Open learning, distance education Books
Zondervan Fionas Train Ride
Book SynopsisJoin Fiona the hippo, the adorable internet sensation from the Cincinnati Zoo and Botanical Garden, as she and her friends take a train ride at the zoo! Fiona wants to visit the new baby red panda, but it is so far! What better way to get around the zoo than the fun and fast zoo train. Young readers will enjoy learning more about Fiona and her friends in this Level One I Can Read about the little hippo that has captured hearts around the world with her inspiring story and plucky personality. Fiona’s Train Ride?is: An endearing animal book that’s a perfect gift from parents and gran
£5.58
Zondervan The Berenstain Bears Do the Right Thing
Book SynopsisIn The Berenstain Bears Do the Right Thing, Sister Bear finds herself in possession of a one-of-a-kind doll that doesn’t belong to her. After talking with Brother Bear, will she listen to her conscience and do the right thing?
£7.26
Zondervan The Berenstain Bears Love Is Kind
Book SynopsisIn The Berenstain Bears Love is Kind, good manners have started to wear a little thin in the Bear family’s tree house. Grizzly Gran does not approve. But rather than scold and complain, she visits the Bears and brings them a gift---the perfect reminder that being polite and kind are very important.
£7.34
Zondervan The Berenstain Bears Bears on Time
Book SynopsisThe Bear family is a busy family. They have lots to do! They have to get to school, to soccer practice, to music lessons, and the grocery store. They have to go to the doctor, the dentist, the vet, the barber, and the beauty parlor. Papa Bear comes up with a lateness plan and when it begins to work everyone feels better!
£8.79
Zondervan Stand Beautiful picture book
Book SynopsisTeach your child the importance of embracing their uniqueness, celebrating the differences in others, and having a positive outlook with Stand Beautiful. International speaker, TEDx speaker, and anti-bullying author Chloe Howard shows kids that they are perfect in their own imperfect ways.With humor and heart, Chloe and her friends take a road trip to encourage others who are struggling with loving themselves. After learning about their issues, Chloe and her friends spread positivity with easy-to-remember affirmations: Be proud of who you are. Stand up and accept yourself. Boldly face your beautiful self. Rock your differences. I am the best me there is. Stand Beautiful features colorful and adorable illustrations by Deborah Melmon. This picture book will help children ages 4 to 8 who struggle with issues stemming from anxiety, bullying, self-esteem, confidence, and acce
£19.90
Zondervan I Can Read My Illustrated Bible for Beginning
Book SynopsisA new addition to the I Can Read brand, the I Can Read My Illustrated Bible teaches children about the Bible while helping them grow more confident in their own reading skills as they build their vocabulary.This Level 1 storybook Bible for early readers presents over 30 classic Bible stories that children can read all by themselves. Stories include Noah’s Ark, David and Goliath, Miriam and baby Moses, Queen Esther, the Birth of Jesus, Jesus Walks on Water, and many more from the Old and New Testaments.With charming illustrations and simple, easy-to-understand language, I Can Read My Illustrated Bible will help children develop a lifelong habit of making faith their own by spending quality time with God.I Can Read My Illustrated Bible: Is part of the I Can Read! Brand—the premier line of books for beginning readers Is a trusted tool to assist in developing biblical literacy among young readers Helps children develop a lifelong habit of spending quality time with God and his Word
£11.39
Zondervan Arcade and the Dazzling Truth Detector
Book SynopsisAll the questions about the mysterious and powerful Triple T Token come to a head as Arcade seeks out the truth behind this magical object once and for all.? Arcade and the Dazzling Truth Detector is the fourth and final book in the humorous and imaginative Coin Slot Chronicles series by New York Times bestselling author, former NFL running back, and?Dancing with the Stars?champion Rashad Jennings.What does the last T on the Triple T Token stand for? Where did the token come from? What did Arcade’s mom do with it when she had it? And why does Arcade have it now? Arcade and Zoe Livingston have been on a quest for truth ever since the mysterious lady gave Arcade the token, said, “Happy Travels,” then vanished. Now,
£19.69
Zondervan Arcade and the Fiery Metal Tester
Book SynopsisNew York City may be experiencing the hottest summer on record, but things for eleven-year-old Arcade Livingston keep heating up. After receiving a suspicious warning atop the Empire State Building, Arcade and his friends will have their mettle tested as they continue their journey with the Triple T Token. Arcade and the Fiery Metal Tester?is the third book in the humorous and imaginative Coin Slot Chronicles series by New York Times bestselling author, former NFL running back, and Dancing with the Stars champion Rashad Jennings.With the warning of “Things will heat up in all areas to test your mettle” still ringing in Arcade’s ears, there’s no time to waste, but can he control the Triple T Token? Arcade is tested like never before as he needs to use the TripleTrade ReviewIn Volume 3 of the Coin Slot Chronicles, 11-year-old Arcade Livingston and older sister Zoe must harness their patience and compassion. Retired NFL running back Jennings, writing with veteran children's writer Osborne, developed the Arcade Livingston series after finding success with his book for adults, The If in Life (written with Michael Strahan, 2018). As the book opens, the Livingston parents set goals with their children: to step into the positive character traits of patience and compassion, in accordance with their Christian faith (references to which are lightly sprinkled throughout the text). These goals inform the adventures that follow. The novels can stand alone but are deepened when read together, so maybe that's the best way for readers to understand the full story behind this mysterious Triple T Token and its time-traveling powers. Readers learn that it can take Arcade and Zoe to times and places they've never been with strange people surrounding them, yet this story isn't always about what's happening way out there. There's the serious inside things too. There's Arcade's best friend, Doug, who is being moved to Florida when he wants nothing more than to be close to his ailing grandmother. Is there something that this mysterious Triple T Token can do about that? Does trying to control the power of the token only create further chaos? Dotted with significant life lessons for young readers, who might prefer to start with Volume 1. (Fantasy. 8-12) * Kirkus Reviews *
£19.69
Zondervan Meet the Daniels Sisters
Book SynopsisFun, relatable, and inspirational, the Daniels Sisters books bring hours of reading enjoyment for tween girls. This Faithgirlz 3-in-1 collection is a great value for these popular fiction books, which speak to girls looking to express their talents and individuality alongside their faith, and focusing on issues every girl will face in their life.From the family that brought you the Lena in the Spotlight series and the popular For Girls Like You brand comes this collection of fiction about three young sisters finding their way in the world and having fun along the way. With true-to-life stories about diverse tween girls and their struggles, joys, and adventures, these books are sure to become favorites for girls ages 8–12.Meet the Daniels Sisters is: Ideal for gift giving Great for summer reading Perfect for girls who enjoy relatable stories and realistic fiction A trusted read with inspirational themes
£22.90
Zondervan The Case for Heaven Young Readers Edition
Book SynopsisBestselling Christian author and former journalist Lee Strobel takes readers on a journey of discovery as he presents evidence for heaven and provides answers to kids’ most critical questions about both heaven and hell.Trade Review'This book provides Scriptural and experienced based truths that help children understand what they can be certain of about heaven. Chapters focus on topics like whether we have souls, will there be pets in heaven, and will there be rewards in heaven. When read alongside an adult who can wonder alongside the reader and help them answer further questions, these chapters can be wonderful tools to help them deepen their understanding of heaven. Each chapter has a section at the end that is entitled 'cross examination'. These questions can be used as discussions with trusted mentors or as points for further research. There's a tidy resource list at the end of the book, along with a collection of Scripture passages that discuss heaven...If readers walk away with one tidbit to help guide their wonderings, it should be from the story of Zayden in chapter 6. This twelve-year-old decides to ask many trusted people about heaven and comes away with the decision that he should focus on what he does know as factual. Yes, we will always have questions and wonderings. These should be tools that help spur us further into research. But the presence of questions does not negate what is true. This book can be a good tool for adults to use with children as they wrestle with questions about their faith. Providing space for wondering, ways to find information, and the knowledge of what is true go long ways to building on a person's spiritual development.' * Practical Resources for Churches *Named by Outreach Magazine as an 'Also Recommended' Book in the Kids and amp; Youth Category, Outreach Resources of the Year 2022 * Outreach Magazine *
£19.75
Zondervan Fiona and the Rainy Day
Book SynopsisJoin your favorite hippo, Fiona, the adorable internet sensation from the Cincinnati Zoo and Botanical Garden, in this story of sharing and caring about friends—and the good thing about a little rain storm too.It is raining, but Fiona still wants to hang out with her good friends at the zoo. When Flamingo stops by Hippo Cove for a visit, she brings her big umbrella. Young readers will enjoy learning more about Fiona and her friends in this Level One I Can Read about the little hippo that has captured hearts around the world with her inspiring story and plucky personality.Fiona and the Rainy Day is: An endearing animal book that’s a perfect gift from parents and grandparents An inspiring story of sharing and caring about friends A Level One I Can Read story geared for children just learning to read Created by New York Times bestselling artist Richard Cowdrey of Fiona the Hippo;
£6.30
Zondervan Fiona and the Rainy Day
Book Synopsis
£12.59
Zondervan The Things God Made
Book SynopsisCombining Biblical truths and scientific facts, The Things God Made is an inspirational and informative picture book retelling of the creation story from the book of Genesis.Take your child on a journey from nothingness to abundance and life, and discover the greatness of God’s creation through stunning art and incredible factual information about our amazing universe. The Things God Made captures God’s great joy as a creator and inspires curious kids to learn more about the wonderful world we live in and appreciate all the things God made.The Things God Made: Tells the creation story both from a Scriptural and scientific perspective Is perfect for ages 4-8 as well as anyone interested in how our world works Incorporates easy-to-understand educational call-outs with engaging, easy-to-read storytelling Allows for further discussion about both creation and the wonder of the natural worldTrade ReviewBlending the biblical narrative, science, and art, author and illustrator Andy McGuire portrays not only the majesty of God's creation, but also the beauty, delight, and love of the Creator for his handiwork. McGuire points to God who 'had an idea. He wanted there to be other things besides just himself.' And so God made the cosmos and all that dwells within it. McGuire masterfully narrates and illustrates the truth that 'nothing God made can live on its own--everything works together.' For example, McGuire writes, 'Birds need plants. Some parts they need to build their nests. And birds eat plant seeds. When birds eat them, they poop out some of the seeds, scattering them far and wide as they fly to distant lands. This helps plants spread to new places all around the world--part of God's plan.' McGuire's depiction of the creation of Adam and Eve is unique and authentic. In author notes, McGuire explains, 'Of course no one knows what Adam and Eve looked like, but I have given them skin color and features that defy easy categorization. Somehow Adam and Eve contained all the DNA of the human race, and they and their children were truly fruitful, spreading humanity to every corner of the globe.' Highly recommended to parents, caregivers, and teachers as a fresh, educational, and worshipful picture book to be savored again and again with young children. * The Banner *The story of creation is ubiquitous enough that one might wonder if we need yet another children's book on the topic. But wonder was, in fact, the word that came to mind as I read The Things God Made. Complemented beautifully by breathtaking artwork, the book has captured the staggering awe that the story of our fascinatingly intricate creation deserves. If we have lost our sense of wonder, McGuire aims to rekindle it. Brilliantly infusing expertise with humility, scientific fact with childlike joy, The Things God Made is a delight. I suspect it will lead readers--children and adults alike--one step beyond wonder and straight into worship. * Hannah C. Hall, 2024 Christianity Today Book Awards *
