Open learning, distance education Books

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

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Book SynopsisTen Steps to Complex Learning presents a path from an educational problem to a solution in a way that students, design practitioners, and researchers can understand and easily use. Students in the fields of instructional design and the learning sciences can use this book to broaden their knowledge of the design of training programs for complex learning. Practitioners can use this book as a reference guide to support their design of courses, curricula, or environments for complex learning.Driven by the acclaimed Four-Component Instructional Design (4C/ID) model, this fourth edition of Ten Steps to Complex Learning is fully revised with the latest research, featuring over 50 new references. The entire book has been updated for clarity, incorporating new colorful graphics and diagrams, and the guiding example used throughout the book is replaced with a training blueprint for the complex skill of âœproducing video content.â The closing chapter explores the future de

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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

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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

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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

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Book SynopsisThe Design of Digital Learning Environments provides comprehensive guidelines for creating and delivering high-quality online and blended learning experiences in higher education. With increasing numbers of students engaged in partially or fully digital education, graduate students preparing for design, development, or faculty roles need fresh, practical applications of cutting-edge research and theory. This textbook uses the Community of Inquiry framework, an influential and invaluable pedagogical model focused on deep learning, to aid educators in forging meaningful, collaborative connections with students engaged in digitally supported multi-modal learning in colleges and universities, MOOCs, and lifelong learning initiatives. Across five parts, the book covers the basic structure, concepts, terminology, and history of the Community of Inquiry; principles for designing and delivering digital courses; design for specific course conditions; applications of learning activitTable of Contents1. Introduction to the Community of Inquiry theoretical framework 2. A Brief History of the Community of Inquiry Framework (A Personal Recollection) 3. Evidence-based collaborative and constructivist online design and practice 4. Teaching Presence as a Guide for Productive Design in Online and Blended Learning 5. Design and facilitation to balance Social, Teaching, and Cognitive Presence 6. Fostering Student Self- and Co-regulation in a Community of Inquiry: Development of a Self-Assessment and Praxis Tool 7. The Community of Inquiry in blended synchronous designs 8. The Community of Inquiry in international and intercultural settings 9. Scaling the Community of Inquiry framework for MOOC design 10. Applying Community of Inquiry in Designing Higher Education Lifelong Learning Courses: The case of the BUFFL-project 11. Hands-on science learning using the Community of Inquiry framework 12. Strategies to Promote Cognitive Presence in Asynchronous Online Discussions: A 20-Year Systematic Review of Empirical Research 13. Digital meetings guided by the Community of Inquiry framework 14. The Community of Inquiry and Authentic Assessment: A Union of Flexibility and Purpose15. Conclusions and further directions

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Book SynopsisThe Multi-Disciplinary Instructional Designer explores how the instructional design and development process can be energized and deepened through principles gleaned from other fields of academic study. Despite their shared academic preparation and theoretical foundations, many instructional designers come to the profession also bearing formative knowledge from a diverse range of other subject areas, career tracks, creative practices, or intellectual pursuits. Their training, however, typically does not prepare them to leverage these specializations into the creation of more effective educational experiences and materials. This first-of-its-kind book guides instructional designers to apply key concepts, strategies, and lessons learned from a variety of disciplines - spanning the social sciences, arts and humanities, and STEM - to their practice. Chapters replete with example scenarios, reflection activities, and field-tested strategies provide an expansive yet actionable refraTrade Review"From soldiers to journalists, the siren call of instructional design is illustrated in this text with a clear focus on ID and stories of how we find ourselves in this unusual field. A fascinating journey and a worthwhile read."—Alison A. Carr-Chellman, Dean of the School of Education & Health Sciences at University of Dayton, USA"The rich array of disciplinary expertise represented here expands our thinking about instructional design. Every artist knows that, before you can fly, you must learn to walk. In ID, we know how to walk. This book invites us to fly."—Flower Darby, Associate Director of the Teaching for Learning Center at the University of Missouri, USA"The Multi-Disciplinary Instructional Designer is a thoughtful, unique, and compelling gift to the field that provides a nuanced look at the people building our profession. A must-read collection of personal journeys used to provide universal insights into a maturing field."—Karl Kapp, Professor of Instructional Design and Technology at Bloomsburg University, USATable of Contents1. A Closer Look at Instructional Design 2. A Consultative Mindset: Aligning Strategic Learning Initiatives Using Marketing-Based Approaches 3. Out of the Frying Pan, Into the Fire: The Unintended (And Amazing) Consequences of Risk Taking in the Practice of Instructional Design 4. Critical Theory for Critical Work: Feminist Approaches to Instructional Design 5. A Tale of Two English Teachers: Instructional Design Lessons Learned from the Classroom 6. Building Resilient Courses: How Crisis Management Can Inform Instructional Design 7. Always on Stage: Acting and Improv Skills for Creating more Collaborative Design Dynamics 8. Designing Therapeutic Landscapes for Learners: What a Critical Health Geography Approach Can Add to the Field of Instructional Design 9. STEM and Instructional Design: A Discussion of STEM Identity Soft Skills in the Instructional Design Field 10. Lessons From the Barre: The Intersection between Dance and Dynamic Instructional Design Decision-Making 11. Instructional Design as Communication: Insights from the Field of Journalism

