Open learning, distance education Books

Book SynopsisJoin Fiona the hippo, the adorable internet sensation from the Cincinnati Zoo and Botanical Garden, as she and her friends take a train ride at the zoo! Fiona wants to visit the new baby red panda, but it is so far! What better way to get around the zoo than the fun and fast zoo train. Young readers will enjoy learning more about Fiona and her friends in this Level One I Can Read about the little hippo that has captured hearts around the world with her inspiring story and plucky personality. Fiona’s Train Ride?is:   An endearing animal book that’s a perfect gift from parents and gran

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Book SynopsisThis volume of the Open University Reader for Supporting Lifelong Learning looks at policy development in lifelong learning at local, regional, national and supra-national levels. Using an international team of contributors, it explores and examines the policy context for lifelong learning, the policies themselves, and their effects when implemented.The book focuses on the role of lifelong learning policy in relation to issues of competitiveness, technological change and social inclusion. The provision of a range of chapters from around the globe uniquely establishes a comparative basis for the reader. This volume also encourages the student to evaluate lifelong learning as a response to globalising trends and the globalising of educational policy.Table of Contents1. Themes and Questions for a Research Agenda on Lifelong Learning 2. On a Contradictory Way to the 'Learning Society': A Critical Approach 3. Lifelong Learning and Underemployment in the Knowledge Society: A North American Perspective 4. Social Capital, Human Capital and the Learning Society 5. The Comparative Dimension in Continious Vocational Training: A Preliminary Framework 6. Post School Education and Training Policy in Developmental States: The Cases of Taiwan and South Korea 7. Lifelong Learning and Welfare Reform 8. Change of Address? Educating Economies in Vocational Education and Training 9. Breaking the Concensus: Lifelong Learning as Social Control 10. Governing the Ungovernable: Why Lifelong Learning Policies Promise so Much Yet Deliver so Little

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Book SynopsisAdaptability and the ability to handle rapid and ongoing change are essential for successfully managing any modern educational enterprise, and open and distance learning is no exception. In an often over-looked field, this volume examines the nature of sustainability in open and distance learning using case material from a wide range of current educational contexts worldwide. The books themes include: reflection and analysis of the management of change collaboration staff development quality assurance and funding in an increasingly globalized environment. This book also reassesses the core processes involved in course development, delivery, and student support, in a world that is both linked and divided by access to the latest technologies.In a rapidly changing world, this book shows how the path from policy to sustainable practice is rarely easy. However, through consistent attention and commitment to meeting the needs of learners, sustainability can be achieved. Trade Review'If you or your institution is planning on embarking on [the open and distance learning] path, you may want to take this book along to help guide your way.' - British Journal of Educational TechnologyTable of Contents1. From Policy to Implementation VIS NAIDOO Case Study: The Case of Mozambique "Arnaldo Valente Nhavoto" Case Study: Educational Broadcasting: The Indian experience Usha Vyasulu Reddi 2. Planning for Sustainability "Geoff Peters "Case Study: BOCODOL: Its background and the educational context "Daniel R. Tau "Case: Study: NAMCOL: Its background and educational context "Frances J. Mensah "3. Managing Change for Sustainability "Bruce King "Case Study: Ghana's Distance Education Programme "Joshua Caleb Mallet "A Canadian Case Study: Distance Education in a Dual-Mode Higher Education Institution "A.W. (Tony) Bates "Case Study: Moving to Flexible Delivery at the University of South Australia (UNISA) "Bruce King "4. Teaching, Learning and Student Support "Roger Mills "Case Study: Studies in the Introduction of Technology Mediated Learning in ODL "Francois Marchessou "Case Study: Commonwealth Diploma in Youth Development: The UNISA case study "Evelyn Nonyongo "Case Study: A Case Study of Learner Support Developments in the Botswana College of Distance and Open Learning "Daniel R. Tau "5. The Management of Systems in Open and Distance Learning "Patrick Guiton "Case Study: Student Record Systems and Learner-centred Management "David Sewart "Case Study: Distribution of Materials for an In-service Teacher Training Distance Education Course in Mozambique "Lurdes Patrocinia M. Nakala "Case Study: Professional Development "Helen Lentell and Christine Randell "6. Strategic Alliances - Collaboration for Sustainability "Sally M. Johnstone and Sharmila Basu Conger "Case Study: The Online Master of Distance Education and Certificate in Distance Education Programmes Jointly Offered by the University of Maryland University College and Carl von Ossietzky University of Oldenburg "Ulrich Bernath "Case Study: A Joint Degree Programme between Regis University, Denver, Colorado, USA and the University of Ireland at Galway, Republic of Ireland "William J. Husson "Case Study: International Online Master's Degree Programme in Drug Abuse Control and Prevention "Antonio Lomba Maurandi and Maria Eugenia Perez de Madrigal "7. Quality Matters: Strategies for ensuring sustainable quality in the implementation of ODL "Andrea Hope "Case Study: Implementing Quality Systems "V.S. Prasad "Case Study: Quality Standards for Consumer Protection "Kathryn Chang Barker "8. Counting the Cost "Hilary Perraton "Case Study: Funding and Financial Management at the Indira Gandhi National Open University "C. Gajendra Naidu "Editor's Conclusion