£11.69
Zondervan The Magnificent Mischief of Tad Lincoln
Book SynopsisFrom New York Times bestselling author and news anchor Raymond Arroyo comes a fun picture book biography of Tad Lincoln, his relationship with his father President Abraham Lincoln, and a story about a parent’s love for his son and the wisdom of a child. Full of humor, this romp through history will teach children about the power of curiosity, imagination, friendship, empathy, determination…and even a little mischief!Tad Lincoln was forever getting into trouble. He bounced around the White House making mischief and annoying almost everyone but the president. Yet Tad was his father’s joy and comfort amidst a brutal war, a family tragedy, and the toll of holding the nation’s highest office. When Tad befriends a turkey meant to be holiday dinner, his plea for the pet to be spared teaches Abe a lesson about mercy. It also starts the tradition of the presidential turkey pardon, a tradition that presidents carry on to this day.<Trade ReviewA biography of Abraham Lincoln's son, Tad, that introduces the lesser-known historical figure to young readers. Action-filled vignettes from Tad's childhood, brought to expressive life through Davis's artwork, illustrate lessons of emotional complexity and eventually mature into more somber moments, like the death of Tad's brother, Willie, and the moral struggles of leadership Tad witnessed his father go through during the Civil War. The author gracefully uses these anecdotes to make Tad feel relatable to modern readers while grounding him in the necessary context of the boy's life. While the story is limited to Tad's childhood, there's plenty of material for meaty discussion. Plainspoken language will appeal to confident young readers, while evocative word choices, such as 'helpless, neighing laughter,' add a little literary flair. An explanatory note at the end describes how Arroyo was especially moved by Abraham Lincoln's sensitivity and mercy, especially in the granting of pardons, and how he believes Tad's influence was responsible. This is a heady topic well worth exploring and successfully sets up the story of Tad as an organic launching point for conversations about the humanity of political leadership and what qualities a leader should exemplify. VERDICT: A fun, well-paced, highly readable biography that provides a sophisticated entry point for more nuanced discussions about the complexities of leadership. Recommended. * Kate Stadt, School Library Journal *
£11.69
Zondervan The Unexpected Light of Thomas Alva Edison
Book SynopsisFrom New York Times bestselling author and news anchor Raymond Arroyo comes the first book in the Turnabout Tales series—a picture book biography of one of America’s most famous inventors, Thomas Alva Edison, and a story about never giving up.No one thought much of young Thomas Alva Edison. He couldn’t focus at school and caused trouble around the house. But where others saw a distracted and mischievous boy, his mother saw imagination and curiosity. At only seven years old, Al, as he was called as a young child, was educated by his mother at home, who understood his potential could be unlocked with non-conventional learning, allowing him freedom to explore, dream, and be inquisitive. Those early years of encouragement, motivation, and loving guidance shaped Al’s future and formed the courageous man who would apply those valuable lessons to inventing the phonograph, the motion picture camera, the light bulb, and more.In The U
£9.99
Little, Brown Book Group The Home Education Handbook
Book Synopsis''Home-educators want to provide a high quality learning experience for their children and this handbook is an excellent resource for making this aspiration a reality'' - Dr Adam Boddison, Chief Executive of National Association of Special Educational NeedsIf you are thinking of home educating your child, your initial surprise may be at how easy it is to turn intention into reality. Once you have deregistered your child, you are largely left to get on with delivering education from home, as you see best. This book is full of practical guidance for parents, based on the authors'' long experience of working with children and young people; their parents, teachers and schools. It will help you plan what is taught, as well as when and how. The authors not only consider how to benefit from the opportunities home education provides, but also suggest creative ways to fill the potential gaps that might arise from not being part of the traditional school system.
£13.49
Taylor & Francis Ltd Foundations of Embodied Learning
Book SynopsisFoundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processesdirect physical, social, and environmental interactionsare constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book's coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.Trade Review"How do students learn? How can educational practices best support that learning? In this book, Mitchell J. Nathan addresses these enduring questions and deftly builds the case for Grounded and Embodied Learning as a new paradigm for education. He synthesizes decades of theory and research on the role of the body in learning, and he draws practical implications for instruction, learning environment design, and assessment. This is an essential reading that will spark new insights and approaches, both for researchers and for educators."—Martha Wagner Alibali, Vilas Distinguished Achievement Professor in the Department of Psychology at University of Wisconsin–Madison, USA"Mitchell J. Nathan’s book provides a superb review and analysis of work in the field of embodied cognition and makes a compelling case for the educational significance of this research program—a must-read for educators and education researchers."—John T. Bruer, President Emeritus of The James S. McDonnell Foundation"Foundations of Embodied Learning is a heady achievement. Using his encyclopedic command of literatures in cognitive psychology, embodiment, and education, mixing in cognitive neuroscience and philosophy, Mitchell J. Nathan develops an account of learning processes that spans milliseconds to years. By deriving principles that guide both learners and instructors, the text moves from a theoretical exposition of how things are to a practical guide for how things should be. This book is a must-read for learning scientists, psychologists, teacher educators and teachers, instructional designers, and everyone interested in all aspects of human learning." —Arthur Glenberg, Emeritus Professor at Arizona State University, USA, Emeritus Professor at the University of Wisconsin–Madison, USA, and a member of INCO at the University of Salamanca, Spain."This book convincingly argues that the best way—in fact, the only way—for people to really master difficult topics is to ground them in bodily, perceptual, participatory, and enculturated experiences. Masterfully integrating a breathtaking gamut of evidence from neuroscience, psychology, education, and social interactions, this book provides the antidote to modern educational practice, which has too often tried to reduce understanding to mere symbol manipulation. The exciting alternative presented here is to harness the millions of years that Mother Nature has spent honing our systems for perceiving, acting, and interacting to learn about things that haven’t been around long enough to become biological endowments: reading, writing, mathematics, logic, and science. The book erects a lasting edifice from cognitive science theory to educational practice in curriculum, instruction, assessment, and technology—one that offers real progress in constructing learning on top of concrete, robust foundations."—Robert L. Goldstone, Distinguished Professor and Chancellor’s Professor in the Department of Psychological and Brain Sciences at Indiana University Bloomington, USA"Mitchell J. Nathan takes us on an epic journey into the world of Grounded and Embodied Learning—from its manifestations at the scale of neurons to the scale of social communities—and shows us a powerful and synthetic way to understand how people learn. Along this journey, he clearly presents both classic and recent studies from cognitive psychology and the learning sciences that make a convincing case for why we need widespread adoption of a GEL paradigm in education and educational research. This book is a must-read for anyone curious about embodiment and for anyone ready for a fresh new perspective on the wonders of human learning."—Victor R. Lee, Associate Professor of Learning Sciences and Technology Design at Stanford University, USA"Psychologists know a lot about the mechanisms of learning, and teachers know a lot about the practice of instruction, but, for too long, these two groups have had little contact with each other. This book should, and I hope will, change all that. It provides a masterful synthesis of a wealth of empirical research—much of which comes from Dr. Nathan’s own lab—that reveals the importance of bodily processes in learning all manner of academic subjects: geometry, algebra, reading, second-language acquisition, to name just a few. If there is one book that belongs on the shelves of anyone interested in bringing the latest advances in educational psychology and embodied cognition into their classrooms, or in the evidence that supports a more body-centric form of pedagogy, this is it."—Lawrence Shapiro, Professor of Philosophy at the University of Wisconsin – Madison, USA"How do students learn? How can educational practices best support that learning? In this book, Mitchell J. Nathan addresses these enduring questions and deftly builds the case for Grounded and Embodied Learning as a new paradigm for education. He synthesizes decades of theory and research on the role of the body in learning, and he draws practical implications for instruction, learning environment design, and assessment. This is an essential reading that will spark new insights and approaches, both for researchers and for educators."—Martha Wagner Alibali, Vilas Distinguished Achievement Professor in the Department of Psychology at University of Wisconsin–Madison, USA"Mitchell J. Nathan’s book provides a superb review and analysis of work in the field of embodied cognition and makes a compelling case for the educational significance of this research program—a must-read for educators and education researchers."—John T. Bruer, President Emeritus of The James S. McDonnell Foundation"Foundations of Embodied Learning is a heady achievement. Using his encyclopedic command of literatures in cognitive psychology, embodiment, and education, mixing in cognitive neuroscience and philosophy, Mitchell J. Nathan develops an account of learning processes that spans milliseconds to years. By deriving principles that guide both learners and instructors, the text moves from a theoretical exposition of how things are to a practical guide for how things should be. This book is a must-read for learning scientists, psychologists, teacher educators and teachers, instructional designers, and everyone interested in all aspects of human learning."—Arthur Glenberg, Emeritus Professor at Arizona State University, USA, Emeritus Professor at the University of Wisconsin–Madison, USA, and a member of INCO at the University of Salamanca, Spain."This book convincingly argues that the best way—in fact, the only way—for people to really master difficult topics is to ground them in bodily, perceptual, participatory, and enculturated experiences. Masterfully integrating a breathtaking gamut of evidence from neuroscience, psychology, education, and social interactions, this book provides the antidote to modern educational practice, which has too often tried to reduce understanding to mere symbol manipulation. The exciting alternative presented here is to harness the millions of years that Mother Nature has spent honing our systems for perceiving, acting, and interacting to learn about things that haven’t been around long enough to become biological endowments: reading, writing, mathematics, logic, and science. The book erects a lasting edifice from cognitive science theory to educational practice in curriculum, instruction, assessment, and technology—one that offers real progress in constructing learning on top of concrete, robust foundations."—Robert L. Goldstone, Distinguished Professor and Chancellor’s Professor in the Department of Psychological and Brain Sciences at Indiana University Bloomington, USA"Mitchell J. Nathan takes us on an epic journey into the world of Grounded and Embodied Learning—from its manifestations at the scale of neurons to the scale of social communities—and shows us a powerful and synthetic way to understand how people learn. Along this journey, he clearly presents both classic and recent studies from cognitive psychology and the learning sciences that make a convincing case for why we need widespread adoption of a GEL paradigm in education and educational research. This book is a must-read for anyone curious about embodiment and for anyone ready for a fresh new perspective on the wonders of human learning."