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Book SynopsisFoundations of Educational Technology offers a fresh, interdisciplinary, problem-centered approach to educational technology, learning design, and instructional systems development. As the implementation of online, blended, hybrid, mobile, open, and adaptive learning systems rapidly expands, emerging tools such as learning analytics, artificial intelligence, mixed realities, serious games, and micro-credentialing are promising more complex and personalized learning experiences. This book provides faculty and graduate students with a conceptual, empirical, and practical basis for the effective use of these systems across contexts, integrating essential theories from the fields of human performance, learning and development, information and communications, and instructional design. Key additions to this revised and expanded third edition include coverage of the latest learning technologies, research from educational neuroscience, discussions about security and privacy, new atTrade ReviewJillian Powers, Assistant Professor of Instructional Technology at Florida Atlantic University, USA: Overall, I am pleased with this book and hope a third edition is published. We need a book that is a good overview of educational technology which this book is.Lauren Hays, Assistant Professor of Educational Technology at the University of Central Missouri, USA: I think the text is grounded in the current practices when it was written. Due to the recent changes to the use of ed tech for teaching and learning and beyond, an update to the text is well needed.Table of ContentsPart I: Introduction and Overview 1. Defining Educational Technology 2. Values, Foundations, and a Framework 3. Learning and Performing 4. Teaching and Training 5. Technology Support for Learning, Instruction and Performance 6. Integrative Approaches to Planning and Implementation Part II: Theoretical Perspectives with Example Applications 7. The Nature of Human Development 8. Theories of Learning and Performance 9. Theories of Information and Communications 10. Instructional Theories and Instructional Design Theories Part III: Practical Perspectives with Example Applications 11. Introducing Innovative Technology Use and Managing Change in the Digital Age 12. Teaching with Technology 13. Educational Technologies in the Workplace 14. Designing Technology-supported Learning Environments 15. Integrating Technologies into Activities and Tasks Part IV: Broadening the Context 16. Educational Technology Principles and Examples in a Variety of Contexts 17. Professional Preparation and Training 18. Scalability and Replication Studies 19. Emerging Technologies 20. Lessons Learned

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Book SynopsisGeneration Z students are avid gamers and are always on social media. Smart like their phones, they must be educated in a smart manner, which involves the use of digital tools. Transformative Digital Technology for Disruptive Teaching and Learning provides smart education solutions and details ways in which Gen Z learners can be educated. It covers such digital learning strategies as blended learning, flipped learning, mobile learning, and gamification. It examines creative teachinglearning strategies to encourage modern learners to learn more quickly. The book discusses ways to accelerate the capabilities of teaching and learning transactions. It also covers innovative teaching and learning processes to meet the challenges of digital learners.Starting with an overview of digital learning resources and processes as well as their advantages and disadvantages, the book then discusses such approaches and strategies as follows:Learner-oriented and leaTable of Contents1. Digital Learning Resources: An Overview 2. Disruptive Teaching Approaches and Strategies for Learners in the New Normal 3. Disruptive Teaching and Learning Strategies for Modern Learners 4. Effective Use of Learning Management Systems for Changing Education Scenarios 5. Blended Learning: A Novel Approach in Pedagogy 6. Blended Approach in Education: An Overview 7. Blended Teaching and Learning Strategies to Cope with Education 4.0 8. Gamification: An Engaging Module for the Future Learners 9. Gamification for Teaching and Beyond for Creative Learners 10. Gamification: Future Innovations in Education 11. Flipped Learning: A Strategy for Focused Group and Personalised Learning 12. Need-Based Mobile Education and Care for The Differently-Abled Students: Facilitating Flexible Learning 13. M-Learning: A New Definition in The Technology Based Learning 14. Augmented Reality in Education: Modern Technologies and Educational Potentials 15. Educational Augmented Reality Working Methodology, Opportunities and Apps 16. Teaching and Learning Mathematics Using Augmented Reality 17. Artificial Intelligence in Teaching-Learning Process: A Paradigm Shift in Teacher’s Role 18. Cloud Computing on Education 19. Mobile Learning in Higher Education

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Book SynopsisArtificial Intelligence Applications in Higher Education offers direct examples of how artificial intelligence systems can be applied in today's higher education contexts. As the use of AI rapidly advances within colleges and universities worldwide, there is a pressing need to showcase the challenges, opportunities, and ethical considerations that are inherent in deploying these advanced computational tools. This book highlights the multifaceted roles of AI across teaching and learning, institutional administration, student data management, and beyond. Its collected case studies furnish actionable insights into enhancing academic institutions and addressing diverse learning priorities, such as motivation, engagement, feedback, and achievement goals. This valuable reference for researchers, designers, administrators, teaching faculty, and graduate students across various university programs offers fresh perspectives on generative AI, adaptive learning, intelligent tutoring sys