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Book SynopsisThis revised and updated edition of Open and Distance Learning in the Developing World sets the expansion of distance education in the context of general educational change and explores its use for basic and non-formal education, schooling, teacher training and higher education.Engaging with a range of topics, this comprehensive overview includes new material on: non-formal education: mass-communication approaches to education about HIV/AIDS and recent literacy work in India, South Africa, and Zambia schooling: new research projects in open schooling in Asia and subsaharan Africa, and interactive radio instruction in South Africa the impact of new technology and globalisation: learning delivered through the internet and mobile learning the political economy: international agencies, the role of private sector, and funding. With its critical appraisal of the facts and examination of data about effectiveness, this book provides answers to problems and poses key questions for the consideration of policy makers, educational practitioners and all professionals involved in implementing and delivering sustainable open and distance learning.Table of Contents1. Introduction: Golden Goose or Ugly Duckling Evidence 2. Nonformal Education: The Light That Never Shone 3. Schooling: The Door is Ajar 4. Teachers: Educating the Largest Profession 5. Higher Education: Beyond the Courtyard Wall 6. Crossborder Enrolment: Virtually Wandering Scholars Explanation 7. Costs: What the Figures Say 8. Technology: After Gutenberg and Turing 9. Globalisation: And Culture Follows Trade 10. Political Economy: Who Benefits, Who Pays? Evaluation 11. Legitimacy: A Problem or a Solution

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Book SynopsisTeaching in Transnational Higher Education examines current trends and challenges that face students, teachers and institutions of higher education around the globe.  This book comes at a pivotal moment where many universities are offering their courses in offshore locations. Students who could once not access an international qualification can now do so without leaving their home country.            The book clearly defines and takes an in-depth look at the various types of transnational education, including: institutions that have campuses abroad, teach specific courses abroad, and form partnerships with diverse schools to teach jointly. Teaching in Transnational Higher Education serves as a forum for debate on such insightful topics as: the modification of teaching to adapt to the needs of diverse students the use of technology in the classroom <Table of ContentsPART 1 CURRENT AND EMERGING ISSUES IN TRANSNATIONAL HIGHER EDUCATION