—Victor R. Lee, Associate Professor of Learning Sciences and Technology Design at Stanford University, USA"Psychologists know a lot about the mechanisms of learning, and teachers know a lot about the practice of instruction, but, for too long, these two groups have had little contact with each other. This book should, and I hope will, change all that. It provides a masterful synthesis of a wealth of empirical research—much of which comes from Dr. Nathan’s own lab—that reveals the importance of bodily processes in learning all manner of academic subjects: geometry, algebra, reading, second-language acquisition, to name just a few. If there is one book that belongs on the shelves of anyone interested in bringing the latest advances in educational psychology and embodied cognition into their classrooms, or in the evidence that supports a more body-centric form of pedagogy, this is it."—Lawrence Shapiro, Professor of Philosophy at the University of Wisconsin – Madison, USA"Mitchell J. Nathan provides a comprehensive review of work in the field of embodied cognition, synthesizing theory and research on the body’s role in learning and proposing Grounded Embodied Learning (GEL) as a promising framework to guide future educational practice and learning environment design. . . . Based on a comprehensive analysis of research and evidence from philosophy, psychology, neuroscience and education, this book shows that GEL, emphasizing learners’ sensory experiences, body movement and social interactions, can provide new perspectives for teaching design and education reform. It is suitable for both scholars familiar with embodied cognition and desire to discover more about its educational applications and educators and policymakers trying to find solutions to current problems in education."—Jing Zhang, Educational Philosophy and TheoryTable of ContentsPart 1: A Fundamental Problem for Education and a Proposed Solution 1. We are Learning Creatures who Struggle to Design Effective Education Systems: Framing the Problem 2. Why We Need Grounded and Embodied Learning to Improve Education 3. Understanding Grounded and Embodied Learning 4. Forms of Embodiment and Embodied Learning Part 2: The GEL Timescale 5. Embodiment in the Conscious Spectrum 6. Grounding and Embodied Learning in the Conscious Spectrum 7. Biological Basics of Learning 8. Grounding and Embodied Learning in the Biological and 9. Sociocultural Bases of Learning 10. Sociocultural Learning as Common Ground and Engaged Participation Part 3: Implications of GEL for Education Practice and Research 11. Trans-Scale Considerations 12. Grounded and Embodied Learning in the Classroom and Beyond
£37.04
Taylor & Francis Ltd Designing Personalized Learning Experiences
Book SynopsisDesigning Personalized Learning Experiences offers theoretically grounded and pragmatic approaches to designing personalized learning initiatives for higher education and organizational contexts. With current research concluding that a multitude of variables can enable learners to direct their own experiences and achieve their goals, new guidance is needed to hone the range of instructional approaches, activities, and interactions available to support adult learners. This book offers practical strategies on how to design and implement effective personalized learning interventions, advance learning and engagement, encourage ownership over the learning process, and decrease attrition.Professionals in instructional design, learning and development, organizational development, consultancies, and beyond will be emboldened by the work to leverage a mix of technology-enabled social and content interactions.Table of Contents1. The History of Personalized Learning 2. Approaches to Personalized Learning 3. Designing Personalized Learning Experiences Using the PL Interaction Framework (PLiF) 4. Designing for Learner–Content Interaction 5. Designing for Learner–Learner Interaction 6. Designing for Learner–Small Group Interaction 7. Designing for Learner–Mentor, Coach, or AI Interaction 8. Designing for Learner–Social Network Interaction 9. Evaluating Personalized Learning Designs 10. Empowering Learners to Engage in Personalized Learning Experiences
£33.24
Taylor & Francis Ltd (Sales) Lessons from Lockdown
Book SynopsisLessons from Lockdown explores the impact of COVID-19 on our schooling systems, on the young people and families that they serve and on all who work in and with our schools, and asks what the long-term ramifications of the pandemic might be for the pedagogy and purpose of formal education. Drawing on the voices of more than a hundred pupils, parents and professionals, it reveals how teachers and learners are adapting practice in areas such as curriculum modelling, parental engagement, assessment and evaluation and blended and online learning.In this timely new book, Tony Breslin draws on his experience as a teacher, researcher, examiner, school governor and policy influencer to assess what the educational legacy of COVID-19 could be, and the potential that it offers for reframing how we do' schooling. Whatever your place in this landscape, Lessons from Lockdown is a must-read for all concerned about the shape and purpose of scTrade Review‘Tony Breslin’s highly readable and engaging book works on three levels.First, it offers a comprehensive chronicle of the impact of lockdown on our education system. Through clarity of narrative and the voices of a wide range of participants, we are reminded of the multi-layered and capricious events of spring and summer 2020. I have a strong sense that those interested in education will return to these pages for many years to come.But Lessons from Lockdown provides much more than a captivating narrative of schooling during the pandemic. Breslin is a knowledgeable and experienced educator and articulates several decades of change within education, thus contextualizing the various responses to the closure of schools across the UK.Finally, and most powerfully, the book makes a series of clear-eyed, well-balanced recommendations. These stimulating suggestions will, unquestionably, be discussed in staffrooms across the nation and, if we are to have the future we desire for our children, by those in power.’Daniel Coyle, head teacher, Newman Catholic College, Brent‘This book captures a vital moment in time and offers a highly readable and engaging account of what happened when education was thrust into lockdown early in 2020.But it goes further than that, placing the decisions taken in a broader context of educational policy and practice. Therefore, it should not be a surprise that it tells a tale of how many individual schools and teachers were left largely alone to make the best of the situation. In many ways Lessons from Lockdown demonstrates how the pandemic has shone a light on the injustices, inequities and poor political leadership that are endemic in our education system.Tony Breslin’s extensive research, drawing on the immediate experiences of a range of key players in the education sector, does us all a service in making sure that those decisions, actions and consequences are not all left to be reimagined with the benefit of hindsight, but chronicled here and now. As we see the longer-term impact of lockdown on our children, our schools and on the wider educational community, researchers of the future will be intensely grateful for this book’s ability to present a broad and deep narrative of what the lockdown of the first part of 2020 felt like to those involved.The arguments that Breslin marshals from these experiences to challenge us all to reimagine what our education system should seek to achieve and how it should be structured are provocative and engaging.’Nick Johnson, chief executive, British Educational Research Association‘A lesson or class is a structured period of time where learning is intended to occur. Lessons from Lockdown: The Educational Legacy of COVID-19 opens wide many doors to learning at the same time: principals' and policymakers' office doors, staffroom and classroom doors and, in particular, the doors to pupils' homes. Drawing on extensive discussion and research, Dr Tony Breslin argues that one impact of COVID-19 lies in the way that the resultant lockdowns have challenged the success of traditional educational practice. As such, there are opportunities for change in every classroom, every school and every schooling system, and in local and regional agencies.Lessons from Lockdown provides an immediate provocation of the work to be done while at the same time acknowledging the critical driver of such change: the collective capacity of all of those involved in supporting young people to thrive.Breslin calls for direct engagement between policymakers and experienced educators, and identifies opportunities for change that span parental engagement, family learning, the development of schools as community hubs, the need for a stronger social curriculum, the well-being of both students and staff, and the growth of digital literacy, and offers detailed recommendations on each. This book will help us to achieve the educational outcomes that we all hope for. If acted on, its recommendations have the power to create a new culture of schooling, a culture where "flourishing" is a regular descriptor of not only the experience of students, but of staff, schools and their communities'. Ross Dean, teacher educator, school leadership, school improvement and adolescent well-being consultant, and researcher, learning focused communities, founder, Victorian Educational Leadership Consortium, Australian Education Union, Melbourne, Australia'This book arrives just in time, as a new school year begins – albeit haltingly – under the continuing threat of the COVID-19 virus which, only a few months ago, abruptly interrupted educational systems around the world and created unprecedented chaos in the teaching and learning process. In exploring the implications of this health crisis, Tony Breslin focuses on the interrelatedness of factors that exert a collective and profound effect on all aspects of the educational system. As such, the book includes both a retrospective analysis of specific policies that shaped the pre-COVID-19 educational system and a rich description of the ways in which a broad cross-section of stakeholders experienced the recent school closures and ensuing confusion associated with the virus. This is followed by a thoughtful examination of the inequities inherent in the current educational system that have been laid bare by the pandemic. Readers are asked to consider the significant and potentially permanent nature of societal changes associated with this and future global health crises, and to resist the compulsion to return to the familiar. They are urged, instead, to view the crisis as an auspicious opportunity for re-thinking taken-for-granted educational policies and practices and collaborating with all relevant stakeholders, for the purpose of creating a more equitable education for all. Although this ground-breaking book focuses on a specific national context, the themes that emerge from this work are remarkably similar to those that are surfacing in schools across the globe, making Lessons from Lockdown a particularly informative and valuable book for all those concerned with schooling, regardless of the country in which they live.'Betty Merchant Ph.D., Henrietta Frances Zezula Lowak endowed distinguished professor, Department of Educational Leadership and Policy Studies, College of Education and Human Development, University of Texas at San Antonio‘Schooling in England needed a reset before anyone had heard of COVID-19, but that ongoing crisis has also shone an unforgiving light on the limitations of the system. In this incisive and timely piece of research and analysis Tony Breslin make a powerful case for us to use the experience of crisis to pursue reform in areas ranging from school governance, to parental engagement to social inclusion.’Matthew Taylor, chief executive, Royal Society of Arts, Manufactures and Commerce (RSA)'It has become somewhat fashionable to talk about building a better and a different education system following the pandemic. The fact that Tony Breslin has already written an informative and challenging book on the subject is evidence that he has been thinking of these things long before the recent difficulties caused others to also do so. This is, therefore, a well-thought-out account of some of the questions we need to address and a good guide as to how to begin to put them into action. Tony Breslin’s experience and commitment to children and young people, as ever, underpins everything that he writes.'Estelle Morris, Baroness Morris of Yardley, former secretary of state for education‘In the rush to reopen schools after lockdown, the temptation to "get back to normal" and simply catch up on the months of lost learning appears to be overwhelming. Tony Breslin argues this must be resisted. Instead, now is the time to rethink the entire system, from the starting age of formal education to the currently limited opportunities to learn in later life, to what is taught, how and why. For too long, changes to the education system have been driven by political considerations, short-term difficulties and even, at times, nostalgia. Lessons from Lockdown sets out why this piecemeal approach to reform needs stop and provides an invaluable contribution to the debate that now must take place.’Rosemary Bennett, former education editor, The Times‘Tony Breslin’s highly readable and engaging book works on three levels.First, it offers a comprehensive chronicle of the impact of lockdown on our education system. Through clarity of narrative and the voices of a wide range of participants, we are reminded of the multi-layered and capricious events of Spring and Summer 2020. I have a strong sense that those interested in education will