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Book SynopsisHigh-Impact Design for Online Courses introduces higher education professionals to an eight-step course design model, HIDOC, that leverages the unique considerations of online and hybrid modalities at each stage in the process. Though relevant to and informed by instructional designers and educational technologists, this book is specifically geared toward faculty who lack the administrative and technical supports they need to thrive in the new normal. Each chapter includes step-by-step guidance on learner analysis, course structure, appropriate activities and assessments, continuous improvement, and other key elements of a successful digital course. Teachers across disciplines and levels of experience will come away newly inspired and motivated with fresh insights into planning and drafting, practical tips for pedagogy and design, opportunities for self-reflection and course revision, and implications for learner-centered delivery.Trade Review“HIDOC is a must-read for educators who are passionate about harnessing the full potential of online education and ushering in a new era of inspired and effective learning.”— Katie Linder, Ph.D., Associate Vice Chancellor for Academic Innovation and Strategy, University of Colorado Denver, USA “These authors deeply understand the challenges faced by faculty and IDs in creating an engaging and impactful course, and a genuine feeling of support is palpable as you work through the steps they have laid out for you.”— Deb Adair, Ph.D., Chief Executive Officer, Quality Matters “HIDOC is thoughtful, pragmatic, and supported by theory. It is a design model that many will find valuable, whether they have the affordance of working with Learning Designers or are tasked with designing online learning experiences on their own.”— Rick Shearer, D.Ed., Owner of Distance Education Systems; Director of Research and Development (retired), World Campus, The Pennsylvania State University, USA“HIDOC is a must-read for educators who are passionate about harnessing the full potential of online education and ushering in a new era of inspired and effective learning.”— Katie Linder, Ph.D., Associate Vice Chancellor for Academic Innovation and Strategy, University of Colorado Denver, USA “These authors deeply understand the challenges faced by faculty and IDs in creating an engaging and impactful course, and a genuine feeling of support is palpable as you work through the steps they have laid out for you.” — Deb Adair, Ph.D., Chief Executive Officer, Quality Matters “HIDOC is thoughtful, pragmatic, and supported by theory. It is a design model that many will find valuable, whether they have the affordance of working with Learning Designers or are tasked with designing online learning experiences on their own.” — Rick Shearer, D.Ed., Owner of Distance Education Systems; Director of Research and Development (retired), World Campus, The Pennsylvania State University, USATable of ContentsSection I - Designing Your Course with HIDOC 1. Learner Analysis 2. Learning Outcomes 3. Course Structure 4. Assessments & Activities 5. Instructional Materials 6. Technology & Tools 7. Online Learner Support 8. Continuous Improvement 9. Bonus Chapter - Design Execution 10. Design Doc Library Section II – HIDOC in Action: Course Design Cases 11. Case Studies

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Book SynopsisOnline Education is a comprehensive exploration of fully online and blended teaching platforms, addressing history, theory, research, planning, and practice. As colleges, universities, and schools around the world accelerate their adoption of large-scale technologies and traditional class models shift into seamless, digitally interactive environments, critical insights are needed into the implications for administration and pedagogy. Written by a major contributor to the field, this book contextualizes online education in the past and present before analyzing its fundamental changes to instruction, program integration, social interaction, content construction, networked media, policy, and more. This substantively revised second edition examines recent developments in services and implementation, from the expansion of synchronous online learning experiences to the widened availability of generative artificial intelligence software, while updating its research foundations and case studies. A provocative concluding chapter speculates on the future of education as the sector becomes increasingly dependent on advanced AI systems, massive cloud computing, biosensing tools, and robotics.

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Book SynopsisTeaching Literature with Artificial Intelligence explores the use of chatbots as participants in the teaching and learning of literature in high school and college classrooms while highlighting potentially outmoded norms and expectations of ELA instruction. Artificial intelligence programs have profoundly altered the daily realities of teachers and students, inspiring concern and opportunity alike. Thought-provoking, theoretically grounded, and full of replicable autoethnographic experiments, this book offers real-world examples of generative chatbot technologies in ELA classrooms, positioning their accessibility and ubiquity as an incentive for critiquing and enriching traditional teaching and learning approaches. Graduate students, teaching faculty, and scholars of teacher education, English and literature education, digital literacies, and learning design will come away with a sharp critique of the purported affordances of chatbots as well as an incisive demonstration of AI as a classroom tool that supports, rather than diminishes, the meaningful learning, critical thinking, and agentive development of young people today.

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Book SynopsisA timely guide to online teaching strategies from bestselling author Doug Lemov and the Teach Like a Champion team School closures in response to the covid-19 coronavirus pandemic resulted in an immediate and universal pivot to online teaching. More than 3.7 million teachers in the U.S. were suddenly asked to teach in an entirely new setting with little preparation and no advance notice. This has caused an unprecedented threat to children's education, giving rise to an urgent need for resources and guidance. Teaching in the Online Classroom is a just-in-time response to educators' call for help. Teaching expert Doug Lemov and his colleagues spent weeks studying videos of online teaching and they now provide educators in the midst of this transition with a clear guide to engaging and educating their students online. Although the transition to online education is happening more abruptly than anyone anticipated, technology-supported teaching may be here to stay. This guide explores the challenges involved in online teaching and guides educators and administrators to identify and understand best practices. It is a valuable tool to help you and your students succeed in synchronous and asynchronous settings this school year and beyond. Learn strategies for engaging students more fully onlineFind new techniques to assess student progress from afarDiscover tools for building online classroom culture, combating online distractions, and moreWatch videos of teachers building rigor and relationships during online instruction Teaching in the Online Classroom features real-world examples you can apply and adapt right away in your own online classroom to allow you to survive and thrive online.Table of ContentsIntroduction: Remote Teaching and the New Normal 1Doug Lemov and Erica Woolway 1 Synchronous and Asynchronous Learning 15Hannah Solomon and Beth Verrilli 2 Dissolve the Screen 36Jen Rugani and Kevin Grijalva 3 Culture of Attention and Engagement 57Colleen Driggs and Jaime Brillante 4 Pause Points 81Hilary Lewis and Brittany Hargrove 5 Accountability Loops and Checking for Understanding 99Emily Badillo, Jen Rugani, and Hannah Solomon 6 Procedures and Routines 123Darryl Williams and Dan Cotton 7 Classroom Tech 142Rob Richard and John Costello Coda: Planning for the Future 163Erica Woolway, Emily Badillo, and Doug Lemov Glossary of Teach Like a Champion (TLAC) Techniques 175 Notes 178 Appendix: A Lesson Template and the Concept of the Semisynchronous Task 179