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Book SynopsisSpark your students to actually want to learn through the creative application of technology!Type II applications in education make it possible to teach in new and more effective ways. Type II Uses of Technology in Education: Projects, Case Studies, and Software Applications clearly explains methods and strategies presently used by teachers to offer students a creative learning experience through the application of technology. Each chapter presents individual examples of how teachers have applied technology in schools and classrooms, illustrating through case studies, projects, and software applications how to effectively spark students’ interest and learning. Type II Uses of Technology in Education is the third in a series (Internet Applications of Type II Uses of Technology in Education and Classroom Integration of Type II Uses of Technology in Education, both from Haworth) that provides a clear view of the advantages—and challengesTable of Contents INTRODUCTION Type II Applications of Information Technology in Education: The Next Revolution (Cleborne D. Maddux and D. LaMont Johnson) Using Technology to Enhance Science Inquiry in an Outdoor Classroom (Pamela Cantrell and Mark S. Knudson) Learning Projects, Type II Applications, and Embedded Pedagogical Models (George Gadanidis and Karen Schindler) Future Teachers’ Classroom Applications of Technology (Catherine E. Brawner and Rodney H. Allen) Professional Development and Recursive E-Learning (Pam Elges, Marielena Righettini, and Martha Combs) Electronic Discussion: A Case Study of the Range of Applications in a Laptop University (Gregory R. MacKinnon, M. Lynn Aylward, and Joseph Bellefontaine) After the In-Service Course: Challenges of Technology Integration (Gregory R. Frederick, Heidi Schweizer, and Robert Lowe) Typology of ICT Implementation and Technology Applications (Dorit Tubin) Steering the Supertanker: Transforming Teaching and Learning Through the Use of ICT (John P. Cuthell) Using Problem-Based Learning Software with At-Risk Students: A Case Study (Pavel Samsonov, Susan Pedersen, and Christine L. Hill) Using Technology to Support Visual Learning Strategies (Blanche O’Bannon, Kathleen Puckett, and Glenda Rakes) Digital Portfolios: Software Selection for Student Manipulation (Andrew L. Hunt, Betty K. Wood, Mary Kate Terrell, and Jim Isom) Making Meaningful Connections: Interactive Computer Hypertext in Art Education (B. Stephen Carpenter II and Pamela G. Taylor) Type II Applications: Using On-Demand Help Features Effectively in Interactive Learning Environments: A Literature Review (Jorge Gaytan) Personal Educational Tools (PETS) for Type II Learning (Rhonda Christensen, Theresa Overall, and Gerald Knezek) Index Reference Notes Included

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Book SynopsisIn todayâs information society, to make a real and lasting impact on human welfare takes applications of information technology aimed at enhancing access to all. HUSITA7-The 7th International Conference of Human Services Information Technology Applications: Digital Inclusion-Building a Digital Inclusive Society presents diverse viewpoints from around the globe, examining the latest applications of digital technology for social work education and practice. These conference presentations from respected international authorities discuss the application of ICT (information and communication technology) in various facets of human service to achieve the goal of a digital inclusive society where all have access to education and informational resources.HUSITA7-The 7th International Conference of Human Services Information Technology Applications examines the development and use of information technology in professional training, including the strengths and limitatioTable of ContentsPreface. ICT IN SOCIAL WORK EDUCATION. Object Lessons: A “Learning Object” Approach to E-Learning for Social Work Education. Pedagogical and Policy Challenges in Implementing E-Learning in Social Work Education.The Relationship Between Technology Content in a Masters of Social Work Curriculum and Technology Use in Social Work Practice: A Qualitative Research Study. Lessons Learned in Chat Room Teaching Internationally. The Forgotten Dimension in Learning: Incorporating Emotion into Web-Based Education. Including Indigenous Knowledge in Web-Based Learning. ICT IN SOCIAL WORK EDUCATION APPLICATIONS. Web CT—An Administrative Tool. The Use of Information Technology to Enhance the Quality of Teaching and Learning in Social Work Practicum: An Example from the City University of Hong Kong. SOCIAL INCLUSION. The Reality of Social Inclusion Through Digital Government.Redefining Assistive Technology, Accessibility and Disability Based on Recent Technical Advances. Investigating the Role of Internet Self-Efficacy in the Elderly’s Learning of ICT in Hong Kong, China: A Two-Part Study. SOCIAL INCLUSION APPLICATIONS. Sanyog: A Speech Enabled Communication System for the Speech Impaired and People with Multiple Disorders. KNOWLEDGE MANAGEMENT IN HUMAN SERVICES. Knowledge Management in Social Work—Towards a Conceptual Framework. KNOWLEDGE MANAGEMENT IN HUMAN SERVICES APPLICATIONS. Web-Based Disability Information Resource in Japan. Index. References.

