternative ways of 'seeing' and 'knowing'.

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Book SynopsisTeaching and Learning at a Distance is written for introductory distance education courses for preservice or in-service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainerwho uses this book will be able to distinguish between appropriate uses of distance education.In this text we take the following themes:The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book. This definition of distance education has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica.The second theme of the book is the importance of research to the development of the contents of the book. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are "rules of thumb," but we have always attempted to only include recommendations that can be supported by research.The third theme of Teaching and Learning at a Distance is derived from Richard Clark's famous quote published in the Review of Educational Research that states that media are mere vehicles that do not directly influence achievement. Clark's controversial work is discussed in the book, but is also fundamental to the book's advocacy for distance education—in other words, we authors do not make the claim that education delivered at a distance is inherently better than other ways people learn. Distance delivered instruction is not a "magical" approach that makes learners achieve more.The fourth theme of the book is equivalency theory. Here we present the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face-to-face classroom.The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive—that it should cover as much of the various ways instruction is made available to distant learners as is possible. It should be a single source of information about the field.

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Book Synopsis

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