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Book SynopsisIn Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses. Trade ReviewCarr-Chellman and Rowland bring together over fifty contemporary scholars in our field to share their perspectives on critical, theoretical, and practitioner issues. The dialogue format is easy to read, rich with research-based references, and likely to be recognized as a new seminal work for the discipline. A must read!—Kay A. Persichitte, Ph.D., Professor, University of WyomingThis book focuses on current important issues in the instructional design and technology field. Carr-Chellman and Rowland have captured a variety of viewpoints from several leading scholars. Reading the book will stimulate thought and dialogue among IDT professionals.—James D. Klein, Walter Dick Distinguished Professor of Instructional Systems, Florida State UniversityTable of ContentsIntroduction Part 1: The Nature of Design The Relationship of Instructional Design to the Broad Field of Design by Patrick Parrish Response by Harold Nelson Rejoinder by Patrick Parrish Toward Understanding the Nature of Design by Brenda Bannan Response by Andrew S. Gibbons Rejoinder by Brenda Bannan Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice? by Brent Wilson Response by Barbara L. Martin Rejoinder by Brent G. Wilson Design Beyond Content: Extending the Value of Educational Technology; an Examination of the Role or the Anti-Role of Content in Educational Technology by Brad Hokanson Response by Peter Samuelson Wardrip Rejoinder by Brad Hokanson The Systems Approach to Instructional Development by Michael Molenda Response by Thomas Argondizza Rejoinder by Michael Molenda Instructional Design Models and the Expertise Required to Practice True Instructional Design by Robert Maribe Branch Response by Lloyd P. Rieber Rejoinder by Robert Maribe Branch Part 2: Preparing Designers Introduction to Part 2 Developing Design Expertise by Kathleen Fortney Response by Elizabeth Boling Rejoinder by Kathleen Fortney Design Education as a Site for Educating Disciplines by Kennon M. Smith Response by Atsusi Hirumi Rejoinder by Kennon M. Smith Necessary Ingredients for the Education of Designers by Irene Visscher-Voerman Response by Monica Tracey Rejoinder by Irene Visscher-Voerman Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design by Elizabeth Boling Response by M. David Merrill Rejoinder by Elizabeth Boling My Hope for the Future of Instructional Technology by M. David Merrill Response by Tonia A. Dousay Rejoinder by M. David Merrill Preparing Instructional Designers by Monica W. Tracey Response by Brad Hokanson Rejoinder by Monica W. Tracey Part 3: ContextIntroduction to Part 3 Education is Completely Broken by Roger C. Schank Response by Kyle Peck Rejoinder by Roger C. Schank Paradigm Change: Its Time Is Now by Charles M. Reigeluth Response by Roger C. Schank Rejoinder by Charles M. Reigeluth The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom by Anthony Marker Response by Rob Foshay Rejoinder by Anthony Marker Women in Educational Technology by Audrey Watters Response by Rose Marra Part 4: TechnologyIntroduction to Part 4 The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth Response by Stephen W. Harmon Rejoinder by Charles M. Reigeluth Learning From and With Media and Technology by Thomas C. Reeves Response by Wilhelmina C. Savenye Rejoinder by Thomas C. Reeves Building Educational Technologies to Scale in Schools by Rob Foshay Response by MJ Bishop Rejoinder by Rob Foshay For the Foreseeable Future, Instructional Technology Devices and Products—No Matter How Well Designed—Will Not Eliminate the Need for Human Teachers by Ward Mitchell Cates and Thomas C. Hammond Response by Sugata Mitra Rejoinder by Ward Mitchell Cates and Thomas C. Hammond What’s Next for E-Learning? By John Savery Response by Clark Quinn Rejoinder by John Savery Any Time, Any Place, Any Pace … by Kathryn Kennedy and Joseph R. Friedhoff Response by Victoria Raish Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff Part 5: Learning ScienceIntroduction to Part 5 Points of Contact: Educational Technology and the Learning Sciences by Andrew S. Gibbons Response by Jason Yip Rejoinder by Andy Gibbons Bring Design to Design-Based Research by Gordon Rowland Response by Heather Toomey Zimmerman Rejoinder by Gordon Rowland Participatory Design by Jason Yip Response by Thomas C. Reeves Rejoinder by Jason Yip Conclusion

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Book SynopsisThis book offers a clear-eyed perspective on the potential and peril of this new form of education.Trade ReviewProfessor Rhoads chronicles the rise of massive open online courses (MOOCs) from 2008 to 2014...Recommended [for] upper-division undergraduates through graduates, faculty and professional readers. ChoiceTable of ContentsAcknowledgments1. Introduction2. The Organizational System of the World of the MOOC3. Connectivism, Social Learning, and the cMOOC/xMOOC Distinction4. Blowback and Resistance to the MOOC Movement5. ConclusionNotesBibliographyIndex