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Book SynopsisOffers an understanding of how the Internet can be used effectively by science teachers & students to support inquiry-based teaching & learning. Important for project developers & curriculum writers in educational tech, & university faculty.Trade Review"The book's strength is its emphasis on enduring issues, unchanged in 40 years of reform: the need to increase teacher content knowledge and foster inquiry, the time required to study subjects in depth, and the inevitable tension between the desire for subject coverage and time required for in-depth student research."—CHOICE"Network science is important because it extends the discourse of teaching with and about technology beyond conventional, instrumental notions of 'technology as tool' towards technologies as social and cultural practices."—Resource Reviews"...an important book with interesting content and ideas for everyone who wonders how the Internet can enhance education in our nation's schools. It is of particular interest to those concerned about science learning in elementary and secondary classrooms. The authors provide an excellent history of the origins of these application of the Internet in science education....they have succeeded in presenting a valuable and stimulating treatise on important aspects of this emerging field."—Contemporary Psychology"The authors reach far beyond presentation of raw research data by offering a thoughtful analysis of the benefits and pitfalls of using telecommunication technology in classrooms, and providing examples of successful programs, useful teaching tips, and workable solutions to help in implementing science programs that integrate Internet technology."—Horizon Research"Why are network science programs so slow to take hold? When they do get started, why are so few teachers taking advantage of the opportunity to have their students collaborate with distant classrooms? [The contributors to this volume] address these questions based on over a decade of experience with a succession of network-based science programs."—Barbara MeansMenlo Park, California; From the Foreword"Network science departs from typcial science instruction, requiring changes in both inquiry practices and techonology use. The authors provide a rich, varied, and compelling set of case studies...They supplement these cases with examples from projects represented at the Network Science Conference they organized in 1997 and from results of a survey conducted at about the same time. They document the struggles teachers face when using a new technology to engage their students in a new practice."Raises critical issues regarding the goals and use of technology in science teaching and learning, and, specifically, regarding the development and implementation of what the authors call 'network science projects.' [This book] is written, as the authors claim, 'against the current political backdrop in which educational technology has emerged as education's magic bullet.' It is a book that makes us think about what educational technology is meant for and how to actually make this happen in our classrooms. It puts students' engagement, meaning making, and motivation at the foreground, and it highlights the teacher's challenging role in enabling, supporting, and facilitating student learning. It is thoughtful and thought-provoking, a must read for curriculum developers, teachers, policymakers, and educators concerned with technology in the service of science education."—Maria VarelasUniversity of Illinois at ChicagoTable of ContentsContents: Foreword. Preface. Part I: State-of-the-Art. Founding Vision of Network Science: Assessment. Evolving Visions: Case Studies. Lessons Learned. Part II: Looking Deeply. Promoting Reflective Discourse. Bringing Students to the Data. Part III: Looking Forward. The Internet and Classroom Learning. Appendices.

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Book SynopsisWriting Across Distances and Disciplines addresses questions that cross borders between onsite, hybrid, and distributed learning environments, between higher education and the workplace, and between distance education and composition pedagogy. This groundbreaking volume raises critical issues, clarifies key terms, reviews history and theory, analyzes current research, reconsiders pedagogy, explores specific applications of WAC and WID in distributed environments, and considers what business and education might teach one another about writing and learning. Exploring the intersection of writing across the curriculum, composition studies, and distance learning , it provides an in-depth look at issues of importance to students, faculty, and administrators regarding the technological future of writing and learning in higher education. Trade Review"For anyone interested or engaged in WAC and WID distance learning, this is an excellent reference." -Technical CommunicationTable of ContentsContents: Preface. Influences and Confluences: Distributed Learning, the Business of Education, and Writing Across the Curriculum. History Lessons: Tensions Between Customization and Efficiency. Researching the Transition: Perspectives on Pedagogy in Distributed Learning. Teaching With WAC: A Redesigned Act in Distributed Learning. Process Scripts for Active Learning: WAC in Distributed Environments. Complementing and Customizing: WID in Hybrid Environments. WAC/WID and the Business of E-Learning. The Future of Writing in Distributed Learning. Appendices: Glossary. Resources. MLA Position Statements on Teaching With Technology. CCCC Position Statement on Teaching With Technology. Collaborative Decision Matrix.

