Open learning, distance education Books

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

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

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

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

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Book SynopsisEvery child is born with innate wisdom; the role of adults - parents, educators, social workers and policy makers - is to nurture this wisdom and enable it to flourish. This is the belief that underpins this extraordinary book. Barbara and Heather Williams have drawn on the work of Carl Rogers, Virginia Axline and other leading person-centered theorists and educationalists to devise unique ways to foster the innate wisdom of children. 'Children have the ability to trust, to express themselves in a clear, straight way, to be empathetic and open to differences in themselves and other cultures and to accept other people and themselves for who they are and not for what they do or do not do. When a child can recognize and express these qualities it helps them to be insightful, to have high self-confidence, to be creative and to be resilient. When the wisdom of children is not recognized and they cannot express person-centered qualities, their self-confidence goes down, they lose trust, they are fearful and they often either give up or rebel.The educational and medical systems are quick to diagnose them with ADHD, bipolar disorder and other labels and quick to medicate them, when much of this medication could be avoided,' they write. The book is in four main parts.It starts with the founding of DeSillio School, in Fort Collins, Colorado, and tells how teachers, parents and the community worked together to support the wisdom of children and help them to learn in creative ways through using and bringing out their person-centred qualities.It goes on to discuss play therapy, and the use of the person-centered approach with children from age two through adolescence, drawing on case examples, experiences and quotes from children. The third section discusses Native American Indian philosophy and how it informs the Williams' work in education and the workshops they run world-wide with children. Part four focuses on these Kids Workshops and the training programs Barbara and Heather have created to help children recognize and express their wisdom, be resilient, keep their creativity and appreciate nature. The book ends with a series of 'what if?' questions: what if politicians, educationalists, economists, parents, teachers, therapists, foster care and children's centers could all recognize the wisdom of children?How could it change the world? Immeasurably, if we allow Barbara and Heather's experience to guide us.Trade ReviewI consider Barbara and Heather's work to be focused on issues of no little importance, especially today, in a world in tumultuous change... it makes sense to trust, protect and promote the innate capacities of our children to be fully human. By doing so we may re-learn from them the importance of connectedness in how we live our lives and of establishing healthy relationships with the life within us and around us, in the here and now. Alberto Zucconi, President, Institute for the Person-Centered Approach (IACP), Rome.Table of ContentsIntroduction. Part 1: Formation of DeSillio School 1.The world of DeSillio 2.Field trips and internships 3.Experiences of children and teachersPart 2: Play therapy 1. Forms of therapy 2. Tools and experiences Part 3: Native American philosophy and our work 3. Navajo pen pals 4. Rough Rock School in present times 5. Kids' Workshop(TM) and Native American philosophy Part 4:Kids' Workshop(TM) 10.The setting 11.The first meetings 12.Taking risks, failure and flexibility 13.Formation of Kids' Workshop abroad 14. Kids' Workshop facilitator programs 15.Kids' Workshop in different settings and cultures 16.Words of the children Part 5: Conclusion 17.What if adults recognized the wisdom of children?

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

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Book 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 SynopsisComplements Peace Hill Press’s expository series Writing With Skill by providing the imaginative element that many students want. Unlike most “how to write” books, these are designed to be used in a mentor/student relationship, with teaching, guidance, and evaluation tips provided for the mentor or teacher. All exercises build towards the production of finished creative pieces. Sequential, logical, step-by-step instruction. The second level builds on the introductory volume, The Creative Writer: Five Finger Exercises, but can be started directly by older students. Instruction in the five essentials of fiction: plot, characters, dialogue, point of view, and setting. Offers guidance in the essential art of poetry: sound, rhythm, word choice, and poem construction.

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Book SynopsisPulitzer Prize winner David McCullough said, “Writing is thinking. To write well is to think clearly. That's why it's so hard." Too many students enter college without a basic understanding of writing, which can affect every aspect of their education.Author and educator Laura Torres provides a one-stop guide to preparing secondary and homeschool students for college-level writing. This handbook covers the five most common types of essays: ·Narrative ·Compare/Contrast ·Summary/Response ·Research ·ArgumentativeThe 5 Essays You Must Master to Be College Ready includes lessons, tips, and organizational guides for writing clear and compelling essays. Torres walks students through the complete writing process, from outlining to revising and ultimately evaluating their work (with provided grading rubrics). With this easy-to-follow instruction, students can master these essay types, be college ready, and redefine what it means to think and communicate well.Trade ReviewStudents who lack a basic understanding of the essentials of essay writing suffer from poor grades and low self-confidence. Laura Torres, a college composition teacher, wants to help, with discrete chapters on research, essay prompts, and the five different kinds of essays. Within each chapter, Torres establishes a routine to help avoid writer’s block and get ideas flowing. She works on skills like effective description in narrative essays, avoiding logical fallacies in argumentative essays, and effective organization in compare/contrast essays. Each section builds on the one before it, so that by the time you have written your way through, you will be ready for anything college throws your way.The material in this book is pretty standard; the information, tips, and suggestions are not particularly ground-breaking or revelatory. However, following Torres’s guidance will get you a solid foundation from which to build. This book’s biggest strength is its easy-to-follow format. The text instructions are straightforward and easy to understand, perfect for any high school student. The graphic design of this book is quite nice, with pictures, flowcharts, diagrams, and other pictorial aides to help with comprehension. This book is perfect for getting familiar with college essay writing and the writing process.Reviewed By: Gretl - Age 16—Grett, Kids Book Buzz