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Book SynopsisBuilding rapport with students can revive the promise of online education, leading to greater success for students, more fulfilling teaching experiences for faculty, and improved enrollment for universities. More students than ever before are taking online classes, yet higher education is facing an online retention crisis; students are failing and dropping out of online classes at dramatically higher rates than face-to-face classes. Grounded in academic research, original surveys, and experimental studies, Connecting in the Online Classroom demonstrates how connecting with students in online classes through even simple rapport-building efforts can significantly improve retention rates and help students succeed. Drawing on more than a dozen years of experience teaching and researching online, Rebecca Glazier provides practical, easy-to-use techniques that online instructors can implement right away to begin building rapport with their students, including proactively reaching out throTable of ContentsAcknowledgmentsIntroductionPart I. The Problem Chapter 1. The Promise and the Peril of Online Higher Education Chapter 2. The Digital Divide Part II. The SolutionChapter 3. Relationships MatterChapter 4. Strategies for Building RapportChapter 5. Students on the Margins Part III: What It Will TakeChapter 6. The TradeoffsChapter 7. Building a Support NetworkAppendix A. Example of Pre-Semester SurveyAppendix B. Examples of Rapport EmailsReferencesIndex

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Book SynopsisSocial Entrepreneurship as a Catalyst for Social Change contains twenty chapters on the impact of social entrepreneurial ventures within a variety of cultural and national contexts. From Brazil to Croatia, from Thailand to Greenland, this book is rare in that it provides a rich landscape in which to imagine additional efforts to bring about positive social change. The case studies cover a broad range of topics with one common theme—how can we learn from what others are doing in the emerging field of social entrepreneurship? The various cases will inspire budding entrepreneurs to new heights of awareness to support the alleviation of poverty in many contexts. Part Two, Lessons from the Field: How Social Entrepreneurial Companies are Succeeding, discusses the similarities and differences that social entrepreneurial ventures and other businesses must face to be successful. Other topics covered include Entrepreneur Bootcamp for Veterans, microfinance, social entrepreneurship education, and development of a culture of social entrepreneurship.Part Three, Going from Local to Global, explores the challenges of a social enterprise as it transitions from a national venture to an international one. The relationship between social entrepreneurship and local business development in places such as Sicily is discussed through case studies. A stage theory of social venture internationalisation is put forth. Research connecting social media and social entrepreneurship is used to illustrate the importance of social networks in creating positive social change. Part four, Challenges in Social Entrepreneurship, explores the challenges that social entrepreneurial ventures face. Ethics of intellectual property rights in social enterprises is a focal topic in this section. Social franchising as an approach to social entrepreneurship is illustrated.

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Book SynopsisThe COVID-19 global pandemic triggered the need to reconceptualize provisions to run an agile university at all levels. New Student Literacies amid COVID-19 explores how institutions needed to defend teaching, learning, research and innovation, and implement transdisciplinary approaches to address such complexities together with wider knowledge sharing to unlock solutions. Delving into how universities resorted to intensive use of different technological platforms and resources to ensure that learning prevails, the chapters in this edited collection demonstrate how higher education institutions evaluated and assessed teaching methods and strove to uphold the concepts of inclusion, innovation, and cooperation of higher education. Including international case studies that highlight the issues related to the impact of the COVID-19 pandemic on higher education, the authors showcase how different countries tried to cope with the sudden shift of education to the online mode of teaching and learning, and tried to resolve challenges of online mode of education, largely around the issues of digital pedagogy.Trade ReviewThis book provides inspirational nuggets of educational innovation and resilience during the challenging times of the COVID Pandemic. Each chapter draws in perceptions and experiences of global educators and learners, creating a plethora of evidence to draw from and future-proof educational models to sustain the literacy of the younger generations. -- Amudha Poobalan, Senior Lecturer in Public Health, University of Aberdeen, UKTable of ContentsPART I: SOUTH ASIAN COUNTRIES Chapter 1. Introduction to New Student Literacies Amid Covid-19 Internaltional Case Studies; Enakshi Sengupta and Patrick Blessinger Chapter 2. Online Teaching, Learning and Assessment during Covid-19: A Case of a Management Faculty in Sri Lanka; A W J C Abeygunasekera Chapter 3. Preparedness of Students for Future Teaching and Learning in Higher Education: A Bangladesh Perspective; M. Mahruf C. Shohel, Md. Ashrafuzzaman, Atm Shafiul Alam, Arif Mahmud, Muhammad Shajjad Ahsan, and Md Tariqul Islam Chapter 4. The Impact of Online Education on The Learning Experiences of The Tertiary Students during The Covid 19 Pandemic: An Indian Case Study; Nandita Mishra Chapter 5. Uncertainty in an Uncertain Land - Battling of Covid 19 in Afghan Educational System; Enakshi Sengupta, Mohammed Gul Sahibbzada, Madina Ebrahimi, Nelab Haideri, and Elaha Yousufi PART II: MENA REGION, AFRICA & EUROPE Chapter 6. University Preparedness for Online Teaching and Learning Amid Covid-19 In Kenya; Stanislaus Agava, Sahaya G. Selvam and, Judith Pete Chapter 7. Transitioning from Physical Classroom to Distance Education during Covid-19 Crisis: A Lebanese Case study in Higher Education; Ahmad Samarji Chapter 8. Covid -19 Chronicles in Education: Overcoming Global Pandemic Challenges in Turkey by Empowering Educators to Become Digitally Literate; Ayşegül Liman Kaban and Sinan Aşçı Chapter 9. Self Directed Learning Competencies - A Key to Success in Online Learning: A Lithuanian Case Study; Rasa Poceviciene Chapter 10. Which Attitude Helped The Academics to Overcome The Difficulties of Online Education During Covid -19?; Veronika Végh, Klara Soltész-Várhelyi, and Henriette Pusztafalvi