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Book SynopsisA Framework for Teaching Music Online defines the current online learning landscape of music in higher education and then presents a cyclical teaching framework that describes how to practically develop an online music course. Each part of the framework takes the reader through the three main components of developing an online music course: communication, design, and assessment. Research-informed and practical, ideas and tools for faculty and students to implement into their current or future online teaching practice are explored. Johnson also considers future innovations, exploring knowledge sharing and professional learning networks.Trade ReviewIt is an immense challenge to author a book that maintains a healthy balance between theory, assessment of the evidence and research informed practice. This becomes even more challenging in the field of technology supported learning. In A Framework for Teaching Music Online, Carol Johnson not only has achieved this, but she has managed to produce a book that is exciting, engaging and critical. Many congratulations to Dr Johnson for this most excellent contribution to our field. * Evangelos Himonides, Professor of Technology, Education and Music, University College London, UK *The author wrote: "However, online music teaching is not a mere 'lift and shift' of Face-to-Face teaching design.” Dr. Carol Johnson has opened up the pedagogy and solutions of distance learning in music based on the history of distance learning and its theory. In a great way, she highlights the goals, opportunities, and ways of working in distance learning music. The knowledge provided by the book helps the reader to develop his or her own teaching work and to remove unnecessary preconceptions about the promotion of music education today. * Matti Ruippo, Senior Lecturer in Pedagogic Innovations and Culture, Tampere University of Applied Sciences, Finland *Table of ContentsIntroduction: Learning Music Online - The Current Landscape and Pedagogical Challenges Part I: Exploring the Framework 1. Presenting the Framework Overview 2. Communication 3. Communication: A Case Study 4. Design 5. Design: A Case Study 6. Assessment 7. Assessment: A Case Study Part II: Practical Application 8. Considerations for Teaching Music Online 9. Designing Your Online Teaching Space 10. Selecting Technology Tools to Use as Supportive Learning Mechanisms Part III: Future Innovations 11. Sharing our Knowledge 12. Creating Professional Learning Networks References Index

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Book SynopsisDeepening In-Class and Online Learning shows teachers how to make learning joyful as they translate successful classroom strategies to virtual learning. The book includes more than 60 step-by-step strategies that encourage interaction, foster inclusion, and spark imagination. Each activity is presented in a consistent format, ready-to-use in-class and for online learning.Whether teaching virtually or adding digital activities to in-class instruction, this book explores effective ways for students to present, communicate, and collaborate. Innovative activities range from discussing hot topics and sharing personal stories to visual boards and digital storytelling. Also included is an up-to-date glossary of digital tools to help make sense of the shifting landscape in today’s classrooms.