return to these pages for many years to come.But Lessons from Lockdown provides much more than a captivating narrative of schooling during the pandemic. Breslin is a knowledgeable and experienced educator and articulates several decades of change within education, thus contextualizing the various responses to the closure of schools across the UK.Finally, and most powerfully, the book makes a series of clear-eyed, well-balanced recommendations. These stimulating suggestions will, unquestionably, be discussed in staff rooms across the nation and, if we are to have the future we desire for our children, by those in power.’Daniel Coyle, Headteacher, Newman Catholic College, Brent‘This book captures a vital moment in time and offers a highly readable and engaging account of what happened when education was thrust into lockdown early in 2020.But it goes further than that, placing the decisions taken in a broader context of educational policy and practice. Therefore, it should not be a surprise that it tells a tale of how many individual schools and teachers were left largely alone to make the best of the situation. In many ways Lessons from Lockdown demonstrates how the pandemic has shone a light on the injustices, inequities and poor political leadership that are endemic in our education system.Tony Breslin’s extensive research, drawing on the immediate experiences of a range of key players in the education sector, does us all a service in making sure that those decisions, actions and consequences are not all left to be reimagined with the benefit of hindsight, but chronicled here and now. As we see the longer-term impact of lockdown on our children, our schools and on the wider educational community, researchers of the future will be intensely grateful for this book’s ability to present a broad and deep narrative of what the lockdown of the first part of 2020 felt like to those involved.The arguments that Breslin marshals from these experiences to challenge us all to reimagine what our education system should seek to achieve and how it should be structured are provocative and engaging.’Nick Johnson, Chief Executive, British Educational Research Association‘A lesson or class is a structured period of time where learning is intended to occur. Lessons from Lockdown: The Educational Legacy of COVID-19 opens wide many doors to learning at the same time: principals' and policymakers' office doors, staffroom and classroom doors and, in particular, the doors to pupils' homes. Drawing on extensive discussion and research, Dr. Tony Breslin argues that one impact of COVID-19 lies in the way that the resultant lockdowns have challenged the success of traditional educational practice. As such, there are opportunities for change in every classroom, every school and every schooling system, and in local and regional agencies.Lessons from Lockdown provides an immediate provocation of the work to be done while at the same time acknowledging the critical driver of such change: the collective capacity of all of those involved in supporting young people to thrive.Breslin calls for direct engagement between policymakers and experienced educators, and identifies opportunities for change that span parental engagement, family learning, the development of schools as community hubs, the need for a stronger social curriculum, the wellbeing of both students and staff, and the growth of digital literacy, and offers detailed recommendations on each. This book will help us to achieve the educational outcomes that we all hope for. If acted on, its recommendations have the power to create a new culture of schooling, a culture where ‘flourishing’ is a regular descriptor of not only the experience of students, but of staff, schools and their communities'. Ross Dean, Teacher Educator, School Leadership, School Improvement and Adolescent Wellbeing Consultant, and Researcher, Learning Focused Communities, Founder, Victorian Educational Leadership Consortium, Australian Education Union, Melbourne, Australia'This book arrives just in time, as a new school year begins - albeit haltingly - under the continuing threat of the COVID-19 virus which, only a few months ago, abruptly interrupted educational systems around the world and created unprecedented chaos in the teaching and learning process. In exploring the implications of this health crisis, Tony Breslin focuses on the interrelatedness of factors that exert a collective and profound effect on all aspects of the educational system. As such, the book includes both a retrospective analysis of specific policies that shaped the pre-COVID-19 educational system and a rich description of the ways in which a broad cross-section of stakeholders experienced the recent school closures and ensuing confusion associated with the virus. This is followed by a thoughtful examination of the inequities inherent in the current educational system that have been laid bare by the pandemic. Readers are asked to consider the significant and potentially permanent nature of societal changes associated with this and future global health crises, and to resist the compulsion to return to the familiar. They are urged, instead, to view the crisis as an auspicious opportunity for re-thinking taken-for-granted educational policies and practices and collaborating with all relevant stakeholders, for the purpose of creating a more equitable education for all. Although this ground-breaking book focuses on a specific national context, the themes that emerge from this work are remarkably similar to those that are surfacing in schools across the globe, making Lessons from Lockdown a particularly informative and valuable book for all those concerned with schooling, regardless of the country in which they live.'Betty Merchant Ph.D., Henrietta Frances Zezula Lowak Endowed Distinguished Professor, Department of Educational Leadership and Policy Studies, College of Education and Human Development, University of Texas at San Antonio‘Schooling in England needed a reset before anyone had heard of Covid19, but that ongoing crisis has also shone an unforgiving light on the limitations of the system. In this incisive and timely piece of research and analysis Tony Breslin make a powerful case for us to use the experience of crisis to pursue reform in areas ranging from school governance, to parental engagement to social inclusion.’Matthew Taylor, Chief Executive, Royal Society of Arts, Manufactures and Commerce (RSA)'It has become somewhat fashionable to talk about building a better and a different education system following the pandemic. The fact that Tony Breslin has already written an informative and challenging book on the subject is evidence that he has been thinking of these things long before the recent difficulties caused others to also do so. This is, therefore, a well thought out account of some of the questions we need to address and a good guide as to how to begin to put them into action. Tony Breslin’s experience and commitment to children and young people, as ever, underpins everything that he writes.'Estelle Morris, Baroness Morris of Yardley, Former Secretary of State for Education‘In the rush to reopen schools after lockdown, the temptation to "get back to normal" and simply catch up on the months of lost learning appears to be overwhelming. Tony Breslin argues this must be resisted. Instead, now is the time to rethink the entire system, from the starting age of formal education to the currently limited opportunities to learn in later life, to what is taught, how and why. For too long, changes to the education system have been driven by political considerations, short -term difficulties and even, at times, nostalgia. Lessons from Lockdown sets out why this piecemeal approach to reform needs stop and provides an invaluable contribution to the debate that now must take place.’Rosemary Bennett, Former Education Editor, The Times'A highly thought-provoking and significant contribution to the emerging educational literature on lockdown.' Steve Turnbull, Schools Week'Breslin weaves in media releases, policy shifts, his own knowledge, and testimonies to provide an important historical account of what happened to the UK education systems, with a particular focus on England, during the spring and summer of 2020... The book will be of value to school leaders, policy makers, and researchers alike.'Sinéad Harmey, Educational Review"Overall, a good book full of insights and ideas, which takes a thorough look at the impact of the pandemic, from the practicalities of returning to teaching face-toface to the long-term eff ects on our learners’ future education."Dr Anne Davis, inTuition Magazine"I would recommend this book to teachers and education strategy and policy makers. The book is essential reading for educational psychologists interested in recovery and change in the school curriculum and system, and how educational psychologists can reflect on lessons learned in Lockdown and support schools. For me, it was interesting to learn about Breslin Public Policy Limited and Breslin’s work in lifelong learning and the voluntary sector. Clearly, this author’s work has far reaching international impact in terms of changing schools and the future of learning."Dr. I. Broadley-Westerduin, Educational Psychology in PracticeBreslin, an educational commentator, a curriculum development specialist, and a governance trainer in the UK, convened 108 educators in focus groups and through individual interviews and written submissions to develop six themes to follow for a successful recovery from COVID-19. These include putting well-being first; closing the achievement gap; rethinking curriculum and its assessment; growing digital connectivity and digital literacy; building new relationships between schools, families, and communities; and creating a teaching profession and schooling system prepared for an unknown future.D. L. Stoloff, Eastern Connecticut State University, CHOICETable of Contents Schools during lockdown Parental engagement and the experience of learning at home Economics, education and inequalities Breadth, balance, the curriculum and its assessment Making the grade: the class of 2020 Catching up on ‘lost’ learning Pupil well-being and emotional recovery Leadership and governance Inspection, research and system performance Recasting the learning blend: technology and pedagogy Next StepsAppendix A: Research methodologyAppendix B: Research participantsAppendix C: Recommendations
£18.99
Penguin Random House LLC The Year of Learning Dangerously Adventures in Homeschooling
£16.23
Taylor & Francis Ltd Supporting Lifelong Learning Volume III Making
Book SynopsisThis volume of the Open University Reader for Supporting Lifelong Learning looks at policy development in lifelong learning at local, regional, national and supra-national levels. Using an international team of contributors, it explores and examines the policy context for lifelong learning, the policies themselves, and their effects when implemented.The book focuses on the role of lifelong learning policy in relation to issues of competitiveness, technological change and social inclusion. The provision of a range of chapters from around the globe uniquely establishes a comparative basis for the reader. This volume also encourages the student to evaluate lifelong learning as a response to globalising trends and the globalising of educational policy.Table of Contents1. Themes and Questions for a Research Agenda on Lifelong Learning 2. On a Contradictory Way to the 'Learning Society': A Critical Approach 3. Lifelong Learning and Underemployment in the Knowledge Society: A North American Perspective 4. Social Capital, Human Capital and the Learning Society 5. The Comparative Dimension in Continious Vocational Training: A Preliminary Framework 6. Post School Education and Training Policy in Developmental States: The Cases of Taiwan and South Korea 7. Lifelong Learning and Welfare Reform 8. Change of Address? Educating Economies in Vocational Education and Training 9. Breaking the Concensus: Lifelong Learning as Social Control 10. Governing the Ungovernable: Why Lifelong Learning Policies Promise so Much Yet Deliver so Little
£38.94
Taylor & Francis Ltd Strategies for Sustainable Open and Distance