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Book SynopsisWith the COVID-19 pandemic rapidly escalating higher education’s move online, this timely Handbook presents holistic conceptualisations of digital higher education which consider change at personal, pedagogic, and organisational levels. Key findings from digital education research and case studies of institutional practices consider the current and future roles of digital technologies in higher education.Examining the changing roles of learning and teaching in digital higher education, the Handbook critiques the current state of the field and considers the impact of digital technologies on the symbiotic relationship between research and practice, pointing to the importance of reflexive professional practice. Through conceptual frameworks and methodologies, chapters demonstrate that researching digital higher education needs to be pluralistic, longitudinal and developmental in order to be rigorous, credible and have impact. The Handbook concludes with a look to future directions of digital higher education, including the key principles of innovation, inclusivity, collaboration and engagement, and sustainability.This Handbook’s diverse critical approaches to digital change will be invaluable to researchers and students of education policy and organisational innovation. Dealing extensively with how strategic and policy decisions surrounding digital higher education are made, implemented and evaluated, it will also prove useful to institutional leaders and policy makers in higher education.Trade Review‘With contributions from current leaders in digital higher education, the Handbook combines a state-of-the-art review of the scholarly landscape with advice that can be adapted and applied by educators in different contexts. This is a timely and comprehensive addition to the literature and will support individuals and organisations in reviewing their post-pandemic practice.’ -- Helen O'Sullivan, University of Chester, UK‘This wide-ranging, critical and highly topical volume offers a rich set of international perspectives on cutting-edge research in digital higher education, challenging preconceived notions and conventional narratives about how these technologies act on and with individuals, academic institutions, and societies. It will be an important point of reference for the field as we gradually emerge from the pandemic and consider the complex role and potential of the digital in future society.’ -- Lesley Gourlay, University College London, UKTable of ContentsContents: Foreword: Why digital higher education matters xx Laura Czerniewicz List of abbreviations xxii 1 Introduction to the Handbook of Digital Higher Education 1 Rhona Sharpe, Sue Bennett and Tünde Varga-Atkins PART I LEARNING AND TEACHING IN DIGITAL HIGHER EDUCATION 2 Educational design and productive failure: the need for a culture of creative risk taking 14 Michael Henderson, Phillip Abramson, Matt Bangerter, Matt Chen, Ingrid D’Souza, Jamie Fulcher, Veronica Halupka, Josephine Hook, Craig Horton, Barbara Macfarlan, Rosie Mackay, Kristofer Nagy, Kirsten Schliephake, Jacqueline Trebilco and Thao Vu 3 A model for learning analytics to support personalization in higher education 26 Abelardo Pardo, Negin Mirriahi, Dragan Gašević and Shane Dawson 4 Learning design as an efficient educational development methodology: conceptualization, assessment, and practice 38 Mikkel Godsk 5 How digital is my curriculum? Embedding signature digital capabilities in engineering 51 Tünde Varga-Atkins 6 Computational thinking in higher education: a framework for mapping and developing learning activities 65 Nina Bonderup Dohn and Rikke Toft Nørgård 7 Future Skills as new currency for the world of tomorrow 84 Ulf-Daniel Ehlers 8 Enabling online learning: who are the educators? 99 Tina Papathoma, Allison Littlejohn and Rebecca Ferguson 9 Designing instructional support in online learning environments: insights from research on supporting self-regulated learning in MOOCs 111 Jacqueline Wong, Martine Baars, Björn B. de Koning and Fred Paas 10 International inclusive teaching and learning 123 Don Passey 11 Higher education instructors’ inclusive design practices during COVID-19: a Hong Kong perspective 135 Lucas Kohnke and Benjamin Luke Moorhouse PART II RESEARCHING DIGITAL HIGHER EDUCATION 12 From learning design to teacher design practice: researching how teachers design for technology integration 149 Sue Bennett, Shirley Agostinho, Lori Lockyer, Jennifer Jones, Amanda Gigliotti 13 Critical approaches in digital education research 161 Helen Beetham 14 Researching the impact of learning through COVID-19 and beyond: time for some critical and counterfactual thinking? 173 Stella Jones-Devitt and Liz Austen 15 Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education 187 Kyungmee Lee 16 Multimodal research for studying collaborative learning in higher education 199 Sanna Järvelä, Muhterem Dindar, Marta Sobocinski and Andy Nguyen 17 Spherical 360-degree video recording and viewing in educational research: a case-study from India 211 Simon Cross, Freda Wolfenden, and Lina Adinolfi 18 How knowledge claims relating to academics’ digital literacies can be developed 224 Liz Bennett PART III MANAGING DIGITAL HIGHER EDUCATION 19 An institutional approach to embedding digital and information literacy into taught programmes 236 Rhona Sharpe 20 Understanding the learner perspective to inform institutional learning analytics strategy and practice 248 Linda Corrin, Paula G. de Barba and Abi Brooker 21 Making sense of learning data at scale 260 Bart Rienties and Christothea Herodotou 22 Students’ academic digital competencies in higher education: development of a cross-institutional model 271 Rikke Toft Nørgård 23 Digital teaching competence development in higher education: key elements for an institutional strategic approach 286 Linda Castañeda, Francesc M. Esteve-Mon and Ana Yara Postigo-Fuentes 24 Technology-based assessment and academic integrity: building capacity in academic staff 299 Ann M. Rogerson 25 Emergency professional development in higher education: lessons from the COVID-19 pandemic 310 Alejandro Armellini and Brenda Cecilia Padilla Rodriguez 26 An institutional approach to developing and implementing a strategy for digital education 324 Shirley Alexander 27 Fostering a culture of radical technological innovation within the boundaries of the educational system in higher education 339 Farshida Zafar and Fred Paas 28 The importance of diversity and digital leadership in education: a feminist perspective from higher education 351 Melissa Highton 29 Digital education: less change and more change than predicted 363 Shân Wareing Index

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Book SynopsisClassroom teachers are increasingly expected to teach online – creating content area courses from scratch with little support or training. But high-quality, researched-based online teaching has its own particular set of skills and expectations, and most resources are directed at college-level instructors. This no-nonsense handbook is for that busy classroom teacher, with clear techniques for planning, instruction, and assessment, as well as sections on teaching students with diverse needs and exceptionalities. Based on the author's real-life experiences as an online teacher, there are multiple examples including sample assignments across content areas, rubrics for grading, and sample scripts for parent contact as well as tips to reduce instructor workload and conduct successful live instruction.