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Book SynopsisThis open university reader is a wide-ranging interdisciplinary collection of material from primary sources, illustrating the relationship between cultural change and religious belief in sixteenth-century Europe. It contains more than eighty extracts drawn from a variety of genres including political, religious, philosophical and legal writing, diaries, letters, plays, poems and fiction. Some have never previously been published, others have not been reprinted since their original appearance in the sixteenth century, and a number are translated into modern English for the first time. `Culture and Belief in Europe 1450 - 1600'' includes writing from such renowned thinkers as Erasmus, Luther, Machiavelli, and Sir Thomas More, besides that of lesser-known authors. Works of literature also feature extensively, and writings from Cervantes, Rabelais, Edmund Spenser, and Sir Philip Sidney amongst many others are all to be found here. A general introduction describes the anthologTable of ContentsPart I: Humanism, Popular Culture and Belief: . 1. The Spicers' Play (1463-1477). 2. The Pewterers and Founders 'Play (1463-1477). 3. Late Medieval Ghost Stories. 4. The Pilgrimage of William Wey (1456). 5. Pico: A Young Philosopher Defends his right to Dispute in Public (1486). 6. Summa Theologica: Thomas Aquinas. 7. The Profession of the Religious: Lorenzo Valla. 8. Erasmus and John Colet (1499-1516). 9. Erasmus: Colloquies and Writings (1523-1526). 10. The Prince: Machiavelli (1513). 11. The Courtier: Castiglione (1528). 12. Gargantua (1534) and Pantagruel (1532): Rabelais. 13. The Church and Discipline. Part II: Civic Pride and Civic Patronage: Venice and Antwerp: . 14. Governing Venice: Contarini (1534). 15. Antwerp: Guicciardini (1567). 16. The Civic Inventory of Household Goods: a Sample for the Antwerp Notary (1582). 17. Inventory of Michiel's Description of the Collection of Andrea Odoni, Venice (1530). 18. The Inventory of Margaratta Boge (1574). 19. Marcantonio Michiel's Description of the Collection of Andrea Odoni, Venice (1530). 20. The Inventory of Willem Pauwels (1481). 21. Bessarion's Act of Donation (1468). 22. Bessarion's Library (1474). 23. Harmony of the World: Giorgi (1525). Part III: Reformation: . 24. Articles of Tabor (1420). 25. Lollard Documents. 26. The Council of Trent and Religious Act (1563). 27. Against the Heavenly Prophets: Luther (1525). 28. The Old Game: Hans Sachs (1554). 29. Martin Luther (1520s). 30. John Calvin (15360. 31. William Tyndale and the Principles of Protestantism (1530). 32. 'The Wittenberg Nightingale': Hans Sachs. 33. The Vanity and Uncertainty of the Arts and Sciences (1530): Agrippa. Part IV: Religious Reform and Cultural Change: Spain and England:. 34. Caxton's Prologue to Virgil's Aeneid (1490). 35. Dialogue Concerning Heresies: Sir Thomas Moore (1528). 36. Preface to Euclid's Elements: John Dee (1570). 37. Autobiography: Ignatius de Loyola (1553). 38. Spiritual Exercises: Ignatius de Loyola (1522-1577). 39. Life: St Teresa of Avila (1565). 40. Three Poems by Luis de Leon (1572-1577). 41. 'Whether it is Right to Destroy a Tyrant': Juan de Mariana (1599). Part V: Europe and the Wider World:. 42. On the Netherlands (1520-1521): Dürer. 43. Travel Journal (1580-1581): Montaigne. 44. An Itinerary: Fynes Moryson (1591-1597). 45. A View of the Present State of Ireland: Spenser (1590s). 46. Letter from Isabella and Ferdinand to the Moorish King (1491). 47. Petition from Francisco Nunez Muley, Morisco Noble (1567). 48. Impressions of Turkey: Ogier Ghiselin de Busbecq (1556-1564). 49. Navigations Made into Turkey: Nicholas de Nicolay (1567). 50. Accounts of Mexico: Bernal Diaz (1568). 51. Voyage to Virginia: John White. 52. Aztec Accounts of the Conquest of Mexico (1519). 53. Letter to Piero Soderini: Amerigo Vespucci (1504). 54. First Voyage: Columbus (1492-1493). 55. On the Indians: Sepulveda (1547). 56. On the Indians: Las Casas (1552). 57. On the Indians: Mendieta (1596). 58. Defence of the Indians: Vitoria (1537-1539). 59. On the Indiands and Animals of the New World: Jose de Acosta (1590). 60. Questionnaire on the Spanish American Empire (1577-1586). Part VI: Print Culture:. 61. Le Morte d'Arthur: Sir Thomas Malory. 62. 'Sermon on the Ploughers': Hugh Latimer (1548). 63. Don Quixote: Cervantes. Part VII: The Crisis of Authority: France:. 64. The Monarchy of France: Claude de Seyssel. 65. Restoration of the Gospel: Lefèvre d'Étaples. 66. Autobiography: Cellini (1559). 67. Claude de Seyssel Three Bridles on Princely Power (1519). 68. Strengths and Weaknesses of France: Suriano (1561). 69. Exclusion of Women: Hotman (1573). 70. Innocent Gentillet: Anti-Machiavel (1576). 71. Method: Bodin (1566). 72. Six books of the Commonwealth: Bodin. 73. Entertainment at Antwerp (1582). Part VIII: Church, State and Literature in Britain:. 74. The Acts of Supremacy (1534, 1559). 75. The Vestiarian Controversy: Laurence Humphrey, Thomas Sampson and Bishop Grindal (1563-1566). 76. Scottish Ballards and Court Poetry. 77. Astrophil and Stella: Sir Philip Sidney (1582). 78. A Defence of Poetry: Sir Philip Sidney (1582). Index.