Book SynopsisAdaptability and the ability to handle rapid and ongoing change are essential for successfully managing any modern educational enterprise, and open and distance learning is no exception. In an often over-looked field, this volume examines the nature of sustainability in open and distance learning using case material from a wide range of current educational contexts worldwide. The books themes include: reflection and analysis of the management of change collaboration staff development quality assurance and funding in an increasingly globalized environment. This book also reassesses the core processes involved in course development, delivery, and student support, in a world that is both linked and divided by access to the latest technologies.In a rapidly changing world, this book shows how the path from policy to sustainable practice is rarely easy. However, through consistent attention and commitment to meeting the needs of learners, sustainability can be achieved. Trade Review'If you or your institution is planning on embarking on [the open and distance learning] path, you may want to take this book along to help guide your way.' - British Journal of Educational TechnologyTable of Contents1. From Policy to Implementation VIS NAIDOO Case Study: The Case of Mozambique "Arnaldo Valente Nhavoto" Case Study: Educational Broadcasting: The Indian experience Usha Vyasulu Reddi 2. Planning for Sustainability "Geoff Peters "Case Study: BOCODOL: Its background and the educational context "Daniel R. Tau "Case: Study: NAMCOL: Its background and educational context "Frances J. Mensah "3. Managing Change for Sustainability "Bruce King "Case Study: Ghana's Distance Education Programme "Joshua Caleb Mallet "A Canadian Case Study: Distance Education in a Dual-Mode Higher Education Institution "A.W. (Tony) Bates "Case Study: Moving to Flexible Delivery at the University of South Australia (UNISA) "Bruce King "4. Teaching, Learning and Student Support "Roger Mills "Case Study: Studies in the Introduction of Technology Mediated Learning in ODL "Francois Marchessou "Case Study: Commonwealth Diploma in Youth Development: The UNISA case study "Evelyn Nonyongo "Case Study: A Case Study of Learner Support Developments in the Botswana College of Distance and Open Learning "Daniel R. Tau "5. The Management of Systems in Open and Distance Learning "Patrick Guiton "Case Study: Student Record Systems and Learner-centred Management "David Sewart "Case Study: Distribution of Materials for an In-service Teacher Training Distance Education Course in Mozambique "Lurdes Patrocinia M. Nakala "Case Study: Professional Development "Helen Lentell and Christine Randell "6. Strategic Alliances - Collaboration for Sustainability "Sally M. Johnstone and Sharmila Basu Conger "Case Study: The Online Master of Distance Education and Certificate in Distance Education Programmes Jointly Offered by the University of Maryland University College and Carl von Ossietzky University of Oldenburg "Ulrich Bernath "Case Study: A Joint Degree Programme between Regis University, Denver, Colorado, USA and the University of Ireland at Galway, Republic of Ireland "William J. Husson "Case Study: International Online Master's Degree Programme in Drug Abuse Control and Prevention "Antonio Lomba Maurandi and Maria Eugenia Perez de Madrigal "7. Quality Matters: Strategies for ensuring sustainable quality in the implementation of ODL "Andrea Hope "Case Study: Implementing Quality Systems "V.S. Prasad "Case Study: Quality Standards for Consumer Protection "Kathryn Chang Barker "8. Counting the Cost "Hilary Perraton "Case Study: Funding and Financial Management at the Indira Gandhi National Open University "C. Gajendra Naidu "Editor's Conclusion
£40.84
Taylor & Francis Ltd (Sales) Open and Distance Learning in the Developing World Routledge Studies in Distance Education
Book SynopsisThis revised and updated edition of Open and Distance Learning in the Developing World sets the expansion of distance education in the context of general educational change and explores its use for basic and non-formal education, schooling, teacher training and higher education.Engaging with a range of topics, this comprehensive overview includes new material on: non-formal education: mass-communication approaches to education about HIV/AIDS and recent literacy work in India, South Africa, and Zambia schooling: new research projects in open schooling in Asia and subsaharan Africa, and interactive radio instruction in South Africa the impact of new technology and globalisation: learning delivered through the internet and mobile learning the political economy: international agencies, the role of private sector, and funding. With its critical appraisal of the facts and examination of data about effectiveness, this book provides answers to problems and poses key questions for the consideration of policy makers, educational practitioners and all professionals involved in implementing and delivering sustainable open and distance learning.Table of Contents1. Introduction: Golden Goose or Ugly Duckling Evidence 2. Nonformal Education: The Light That Never Shone 3. Schooling: The Door is Ajar 4. Teachers: Educating the Largest Profession 5. Higher Education: Beyond the Courtyard Wall 6. Crossborder Enrolment: Virtually Wandering Scholars Explanation 7. Costs: What the Figures Say 8. Technology: After Gutenberg and Turing 9. Globalisation: And Culture Follows Trade 10. Political Economy: Who Benefits, Who Pays? Evaluation 11. Legitimacy: A Problem or a Solution
£37.99
Taylor & Francis Ltd Open and Distance Learning in the Developing
Book SynopsisThis revised and updated edition of Open and Distance Learning in the Developing World sets the expansion of distance education in the context of general educational change and explores its use for basic and non-formal education, schooling, teacher training and higher education.Engaging with a range of topics, this comprehensive overview includes new material on: non-formal education: mass-communication approaches to education about HIV/AIDS and recent literacy work in India, South Africa, and Zambia schooling: new research projects in open schooling in Asia and subsaharan Africa, and interactive radio instruction in South Africa the impact of new technology and globalisation: learning delivered through the internet and mobile learning the political economy: international agencies, the role of private sector, and funding. With its critical appraisal of the facts and examination of data about effectiveness, this book provides answers to problems and poses key questions for the consideration of policy makers, educational practitioners and all professionals involved in implementing and delivering sustainable open and distance learning.Table of Contents1. Introduction: Golden Goose or Ugly Duckling Evidence 2. Nonformal Education: The Light That Never Shone 3. Schooling: The Door is Ajar 4. Teachers: Educating the Largest Profession 5. Higher Education: Beyond the Courtyard Wall 6. Crossborder Enrolment: Virtually Wandering Scholars Explanation 7. Costs: What the Figures Say 8. Technology: After Gutenberg and Turing 9. Globalisation: And Culture Follows Trade 10. Political Economy: Who Benefits, Who Pays? Evaluation 11. Legitimacy: A Problem or a Solution
£19.99
Taylor & Francis Ltd Teaching in Transnational Higher Education
Book SynopsisTeaching in Transnational Higher Education examines current trends and challenges that face students, teachers and institutions of higher education around the globe. This book comes at a pivotal moment where many universities are offering their courses in offshore locations. Students who could once not access an international qualification can now do so without leaving their home country. The book clearly defines and takes an in-depth look at the various types of transnational education, including: institutions that have campuses abroad, teach specific courses abroad, and form partnerships with diverse schools to teach jointly. Teaching in Transnational Higher Education serves as a forum for debate on such insightful topics as: the modification of teaching to adapt to the needs of diverse students the use of technology in the classroom <Table of ContentsPART 1 CURRENT AND EMERGING ISSUES IN TRANSNATIONAL HIGHER EDUCATION
£135.00
Taylor & Francis Ltd EModerating The Key to Online Teaching and
Book SynopsisProfessor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her much-awaited third edition of E-Moderating the most quoted and successful guide for e-learning practitioners.Never content to offer superficial revisions or simple solutions against the pace of technological advances, the expanding interest and requirements for online learning, and the changes they have wrought, E-Moderating, Third Edition offers a richness of applied topics that will directly impact learners and teachers of all kinds. The book is carefully crafted and supported with evidence, examples, and resources for practical guidelines, making it potentially transformational for all practitioners.E-Moderating, Third Edition includes: updates of literature, key terms, case studies and projects fresh examples of the use of the five stage model around theTrade Review"The book is carefully crafted and supported with evidence, examples, and resources for practical guidelines, making it potentially transformational for all practitioners. This is a “must have” book for researchers and practitioners alike." ― Charalambos Vrasidas, Educational Media International Table of ContentsI. Concepts and Cases 1. E-moderating 2. 5 stage model (text) 3. 5 stage model (21st century technologies) 4. E-moderating qualities and roles 5. Training e-moderators 6. Developing E-moderating skills 7. Participants’ experience 8. Future e-moderating II. Resources for Practitioners Scaffolding online learning Achieving online socialisation Achieving knowledge sharing Developing e-moderators Costs Summarising and Weaving Taming Online time Promoting cultural understandings Creating presence Housekeeping Promoting Active Participation Assessing learning Evaluating conferencing E-moderating for synchronous conferencing E-moderating for virtual worlds E-moderating for Podcasting Monitoring E-moderating Encouraging self-managing groups Helping online novices Understanding lurking What’s going on? What will we call ourselves? Communicating online References Index
£40.84
Taylor & Francis Ltd Ethics and Educational Technology
Book SynopsisEthics and Educational Technology explores the creation and implementation of learning technologies through an applied ethical lens. The success of digital tools and platforms in today's multi-faceted learning and performance contexts is dependent not only on effective design and pedagogical principles but, further, on an awareness of these technologies' interactions with and implications for users and social systems. This first-of-its-kind book provides an evidence-based, process-oriented model for ethics in technology-driven instructional design and development, one that necessitates intentional reflective practice, a critical and theoretically informed interrogation of technology, and a participatory approach to technology design and applications. Rich with real-world ethics examples and design cases, supported by reflection questions and applied activities, and attentive to ethical codes among preeminent educational technology organizations, this is an ideal resource for Table of Contents1. The Educational Technology Problem Space 2. Professional Ethics as Reflective Practice 3. The Designer’s Presence 4. Thinking Critically about Technology 5. Socio-technical Theories for Educational Technology 6. Ethics as Design 7. Learner Diversity and Inclusive Design 8. The Ethics-in-Design Method: Integrating Ethics into Planning, Decision-Making, and Evaluation Processes 9. The Ethics-in-Design Method: Integrating Ethics into Design, Development, and Technology Selection
£44.64
Little, Brown & Company Homeschooling for Excellence
Book SynopsisTHE COLFAXES DIDN''T START TEACHING THEIR BOYS AT HOME TO GET THEM INTO HARVARD - BUT THAT''S WHAT HOMESCHOOLING ACCOMPLISHED!For over fifteen years, David and Micki Colfax educated their children at home. They don''t think of themselves as pioneers, though that''s what they became. Unhappy with the public schools, the Colfaxes wanted the best education possible for their four sons: a program for learning that met the evolving needs of each child and gave them complete control of how and what their children learned. The results? A prescription for excellence-Harvard educations for their sons Grant, Drew, and Reed. (Their fourth son is still too young for college.)Now the Colfaxes tell how all parents can become involved in homeschooling. In a straight-talking book that reads like a frank conversation among friends, they tell what they did and how they did it: their educational approaches, the lessons they learned, and what materials-books, equipment, educational aids-proved most useful
£19.48
John Wiley & Sons Inc Assessing the Online Learner
Book SynopsisWritten by Rena M. Palloff and Keith Pratt, experts in the field of online teaching and learning, this hands-on resource helps higher education professionals understand the fundamentals of effective online assessment. It offers guidance for designing and implementing creative assessment practices tied directly to course activities to measure student learning. The book is filled with illustrative case studies, authentic assessments based in real-life application of concepts, and collaborative activities that assess the quality of student learning rather than relying on the traditional methods of measuring the amount of information retained.Table of ContentsPreface. Acknowledgments. The Authors. PART ONE: Assessment Basics. ONE: How Do We Know They Know? Developing Standards of Assessment. Getting Down to the Basics. Learner-Focused Teaching. Applying What We Have Learned. TWO: Assessment Online. Principles of Effective Online Assessment. Assessment and the Online Learner. Using the Online Environment for Assessment Advantage. Plagiarism and Cheating. Applying What We Have Learned. THREE: Course and Program Evaluation. Course Evaluation. Instructor Evaluation. Program Evaluation. Competency Assessment as Course and Program Evaluation. Applying What We Have Learned. PART TWO: The Assessment and Evaluation Toolkit. Introduction to the Assessment and Evaluation Toolkit. Rubrics and Rubric Development. Using Student Feedback for Assessment. How Interactive Is It? Authentic Assessments. Performance Assessments. Effective Test and Quiz Development. Portfolios. Portfolios as Assessment. Reflective Assessment and Self-Assessment. Collaborative Peer Assessment. The Use of Wikis and Blogs in Assessment. Effective Online Course Evaluation. Effective Faculty Evaluation. Additional Resources. References. Index.