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Book SynopsisThe A–Z Resource on Instructional Systems Design.Modern, adaptable, flexible, timeless. Instructional systems design (ISD) is more relevant than ever and critical for organizational success. ISD is used by education and training professionals worldwide, with billions of dollars a year spent on designing and implementing training. Given such high stakes, organizations need the best training product available, and educational programs need the best textbook for cultivating professionals in this field. Introduction to Instructional Systems Design is just that resource.This book provides comprehensive instruction for professors, instructors, and students of ISD who seek a professional and proven design method in an academic foundation. Written by long-time professor and practitioner of instructional design Chuck Hodell, this is a through line to his earlier bestselling volume ISD From the Ground Up and offers an even greater practicality with a strong theoretical base to answer the questions of why designers do what they do. In chapters that detail the building blocks of instructional design, the ADDIE process, and advanced ISD processes such as determining criticality and content mastery, Hodell creates a guided learning experience with discussion questions and case studies to prompt deeper reflection. Preparing learners for digital learning and adapting in-classroom courses for remote learning are a particular focus, and Hodell provides an overview of career options and development. Perfect for professors and instructors, this textbook also includes an instructor's guide.

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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 SynopsisA Complete & Practical Toolkit for Successful Virtual Training Create the most effective virtual training solutions for your organization by using the right tools for the right learning situation. In this updated edition of Virtual Training Tools and Templates, online learning pioneer Cindy Huggett expands on her first edition by adding more than 80 new tools and sharing her most powerful ones to help training professionals create engaging virtual learning that leads to results. Whether you’re a training program manager, designer, facilitator, or producer, you’ll find expert guidance on selecting the right technology, working with IT colleagues, designing creative programs, developing activities, and facilitating experiences to engage and inspire learners. The new edition includes: 185 checklists, worksheets, questionnaires, templates, and other training and learning aids that provide accessible, effective virtual learning for everyone Tips on incorporating the latest trends in hybrid, immersive, and global classrooms More than a dozen tools for measuring your program’s success so you can move forward with confidence Resources to make the behind-the-scenes work of producers and administrators more effective For a complete reference on virtual training, see Cindy’s companion volume, The Virtual Training Guidebook, second edition, which offers step-by-step advice for planning, designing, and building high-impact programs. These two volumes combined cover what you need to know to design and deliver successful virtual training.

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Book SynopsisThis open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time.Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena.Table of ContentsA call out has been sent to the following authors for chapters and we are awaiting a TOC:● Xun Ge, University of Oklahoma, USA● Camille Dickson-Deane, University of Technology Sydney, Australia ● HuiChen Kung Durley, Oklahoma City Public Schools, USA ● In-sook Lee, Sejong University, South Korea ● Sahana Murthy, IIT Bombay, India ● Katsuaki Suzuki, JSET Vice President, Kumamoto University, Japan ● Yoshiko Goda, Kumamoto University, Japan ● Tomomi Takabayashi, Cyber University, Japan ● Jennifer Richardson, Purdue University, USA ● Xiaoqing Gu, ECNU, China ● Dirk Ifenthaler, University of Mannheim, Germany and Curtin University, Australia ● Jaime Sánchez, University of Chile, Chile ● Maha Bali, American University in Cairo, Egypt ● Nicola Pallitt, e/merge Africa, Rhodes University, South Africa ● Susan McKenney, University of Twente, The Netherlands ● Tamera Celeste Hudnell, Technology Integrated Learning, USA ● Vanessa Dennen, Florida State University, USAs

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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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Book SynopsisThis open access handbook offers a one-stop-shop for both new and established researchers, educators, policy makers and administrators in the field of open, distance and digital education (ODDE) to gain a comprehensive overview of the history, theory and practice at all levels of ODDE, and at the same time stimulates in-depth discussions on various themes and issues of ODDE for today and future. Researchers, scholars and students in the field of ODDE can use this handbook as a major reference to conduct their own research and learning agendas.To cover the field comprehensively, the handbook is structured following the 3M framework developed by one of the chief editors Zawacki-Richter. The 3M framework categorizes the major research areas and issues in ODDE on three levels. Accordingly, the handbook is divided into six sections in total, two section at each of the three levels: 1) Macro Level – ODDE Systems and Theories, 2) Meso Level - Institutional Perspectives, Management and Organization, and 3) Micro Level – Learning and Teaching in ODDE.This is an open access book.Table of ContentsSection 1: History, Theory and Research in ODDE.- Section 2: Global Perspectives and Internationalization.- Section 3: Organization, Leadership and Change.- Section 4: Infrastructure, Quality Assurance and Support Systems.- Section 5: Learners, Teachers, Media and Technology.- Section 6: Design, Delivery and Assessment.

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

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

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

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

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

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

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

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

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

Read more less