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Book SynopsisYale offers high-quality audio and video recordings of a careful selection of popular lectures, MIT supplies digital materials for nearly all of its courses. Drawing on a wide range of sources, this title traces the evolution of these online courseware projects and considers the impact they may have, both inside elite universities and beyond.Trade ReviewWinner of the 2012 Philip E. Frandson Award for Literature in the Field of Continuing Higher Education, University Professional and Continuing Education Association "By now, books, articles and blogs about the virtues and vices of online distance learning are hardly new, and are frequently repetitive. But Taylor Walsh's Unlocking the Gates is different. She analyses in great detail the varied experiences of a small number of elite US, UK and Indian universities that, starting in 1999, began to offer some, if not all, of their undergraduate courses online to varying audiences. Walsh has done extensive research--including interviews with 87 educational and business leaders--in this pioneering, unbiased study... A solid, pioneering contribution to the study of online higher education and will surely become the benchmark for later studies."--Howard P. Segal, Times Higher Education "For anyone looking for an insight into some of the issues lying underneath western higher education, they would do well to pick up a copy of Unlocking the Gates. Taylor Walsh's work may only focus on one particular phenomenon but it acts as a lens through which to examine some key challenges facing institutions: how to have a global impact whilst also serving your local students, how to do more with less in times of reducing budgets and endowments, and how higher education can and should change to become fit for the 21st century."--Rachel Dearlove, Impact of Social Sciences, London School of Economics blog "The enabling of open access to learning materials from a range of international higher education providers, at least those that choose to share, means that, provided the technology exists to enable access, potential scholars from around the world can use them to learn and grow in ways not previously available to them. And that it why it is worth reading this book."--Kevin Ashford-Rowe, Journal of Higher Education Policy and Management "Walsh's book stimulates reflection... Too, it provides substantial reality testing with respect to the large number of practical issues spawned by the OER movement."--Donald J. Foss, PsycCRITIQUES "The book is an eye-opener, supported by ample footnotes and extensive interviews (if not with enthusiastic users like myself), as well as financial records and others sources."--John Wilinsky, Teachers College Record "The [book] is a rich portrait of the history and prospects of these courseware efforts, the aspirations and concerns of their principals, their academic content and connections to their sponsoring universities, and their contrasting business models. While the author's sensibility and vocabulary come from management (rather than, say, technology, education, or sociology), the book should be accessible to readers from a wide range of backgrounds."--Mary Taylor Huber, ChangeTable of ContentsForeword by William G. Bowen vii Preface xvii Chapter 1: Introduction: Context and Background 1 Chapter 2: Early Experiments: Fathom and AllLearn 23 Chapter 3: Free and Comprehensive: MIT's OpenCourseWare 57 Chapter 4: Digital Pedagogy: Carnegie Mellon's Open Learning Initiative 89 Chapter 5: Quality over Quantity: Open Yale Courses 122 Chapter 6: A Grassroots Initiative: webcast.berkeley 150 Chapter 7: Closing the Gap in India: The National Programme on Technology Enhanced Learning 178 Chapter 8: Conclusions 206 Epilogue: Implications for the Future 247 References 261 List of Interviews 277 Index 281

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Book SynopsisThis is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (R2D2: read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional designers as well as those contemplating such positions design, develop, and deliver learner-centered online instruction. Empowering Online Learning has 25 unique activities for each phase of the R2D2 model as well as summary tables helping you pick and choose what to use whenever you need it. Each activity lists a description, skills addressed, advice, variations, cost, risk, and time indexTable of ContentsPreface v Acknowledgments xii About the Authors xiv 1 The R2D2 Model: Read, Reflect, Display, and Do 1 2 Phase 1 of the R2D2 Model: Verbal and Auditory Learners 15 3 Activities for Phase 1: Verbal and Auditory Learners 26 4 Phase 2 of the R2D2 Model: Reflective and Observational Learners 67 5 Activities for Phase 2: Reflective and Observational Learners 78 6 Phase 3 of the R2D2 Model: Visual Learners 118 7 Activities for Phase 3: Visual Learners 134 8 Phase 4 of the R2D2 Model: Hands-On Learners 181 9 Activities for Phase 4: Hands-On Learners 199 10 Integrating R2D2 and Final Reflections on the Web of Learning 249 Web Links, Examples, and Resources 264 References 284 Index 294

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

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Book SynopsisA Guide to Online Course Design offers faculty and professional staff a practical and easy-to-follow model for creating exceptional online courses that focuses on quality standards in instructional design, transparency in learning outcomes, and learner persistence. A comprehensive resource, the book includes effective, research-based instructional strategies to motivate online learners and help them become more self-directed. A Guide to Online Course Design emphasizes quality standards and removing barriers to learners' persistence, which ensures online courses meet the needs of online learners as well as distance education initiatives. All faculty members and course designers, regardless of experience level, content background, or technology skills, can benefit from applying the approaches defined in this book. The authors have imparted a wealth of knowledge that can improve the quality of any online class and I highly recommend this book for all those involvedTable of ContentsExhibits and Figures ix Preface xi About the Authors xvii Part 1 An Introduction to Persistence and Quality Design 1 1 Quality Design to Support Learner Persistence 3 2 The Instructional Design Process 13 Part 2 Analysis of Learners and Learning Outcomes 21 3 Analysis of Online Learner Characteristics and Needs 23 4 Analysis of Learning Outcomes and Competencies 33 Part 3 Design of Course Assessments and Sequence 51 5 Design of Course Assessments 53 6 Sequence of Instruction 69 Part 4 Design of Instructional Strategies 77 7 Foundations of Transformative Learning 79 8 Selection of Instructional Materials 91 9 Design of Effective Course Activities 115 Part 5 Development of Instruction 137 10 Development of Instructional Materials 139 11 Organizing the Course Environment 161 Part 6 Implementation and Evaluation 171 12 Course Evaluations and Maintenance 173 Final Remarks 187 References 189 Index 195