£23.39
John Wiley & Sons Inc Using Wikis for Online Collaboration
Book SynopsisHow can online instructors and course designers'' instruction harness the popular Web 2.0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports the effective design and delivery of online courses through the integration of collaborative writing and design activities.Table of ContentsPreface xiii About the Authors xvii ONE Getting Ready to Wiki 1 Opportunities for Online Learning 2 What Is a Wiki? 3 Types of Wikis 6 Choosing the Right Wiki 9 Features of Wikis 10 Setting Up the Wiki 17 Summary 19 TWO Designing Wiki Projects for Collaborative Learning 21 Teaching and Learning Through Wikis 21 Laying the Foundation—Preparing Students for Wiki Work 22 Building the Framework—Designing the Wiki Project 31 Monitoring Construction—Managing the Wiki Process 45 Summary 57 THREE Wiki Projects for Knowledge Construction 59 Resource Bank 60 Frequently Asked Questions 62 Error Finding and Correcting 64 Historical Time Line 66 Annotated Bibliography 69 Online Dialogue 72 Group Summary 73 Class Encyclopedia 74 Summary 77 FOUR Wiki Projects for Critical Thinking 79 “What If . . . ?” Scenarios 80 Case Studies 82 Debates 85 Collaborative Research Papers 88 Evaluation or Research Study 90 Frame-Based Writing 93 Nominal Group Technique 95 Structured Online Critiques 98 Summary 100 FIVE Wiki Projects for Contextual Application 101 Event Plan 102 Process Map 104 Virtual Science Lab 109 Field Research Project 112 Story Creation 114 Team Challenge 115 Media Design Project 118 Service Learning Project 121 Summary 123 SIX Wikis Today and Tomorrow 125 The Value of Collaborative Writing 125 Integrating Wikis with Other Technologies 126 What the Future Holds 126 An Invitation to Collaborate 128 ADDITIONAL RESOURCES 129 Wikis for Educators 129 Web 2.0 129 Collaborative Writing 130 Scaffolding 130 Bloom’s Taxonomy 130 References 131 Index 135
£24.69
Random House USA Inc What Your Third Grader Needs to Know Revised and
Book Synopsis
£22.80
Not Stated Becoming a Critical Thinker
Book SynopsisA practical resource to grow students’ ability to think well in an age of information overloadAt a time when we’re constantly flooded with contradictory information and opinions, critical thinking skills are more important than ever. This accessible workbook is full of valuable insights, thought-provoking questions, and useful exercises to help teens and preteens expand their perspectives, skillfully navigate thorny issues, recognize bias, identify misinformation, and become more comfortable with dissent and differences of opinion. Becoming a Critical Thinker offers essential tools for students to mature into thoughtful, curious, and empathetic learners.
£15.29
John Wiley and Sons Ltd Culture and Belief in Europe 1450 1600
Book SynopsisThis open university reader is a wide-ranging interdisciplinary collection of material from primary sources, illustrating the relationship between cultural change and religious belief in sixteenth-century Europe. It contains more than eighty extracts drawn from a variety of genres including political, religious, philosophical and legal writing, diaries, letters, plays, poems and fiction. Some have never previously been published, others have not been reprinted since their original appearance in the sixteenth century, and a number are translated into modern English for the first time. `Culture and Belief in Europe 1450 - 1600'' includes writing from such renowned thinkers as Erasmus, Luther, Machiavelli, and Sir Thomas More, besides that of lesser-known authors. Works of literature also feature extensively, and writings from Cervantes, Rabelais, Edmund Spenser, and Sir Philip Sidney amongst many others are all to be found here. A general introduction describes the anthologTable of ContentsPart I: Humanism, Popular Culture and Belief: . 1. The Spicers' Play (1463-1477). 2. The Pewterers and Founders 'Play (1463-1477). 3. Late Medieval Ghost Stories. 4. The Pilgrimage of William Wey (1456). 5. Pico: A Young Philosopher Defends his right to Dispute in Public (1486). 6. Summa Theologica: Thomas Aquinas. 7. The Profession of the Religious: Lorenzo Valla. 8. Erasmus and John Colet (1499-1516). 9. Erasmus: Colloquies and Writings (1523-1526). 10. The Prince: Machiavelli (1513). 11. The Courtier: Castiglione (1528). 12. Gargantua (1534) and Pantagruel (1532): Rabelais. 13. The Church and Discipline. Part II: Civic Pride and Civic Patronage: Venice and Antwerp: . 14. Governing Venice: Contarini (1534). 15. Antwerp: Guicciardini (1567). 16. The Civic Inventory of Household Goods: a Sample for the Antwerp Notary (1582). 17. Inventory of Michiel's Description of the Collection of Andrea Odoni, Venice (1530). 18. The Inventory of Margaratta Boge (1574). 19. Marcantonio Michiel's Description of the Collection of Andrea Odoni, Venice (1530). 20. The Inventory of Willem Pauwels (1481). 21. Bessarion's Act of Donation (1468). 22. Bessarion's Library (1474). 23. Harmony of the World: Giorgi (1525). Part III: Reformation: . 24. Articles of Tabor (1420). 25. Lollard Documents. 26. The Council of Trent and Religious Act (1563). 27. Against the Heavenly Prophets: Luther (1525). 28. The Old Game: Hans Sachs (1554). 29. Martin Luther (1520s). 30. John Calvin (15360. 31. William Tyndale and the Principles of Protestantism (1530). 32. 'The Wittenberg Nightingale': Hans Sachs. 33. The Vanity and Uncertainty of the Arts and Sciences (1530): Agrippa. Part IV: Religious Reform and Cultural Change: Spain and England:. 34. Caxton's Prologue to Virgil's Aeneid (1490). 35. Dialogue Concerning Heresies: Sir Thomas Moore (1528). 36. Preface to Euclid's Elements: John Dee (1570). 37. Autobiography: Ignatius de Loyola (1553). 38. Spiritual Exercises: Ignatius de Loyola (1522-1577). 39. Life: St Teresa of Avila (1565). 40. Three Poems by Luis de Leon (1572-1577). 41. 'Whether it is Right to Destroy a Tyrant': Juan de Mariana (1599). Part V: Europe and the Wider World:. 42. On the Netherlands (1520-1521): Dürer. 43. Travel Journal (1580-1581): Montaigne. 44. An Itinerary: Fynes Moryson (1591-1597). 45. A View of the Present State of Ireland: Spenser (1590s). 46. Letter from Isabella and Ferdinand to the Moorish King (1491). 47. Petition from Francisco Nunez Muley, Morisco Noble (1567). 48. Impressions of Turkey: Ogier Ghiselin de Busbecq (1556-1564). 49. Navigations Made into Turkey: Nicholas de Nicolay (1567). 50. Accounts of Mexico: Bernal Diaz (1568). 51. Voyage to Virginia: John White. 52. Aztec Accounts of the Conquest of Mexico (1519). 53. Letter to Piero Soderini: Amerigo Vespucci (1504). 54. First Voyage: Columbus (1492-1493). 55. On the Indians: Sepulveda (1547). 56. On the Indians: Las Casas (1552). 57. On the Indians: Mendieta (1596). 58. Defence of the Indians: Vitoria (1537-1539). 59. On the Indiands and Animals of the New World: Jose de Acosta (1590). 60. Questionnaire on the Spanish American Empire (1577-1586). Part VI: Print Culture:. 61. Le Morte d'Arthur: Sir Thomas Malory. 62. 'Sermon on the Ploughers': Hugh Latimer (1548). 63. Don Quixote: Cervantes. Part VII: The Crisis of Authority: France:. 64. The Monarchy of France: Claude de Seyssel. 65. Restoration of the Gospel: Lefèvre d'Étaples. 66. Autobiography: Cellini (1559). 67. Claude de Seyssel Three Bridles on Princely Power (1519). 68. Strengths and Weaknesses of France: Suriano (1561). 69. Exclusion of Women: Hotman (1573). 70. Innocent Gentillet: Anti-Machiavel (1576). 71. Method: Bodin (1566). 72. Six books of the Commonwealth: Bodin. 73. Entertainment at Antwerp (1582). Part VIII: Church, State and Literature in Britain:. 74. The Acts of Supremacy (1534, 1559). 75. The Vestiarian Controversy: Laurence Humphrey, Thomas Sampson and Bishop Grindal (1563-1566). 76. Scottish Ballards and Court Poetry. 77. Astrophil and Stella: Sir Philip Sidney (1582). 78. A Defence of Poetry: Sir Philip Sidney (1582). Index.