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Book SynopsisDesign Effective E-Learning Courses Despite Limited Resources Have you suddenly been asked to put together an e-learning course, but you have limited experience, time, or resources to do so? This happens often, and you’re not alone. E-Learning Design on a Shoestring offers talent development professionals a process for designing and developing e-learning courses, without breaking the bank. E-learning expert Marina Arshavskiy applies the Build-Borrow-Buy approach to provide guidance, quick tips, and shortcuts for creating meaningful asynchronous learning experiences. With this book, you will learn to tap into learner motivation and engagement; create e-learning scripts, storyboards, and prototypes; and build inexpensive yet effective interactivity in your courses. It also guides you on saving time and money by auditing existing e-learning content and creating reusable content. You’ll discover how to manage e-learning projects efficiently, select technology that meets your course needs, and secure buy-in for current and future e-learning efforts. The Association for Talent Development’s On a Shoestring series helps professionals successfully execute core topics in training and talent development when facing limitations of time, money, staff, and other resources. Using the Build-Borrow-Buy approach to problem solving, this series is designed for practitioners who work as a department of one; for new or “accidental” trainers, instructional designers, and learning managers who need fast, inexpensive access to practical strategies that work; and for those who work for small organizations or in industries that have limited training and development resources.  

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Book SynopsisThe Definitive A-to-Z Guidebook on Virtual Training Is your virtual training getting the results you want? The ability to deliver training at any time and to any location allows maximum flexibility for organizations and learners, which ultimately means more training opportunities than in-person classes could ever provide. As more organizations switch to or increase virtual training programs, learning how to excel in designing and delivering those programs is critical.  The Virtual Training Guidebook, second edition, is a resource that will make the difference for beginners and veterans alike. It is a comprehensive and accessible manual for anyone who needs to create robust employee training solutions that solve real-world business challenges. Novices and experienced training professionals will find field-tested advice on choosing the right technology for their organization’s training needs, designing and facilitating classes that help all participants level up their skills, developing more engaging activities for learners, measuring success, and turning virtual training programs into valuable contributors to talent development and the bottom line. The new edition includes: Step-by-step instructions for designers, facilitators, producers, administrators, and participants on how to enhance their efficiency and    effectiveness Dozens of new and updated case studies and practical checklists, templates, and worksheets Expanded coverage of accessibility, hybrid learning, and immersive technologies A look at what’s trending in global classrooms and mobile technology   Looking for a workbook on implementing key lessons from the guidebook? Be sure to check out the companion volume, Virtual Training Tools and Templates, featuring 185 checklists, questionnaires, templates, and other practical tools. These two volumes combined cover what you need to know to design and deliver successful virtual training. 

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Book SynopsisBuilt on interviews with more than fifty leading practitioners from major universities and ed-tech firms, Leveling the Learning Curve is an indispensable guide to the inner workings of digital education.Trade ReviewAn impressive cross-sector review of the successes and failures from across the digital higher education landscape. A must-read for university presidents, provosts, and deans looking to chart their institutions’ digital futures. -- Anant Agarwal, founding CEO of edXA crucial book at a crucial time. Education is key to development and our planet’s long-term survival. This book asks whether top universities are willing to accept the challenge of playing a major role in this. -- Judith Rodin, former president of the Rockefeller Foundation and the University of PennsylvaniaThe pandemic let the EdTech genie of the bottle and it’s not going back. It’s clear that online tools and hybrid learning will play a key role in the future of higher education. This carefully researched book provides and important road map for what this future might look like. -- Vikas Pota, founder and CEO, T4 EducationAn important book for anyone who cares about the future of higher education in an interconnected world. Addresses both the key challenges and opportunities that post-COVID educational leaders face and the lessons that the pandemic period offers for the future. -- Jonathan Becker, vice chancellor, Open Society University NetworkIndustry after industry has been transformed by digital tools. This smart and practical book argues that now is the time for universities to finally embrace their digital futures, and shows how. -- Najat Vallaud-Belkacem, former French Minister of National Education, Higher Education, and ResearchThe connection between digital education and international development is crucial but often overlooked. This book explores key ways universities can make an impact beyond their gates. -- Jendayi Frazer, former U.S. assistant secretary of state for African affairsBy focusing on connectivity and inclusivity, Leveling the Learning Curve shows us how universities can dramatically extend their contributions across what previously were considered barriers. -- Stephen Goldsmith, professor, Harvard University, former mayor of Indianapolis, and former deputy mayor, New York CityA fantastic examination of real-world examples of how innovative universities are using digital tools. Explores the key role that digital can play in increasing learning equity. -- Joshua Kim, Dartmouth College, coauthor of Learning Innovation and the Future of Higher EducationLeveling the Learning Curve offers a comprehensive assessment of how technology and innovative teaching techniques can reinvent the university classroom, providing better learning for more students in more places at a lower cost. -- David Osborne, author of Reinventing GovernmentSpecifically designed as both a DIY manual and an in-depth study of the subject, 'Leveling the Learning Curve: Creating a More Inclusive and Connected University' must be considered as required reading for educational leaders and institutional policy makers seeking to navigate the ever evolving complexities of a post-pandemic digital education in our contemporary colleges and universities. A seminal and groundbreaking study, [LtLC] is especially and unreservedly recommended for personal, professional, and academic library Education Policy Planning and Application collections and supplemental curriculum studies lists. * Midwest Book Review *Table of Contents1. Leveling the Curve2. The COVID Moment in Context3. The New Connected University4. Leading Digital Transformation5. Digital Competencies6. Designing and Creating Digital Classes and Programs7. The Blended Learning Toolkit8. Digital Case Studies9. Networked Learning10. The Future11. Better Ways to Teach and LearnAcknowledgmentsAppendix: Interviews and Demos ConductedIndex