£44.96
Princeton University Press Unlocking the Gates How and Why Leading
Book SynopsisYale offers high-quality audio and video recordings of a careful selection of popular lectures, MIT supplies digital materials for nearly all of its courses. Drawing on a wide range of sources, this title traces the evolution of these online courseware projects and considers the impact they may have, both inside elite universities and beyond.Trade ReviewWinner of the 2012 Philip E. Frandson Award for Literature in the Field of Continuing Higher Education, University Professional and Continuing Education Association "By now, books, articles and blogs about the virtues and vices of online distance learning are hardly new, and are frequently repetitive. But Taylor Walsh's Unlocking the Gates is different. She analyses in great detail the varied experiences of a small number of elite US, UK and Indian universities that, starting in 1999, began to offer some, if not all, of their undergraduate courses online to varying audiences. Walsh has done extensive research--including interviews with 87 educational and business leaders--in this pioneering, unbiased study... A solid, pioneering contribution to the study of online higher education and will surely become the benchmark for later studies."--Howard P. Segal, Times Higher Education "For anyone looking for an insight into some of the issues lying underneath western higher education, they would do well to pick up a copy of Unlocking the Gates. Taylor Walsh's work may only focus on one particular phenomenon but it acts as a lens through which to examine some key challenges facing institutions: how to have a global impact whilst also serving your local students, how to do more with less in times of reducing budgets and endowments, and how higher education can and should change to become fit for the 21st century."--Rachel Dearlove, Impact of Social Sciences, London School of Economics blog "The enabling of open access to learning materials from a range of international higher education providers, at least those that choose to share, means that, provided the technology exists to enable access, potential scholars from around the world can use them to learn and grow in ways not previously available to them. And that it why it is worth reading this book."--Kevin Ashford-Rowe, Journal of Higher Education Policy and Management "Walsh's book stimulates reflection... Too, it provides substantial reality testing with respect to the large number of practical issues spawned by the OER movement."--Donald J. Foss, PsycCRITIQUES "The book is an eye-opener, supported by ample footnotes and extensive interviews (if not with enthusiastic users like myself), as well as financial records and others sources."--John Wilinsky, Teachers College Record "The [book] is a rich portrait of the history and prospects of these courseware efforts, the aspirations and concerns of their principals, their academic content and connections to their sponsoring universities, and their contrasting business models. While the author's sensibility and vocabulary come from management (rather than, say, technology, education, or sociology), the book should be accessible to readers from a wide range of backgrounds."--Mary Taylor Huber, ChangeTable of ContentsForeword by William G. Bowen vii Preface xvii Chapter 1: Introduction: Context and Background 1 Chapter 2: Early Experiments: Fathom and AllLearn 23 Chapter 3: Free and Comprehensive: MIT's OpenCourseWare 57 Chapter 4: Digital Pedagogy: Carnegie Mellon's Open Learning Initiative 89 Chapter 5: Quality over Quantity: Open Yale Courses 122 Chapter 6: A Grassroots Initiative: webcast.berkeley 150 Chapter 7: Closing the Gap in India: The National Programme on Technology Enhanced Learning 178 Chapter 8: Conclusions 206 Epilogue: Implications for the Future 247 References 261 List of Interviews 277 Index 281
£21.25
John Wiley & Sons Inc Empowering Online Learning
Book SynopsisThis is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (R2D2: read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional designers as well as those contemplating such positions design, develop, and deliver learner-centered online instruction. Empowering Online Learning has 25 unique activities for each phase of the R2D2 model as well as summary tables helping you pick and choose what to use whenever you need it. Each activity lists a description, skills addressed, advice, variations, cost, risk, and time indexTable of ContentsPreface v Acknowledgments xii About the Authors xiv 1 The R2D2 Model: Read, Reflect, Display, and Do 1 2 Phase 1 of the R2D2 Model: Verbal and Auditory Learners 15 3 Activities for Phase 1: Verbal and Auditory Learners 26 4 Phase 2 of the R2D2 Model: Reflective and Observational Learners 67 5 Activities for Phase 2: Reflective and Observational Learners 78 6 Phase 3 of the R2D2 Model: Visual Learners 118 7 Activities for Phase 3: Visual Learners 134 8 Phase 4 of the R2D2 Model: Hands-On Learners 181 9 Activities for Phase 4: Hands-On Learners 199 10 Integrating R2D2 and Final Reflections on the Web of Learning 249 Web Links, Examples, and Resources 264 References 284 Index 294
£30.59
Taylor & Francis Inc Type II Uses of Technology in Education
Book SynopsisSpark your students to actually want to learn through the creative application of technology!Type II applications in education make it possible to teach in new and more effective ways. Type II Uses of Technology in Education: Projects, Case Studies, and Software Applications clearly explains methods and strategies presently used by teachers to offer students a creative learning experience through the application of technology. Each chapter presents individual examples of how teachers have applied technology in schools and classrooms, illustrating through case studies, projects, and software applications how to effectively spark students’ interest and learning. Type II Uses of Technology in Education is the third in a series (Internet Applications of Type II Uses of Technology in Education and Classroom Integration of Type II Uses of Technology in Education, both from Haworth) that provides a clear view of the advantagesand challengesTable of Contents INTRODUCTION Type II Applications of Information Technology in Education: The Next Revolution (Cleborne D. Maddux and D. LaMont Johnson) Using Technology to Enhance Science Inquiry in an Outdoor Classroom (Pamela Cantrell and Mark S. Knudson) Learning Projects, Type II Applications, and Embedded Pedagogical Models (George Gadanidis and Karen Schindler) Future Teachers’ Classroom Applications of Technology (Catherine E. Brawner and Rodney H. Allen) Professional Development and Recursive E-Learning (Pam Elges, Marielena Righettini, and Martha Combs) Electronic Discussion: A Case Study of the Range of Applications in a Laptop University (Gregory R. MacKinnon, M. Lynn Aylward, and Joseph Bellefontaine) After the In-Service Course: Challenges of Technology Integration (Gregory R. Frederick, Heidi Schweizer, and Robert Lowe) Typology of ICT Implementation and Technology Applications (Dorit Tubin) Steering the Supertanker: Transforming Teaching and Learning Through the Use of ICT (John P. Cuthell) Using Problem-Based Learning Software with At-Risk Students: A Case Study (Pavel Samsonov, Susan Pedersen, and Christine L. Hill) Using Technology to Support Visual Learning Strategies (Blanche O’Bannon, Kathleen Puckett, and Glenda Rakes) Digital Portfolios: Software Selection for Student Manipulation (Andrew L. Hunt, Betty K. Wood, Mary Kate Terrell, and Jim Isom) Making Meaningful Connections: Interactive Computer Hypertext in Art Education (B. Stephen Carpenter II and Pamela G. Taylor) Type II Applications: Using On-Demand Help Features Effectively in Interactive Learning Environments: A Literature Review (Jorge Gaytan) Personal Educational Tools (PETS) for Type II Learning (Rhonda Christensen, Theresa Overall, and Gerald Knezek) Index Reference Notes Included
£123.50
Taylor & Francis Inc HUSITA7The 7th International Conference of Human
Book SynopsisIn todayâs information society, to make a real and lasting impact on human welfare takes applications of information technology aimed at enhancing access to all. HUSITA7-The 7th International Conference of Human Services Information Technology Applications: Digital Inclusion-Building a Digital Inclusive Society presents diverse viewpoints from around the globe, examining the latest applications of digital technology for social work education and practice. These conference presentations from respected international authorities discuss the application of ICT (information and communication technology) in various facets of human service to achieve the goal of a digital inclusive society where all have access to education and informational resources.HUSITA7-The 7th International Conference of Human Services Information Technology Applications examines the development and use of information technology in professional training, including the strengths and limitatioTable of ContentsPreface. ICT IN SOCIAL WORK EDUCATION. Object Lessons: A “Learning Object” Approach to E-Learning for Social Work Education. Pedagogical and Policy Challenges in Implementing E-Learning in Social Work Education.The Relationship Between Technology Content in a Masters of Social Work Curriculum and Technology Use in Social Work Practice: A Qualitative Research Study. Lessons Learned in Chat Room Teaching Internationally. The Forgotten Dimension in Learning: Incorporating Emotion into Web-Based Education. Including Indigenous Knowledge in Web-Based Learning. ICT IN SOCIAL WORK EDUCATION APPLICATIONS. Web CT—An Administrative Tool. The Use of Information Technology to Enhance the Quality of Teaching and Learning in Social Work Practicum: An Example from the City University of Hong Kong. SOCIAL INCLUSION. The Reality of Social Inclusion Through Digital Government.Redefining Assistive Technology, Accessibility and Disability Based on Recent Technical Advances. Investigating the Role of Internet Self-Efficacy in the Elderly’s Learning of ICT in Hong Kong, China: A Two-Part Study. SOCIAL INCLUSION APPLICATIONS. Sanyog: A Speech Enabled Communication System for the Speech Impaired and People with Multiple Disorders. KNOWLEDGE MANAGEMENT IN HUMAN SERVICES. Knowledge Management in Social Work—Towards a Conceptual Framework. KNOWLEDGE MANAGEMENT IN HUMAN SERVICES APPLICATIONS. Web-Based Disability Information Resource in Japan. Index. References.
£80.74
Taylor & Francis Inc Symbolizing and Communicating in Mathematics Classrooms Perspectives on Discourse Tools and Instructional Design
Book SynopsisThis volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues. The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiencTrade Review"All the articles taken together add up to a strong argument in favor of making symbolizing and communicating prominent features in mathematics classrooms. Arguments are well illustrated....A good resource for teacher educators and graduate students who are interested in the interrelationship between semiotic theories and mathematical understanding."—CHOICE"...offers literacy educators another way to view mathematics....ways to think about literacy in mathematics classrooms....[and] provides literacy researchers insights into the kind of questions that are important to mathematics education researchers, which can be helpful as literacy educators work to consider problems and questions that cross educational domains....This book ultimately offers to literacy educators an insight into terms like symbolizing, modeling, mathematizing, and representation as used by mathematics educators. By understanding these terms and considering the implications for instructional design, literacy educators can begin building bridges between themselves and mathematics educators."—Journal of Literacy ResearchTable of ContentsContents: E. Yackel, P. Cobb, K. McClain, Preface. E. Yackel, Introduction: Perspectives on Semiotics and Instructional Design. Part I:Theoretical Considerations.P. Cobb, From Representations to Symoblizing: Introductory Comments on Semiotics and Mathematical Learning. A. Sfard, Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other. W. Dörfler, Means for Meaning. B. van Oers, The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning. R. Nemirovsky, S. Monk, "If You Look at It the Other Way...": An Exploration Into the Nature of Symbolizing. Part II:Instructional Design Issues Related to Symbolizing, Communicating, and Mathematizing.K. Gravemeijer, P. Cobb, J. Bowers, J. Whitenack, Symbolizing, Modeling, and Instructional Design. J. Bransford, L. Zech, D. Schwarts, B. Barron, N. Vye, The Cognition and Technology Group at Vanderbilt, Designs for Environments That Invite and Sustain Mathematical Thinking. R. Lehrer, L. Schauble, S. Carpenter, D. Penner, The Innerrelated Development of Inscriptions and Conceptual Understanding. R. Lesh, H.M. Doerr, Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling. J. Bowers, Postscript: Integrating Themes on Discourse and Design.
£54.14
Taylor & Francis Inc Network Science A Decade Later The Internet and
Book SynopsisOffers an understanding of how the Internet can be used effectively by science teachers & students to support inquiry-based teaching & learning. Important for project developers & curriculum writers in educational tech, & university faculty.Trade Review"The book's strength is its emphasis on enduring issues, unchanged in 40 years of reform: the need to increase teacher content knowledge and foster inquiry, the time required to study subjects in depth, and the inevitable tension between the desire for subject coverage and time required for in-depth student research."—CHOICE"Network science is important because it extends the discourse of teaching with and about technology beyond conventional, instrumental notions of 'technology as tool' towards technologies as social and cultural practices."—Resource Reviews"...an important book with interesting content and ideas for everyone who wonders how the Internet can enhance education in our nation's schools. It is of particular interest to those concerned about science learning in elementary and secondary classrooms. The authors provide an excellent history of the origins of these application of the Internet in science education....they have succeeded in presenting a valuable and stimulating treatise on important aspects of this emerging field."—Contemporary Psychology"The authors reach far beyond presentation of raw research data by offering a thoughtful analysis of the benefits and pitfalls of using telecommunication technology in classrooms, and providing examples of successful programs, useful teaching tips, and workable solutions to help in implementing science programs that integrate Internet technology."—Horizon Research"Why are network science programs so slow to take hold? When they do get started, why are so few teachers taking advantage of the opportunity to have their students collaborate with distant classrooms? [The contributors to this volume] address these questions based on over a decade of experience with a succession of network-based science programs."—Barbara MeansMenlo Park, California; From the Foreword"Network science departs from typcial science instruction, requiring changes in both inquiry practices and techonology use. The authors provide a rich, varied, and compelling set of case studies...They supplement these cases with examples from projects represented at the Network Science Conference they organized in 1997 and from results of a survey conducted at about the same time. They document the struggles teachers face when using a new technology to engage their students in a new practice."Raises critical issues regarding the goals and use of technology in science teaching and learning, and, specifically, regarding the development and implementation of what the authors call 'network science projects.' [This book] is written, as the authors claim, 'against the current political backdrop in which educational technology has emerged as education's magic bullet.' It is a book that makes us think about what educational technology is meant for and how to actually make this happen in our classrooms. It puts students' engagement, meaning making, and motivation at the foreground, and it highlights the teacher's challenging role in enabling, supporting, and facilitating student learning. It is thoughtful and thought-provoking, a must read for curriculum developers, teachers, policymakers, and educators concerned with technology in the service of science education."—Maria VarelasUniversity of Illinois at ChicagoTable of ContentsContents: Foreword. Preface. Part I: State-of-the-Art. Founding Vision of Network Science: Assessment. Evolving Visions: Case Studies. Lessons Learned. Part II: Looking Deeply. Promoting Reflective Discourse. Bringing Students to the Data. Part III: Looking Forward. The Internet and Classroom Learning. Appendices.
£33.24
Taylor & Francis Inc OneonOne Tutoring by Humans and Computers
Book SynopsisOne-on-One Tutoring by Humans and Computers articulates the CIRCSIM-Tutor project, an attempt to develop a computer tutor that generates a natural language dialogue with a student. Editors Martha Evens and Joel Michael present the educational context within which the project was launched, as well as research into tutoring, the process of implementation of CIRCSIM-Tutor, and the results of using CIRCSIM-Tutor in the classroom. The domain of this project is cardiovascular physiology, specifically targeting first-year medical students, though the idea is applicable to the development of intelligent tutoring systems across populations, disciplines, and domains.This 5 year-long project was motivated by the belief that students need assistance in building appropriate mental models of complex physiological phenomena, as well as practice in expressing these ideas in their own words to fully develop those models, and experience in problem-solving to use those models effectively. The book outlines directions for future research, and includes distinct features such as:*detailed studies of human one-on-one tutoring;*learning outcomes resulting from use of the tutor;*natural language input parsed and translated into logical form; and*natural language output generated using the LFG paradigm.This volume will appeal to educators who want to improve human tutoring or use computer tutors in the classroom, and it will interest computer scientists who want to build those computer tutors, as well as anyone who believes that language is central to teaching and learning.Trade Review"...recommend this book to all researchers who are interested in explaining problem oriented human-human dialogues or who are interested in building and evaluating dialogue systems as one way of testing the generality of one's theories and systems....a guidebook for researchers who are interested in getting started in the area of dialogues for educational applications."—Computational LinguisticsTable of ContentsContents: Preface. Part I: Introduction. Origins of the CIRCSIM-Tutor Project. What's Being Tutored: The Domain and the Problem. Part II: Studies of Expert Human Tutors. The Collection and Analysis of Tutoring Transcripts. The Language Used by Tutors and Students. Domain Knowledge for Problem Solving and for Tutoring. Planning for Tutoring: What Is the Task to Be Accomplished? Carrying Out the Tutoring Task. Hinting as a Technique to Keep Students Active. A Tutoring Episode Analyzed. How Effective Are Human Tutors? Part III: Building CIRCSIM-Tutor: An Intelligent Tutoring System With Natural Language Capabilities. The Architecture of an Intelligent Tutoring System. Plans and Planning in the CIRCSIM-Tutor Project. Understanding the Student Input. Student Modeling. The Domain Knowledge Base and the Problem Solver. Generating Tutorial Dialogue. The Screen Manager. Part IV: What Have We Learned? CIRCSIM-Tutor in the Classroom. Machine Tutors and Natural Language. Where Do We All Go From Here? What We Have Learned.
£137.75
Taylor & Francis Inc Writing Across Distances and Disciplines Research
Book SynopsisWriting Across Distances and Disciplines addresses questions that cross borders between onsite, hybrid, and distributed learning environments, between higher education and the workplace, and between distance education and composition pedagogy. This groundbreaking volume raises critical issues, clarifies key terms, reviews history and theory, analyzes current research, reconsiders pedagogy, explores specific applications of WAC and WID in distributed environments, and considers what business and education might teach one another about writing and learning. Exploring the intersection of writing across the curriculum, composition studies, and distance learning , it provides an in-depth look at issues of importance to students, faculty, and administrators regarding the technological future of writing and learning in higher education. Trade Review"For anyone interested or engaged in WAC and WID distance learning, this is an excellent reference." -Technical CommunicationTable of ContentsContents: Preface. Influences and Confluences: Distributed Learning, the Business of Education, and Writing Across the Curriculum. History Lessons: Tensions Between Customization and Efficiency. Researching the Transition: Perspectives on Pedagogy in Distributed Learning. Teaching With WAC: A Redesigned Act in Distributed Learning. Process Scripts for Active Learning: WAC in Distributed Environments. Complementing and Customizing: WID in Hybrid Environments. WAC/WID and the Business of E-Learning. The Future of Writing in Distributed Learning. Appendices: Glossary. Resources. MLA Position Statements on Teaching With Technology. CCCC Position Statement on Teaching With Technology. Collaborative Decision Matrix.
£128.25
Taylor & Francis InstructionalDesign Theories and Models Volume
Book SynopsisInstructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980âs and 1990âs, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education. Trade ReviewWinner of the 2011 AECT Foundation James W. Brown Publication Award"A major strength of these volumes lies in the organization and presentation of the ideas they contain...A source book, these volumes could continue to provide novice and experienced teachers valuable, theoretical supports as they design instruction to address specific student-defined instructional needs."--Education Review, September 2009"…one of the most thought-provoking academic works on the leading instructional-design paradigm in educational technology (ET) and beyond…This book is well structured and almost seamless."--British Journal of Educational Technology, 2009"Reigeluth...brings together an impressive collection of theorists and practitioners...to update earlier perspectives on the design of instruction by sharing the results of their research and theory building."--Educational Technology & Society, 13 (2), 219-221, 2010"This is a valuable book that will especially appeal to those interested in what is one of the most fundamental questions in education, namely, how can teachers and instructors help people to learn better?"--Teaching Theology and ReligionTable of ContentsUNIT 1: FRAMEWORKS FOR UNDERSTANDING INSTRUCTIONAL THEORY1. Understanding Instructional Theory, Charles M. Reigeluth & Alison Carr-Chellman2. Understanding Instruction, Charles M. Reigeluth & John B. Keller3. First Principles of Instruction, M. David Merrill4. Situational Principles of Instruction, Charles M. Reigeluth & Alison Carr-ChellmanUNIT 2: THEORIES FOR DIFFERENT APPROACHES TO INSTRUCTION5. Direct Approach to Instruction, William G. Huitt, David M. Monetti, & John H. Hummel 6. Discussion Approach to Instruction, Joyce Taylor Gibson7. Experiential Approach to Instruction, Lee Lindsey & Nancy Berger8. Problem-Based Approach to Instruction, John R. Savery9. Simulation Approach to Instruction, Andrew S. Gibbons, Mark McConkie, Kay Kyeongju Seo, & David WileyUNIT 3: Theories for Different Outcomes of Instruction10. Fostering Skill Development Outcomes, Alexander Romiszowski11. Fostering Understanding Outcomes, Martha Stone Wiske & Brian J. Beatty12. Fostering Affective Development Outcomes: Emotional Intelligence, Barbara Bichelmeyer, James Marken, Tamara Harris, Melanie Misanchuk, & Emily Hixon 13. Fostering Integrated Learning Outcomes across Domains, Brian J. BeattyUNIT 4: TOOLS FOR BUILDING A COMMON KNOWLEDGE BASE14. The Architecture of Instructional Theory, Andrew S. Gibbons & P. Clint Rogers15. Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education, C. Victor Bunderson, David A. Wiley, & Reo McBride16. Learning Objects and Instructional Theory, David A. Wiley17. Theory Building, Charles M. Reigeluth & Yun-Jo An18. Instructional Theory for Education in the Information Age, Charles M. ReigeluthAuthor IndexSubject Index
£128.25
Vida Publishers La Biblia Para Principiantes
Book Synopsis
£17.88
Vida Publishers Nbla Biblia Aventura Interior a Color Leathersoft
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£40.49
Vida Publishers Nbla Biblia Aventura Interior a Color Leathersoft
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Vida Nbla Biblia Aventura Interior a Color Tapa Dura
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£33.74
Authentic Media Help for the Harried Homeschooler
£15.99
Sea Change Publications Newly Revised Edition Learning at Home A Mothers Guide to Homeschooling
£14.20