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Book SynopsisThe rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. Principles of Blended Learning is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.

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Book SynopsisAre you looking for a way to teach your child about Holy Week and Easter? What if your child could also read a personal letter from God to make the lessons come alive? Easter Love Letters from God: Updated Edition, contains seven beautifully illustrated Bible stories, each accompanied by a special Bible verse and an encouraging letter to your child.Easter Love Letters from God is part of the Love Letters from God series written by Glenys Nellist. Unique features include: Seven letters from God Endearing text that applies each Easter story directly to your child’s life and helps grow their faith Gorgeous, bright illustrations by Sophie Allsopp The

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Book SynopsisBased on the New York Times bestselling The Case for Christ, with over 5 million copies sold, this devotional for kids celebrates the life of Jesus and explores what it means to be a Christian, while also tackling your tough questions about God.

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Book SynopsisA vision of the future of education in which the classroom experience is distributed across space and time without compromising learning.What if there were a model for learning in which the classroom experience was distributed across space and time--and students could still have the benefits of the traditional classroom, even if they can't be present physically or learn synchronously? In this book, two experts in online learning envision a future in which education from kindergarten through graduate school need not be tethered to a single physical classroom. The distributed classroom would neither sacrifice students' social learning experience nor require massive development resources. It goes beyond hybrid learning, so ubiquitous during the COVID-19 pandemic, and MOOCs, so trendy a few years ago, to reimagine the classroom itself.David Joyner and Charles Isbell, both of Georgia Tech, explain how recent developments, including distance learning and learning manag

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Book SynopsisThis book focuses on the challenges of academic teaching in an era of technological advances. The challenges of pedagogy and technology are an important topic in the debates of academic scholars on the instructor''s role in an era of technological progress. Have lecturers become obsolete? Will the classroom become a studio setting in which lectures will be broadcast? What is the role of collaboration in creating a multi-campus virtual university where the best lecturers teach and share their knowledge? What are the implications of the new options created through the mediation of lecturers'' teaching materials? What are the implications for teaching practice and the learning experience, and what are the social, ethical, moral, and financial implications and the implications for infrastructure and policy-making? The contributing authors, researchers and educators from diverse disciplines and research institutions offer a fresh perspective on the changing face of teaching in higher education and its responses to contemporary challenges.

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Book SynopsisDistance education, or distance learning, is a field of education that focuses on the pedagogy/andragogy, technology, and instructional systems design that are effectively incorporated in delivering education to students who are not physically "on site" to receive their education. Instead, teachers and students may communicate asynchronously (at times of their own choosing) by exchanging printed or electronic media, or through technology that allows them to communicate in real time (synchronously). Distance education courses that require a physical on-site presence for any reason including the taking of examinations is considered to be a hybrid or blended course or program. Distance education is a growth field with the development and spread of the internet. This book presents important research in the field.

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Book SynopsisDistance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional systems design that are effectively incorporated in delivering education to students who are not physically "on site" to receive their education. Instead, teachers and students may communicate asynchronously (at times of their own choosing) by exchanging printed or electronic media, or through technology that allows them to communicate in real time (synchronously). Distance education courses that require a physical on-site presence for any reason including the taking of examinations is considered to be a hybrid or blended course or program. Distance education is a growth field with the development and spread of the internet. This new book presents developments from around the globe.

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Book SynopsisSince the publication of A Nation At Risk in 1983 that sounded alarms about the quality of the nation''s schools, the United States has been on a path toward restructuring its education system. Alternative pathways to educational success are needed at every step of the way, ranging from essential early intervention and prevention strategies in the early years, to a multiplicity of high-quality alternative options within mainstream K-12 systems at the middle and high school levels, and finally to opportunities outside of the mainstream for those who have been unable to learn and thrive in the general education system. The main focus of this book for the U.S. Department of Labor is community- or district-based programs that have as their primary focus the re-engagement of out-of-school youth in learning in order to better prepare these youth to successfully enter high growth occupations and careers. This book examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarising a survey of fifteen alternative education programs. It suggests options for further research on this topic based on the literature review and reports from the programs surveyed.

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Book SynopsisAges baby to pre-school. A parental teaching tool designed for reducing or eliminating preschoolers'' apprehensions about attending school for the first time. Winston the squirrel discovers that his fear of being separated from his mother and encountering new faces becomes alleviated after engaging in fun activities and making new friends, resulting in his looking forward to the next day of school.

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Book SynopsisThe present text has been designed as a manual which looks into what entails distance education in India. The present text has been designed as a manual which looks into what entails distance education in India.

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