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Book SynopsisTable of ContentsIntroduction 1 About This Book 1 Foolish Assumptions 2 Icons Used in This Book 2 Beyond the Book 3 Where to Go from Here 4 Part 1: Heading to Homeschooling 5 Chapter 1: Answering the Big Questions 7 Getting to This Point 7 Knowing Not to Know It All 9 Affording It 9 Hanging in There 11 Signing up for the long haul 11 Staying at home forever 12 Breaking the News to Mom 13 Addressing Socialization, the Hot Homeschooling Buzzword 14 Social outlets 14 Socialization 15 Presenting the Issue of the Year 16 Chapter 2: Taking the Leap 19 Realizing That Anger is Not Enough 19 Ensuring educational excellence 20 Meeting your child’s special needs 20 Retaining religious convictions 21 Accommodating family lifestyle 22 Determining What’s Best for Your Family 22 Creating Solutions for Special Situations 23 Working around your job 23 Dealing with special learners 24 Beginning the Journey 25 Choosing the perfect time of year 25 Deciding at what age to begin 26 Assigning homework 27 Making homeschooling more than school at home 28 Using the extra time 28 Chapter 3: Complying with Uncle Sam 31 Conducting Yourself (Yes, Ma’am) in Accordance with State Law 32 Locating Your State’s Law 33 Counting Out the School Days 35 Calling a Truce: Interacting with Your Local School 37 First: Know your law 37 Second: Make sure your ducks are in a row 38 Third: Know your law 39 Chapter 4: Pulling Them Out and Starting from Scratch 41 Making Those First Days Count 41 De-stressing the children 42 Easing into coursework 43 Rebuilding Your Family Unit 44 Setting your schedule 44 Working together 45 Dad’s or Mom’s role in your homeschool 45 Starting from the Very Beginning 47 Teaching in small blocks 48 Using the objects you own 48 Drawing on Your Strengths and Filling in the Gaps 49 Speaking to your strengths 49 Teaching them what you don’t know 50 Part 2: Tackling Kids of Any Age 53 Chapter 5: Teaching Your Toddler While You Change Your Baby 55 Juggling Primers, Preschoolers, and Diapers 56 Surviving Life with a Toddler 57 Teaching with a toddler 58 Teaching your toddler 59 Covering the Preschool Basics 60 Teaching with a preschooler 61 Teaching your preschooler 61 Chapter 6: Covering the Elementary Years 65 Setting Out with Elementary Students 65 Learning through Language Arts: Reading and Grammar 66 It’s as easy as A, B, C 67 Beyond the basics 69 Going on to the heavy hitters 70 Eating Your Way through Math 70 Going beyond “Our Community Helpers” 73 Firing Up the Bunson Burner 75 Timing is Everything 78 When timing is off 78 While you wait 78 Chapter 7: Handling Junior High 81 Beginning in the Middle 81 Keeping Track of It All 83 Putting Grades to the Test 84 Chapter 8: Help! I Have a High Schooler 87 Starting at the Eleventh Hour (or Eleventh Grade) 88 Switching before the Last Bell 89 Deciding your academic approach 89 Changing courses midstream (or at winter break) 90 Dancing the High School Subject Tango 91 Language arts 93 Math 94 Science 95 History and social studies 97 Languages 98 Driver education 98 Electives 99 Planning for the Tidy Transcript 102 Check your state’s requirements 103 Start at the end and work backwards 103 Choosing courses that count 105 Prepping for College 107 ACTing on Your InSATiable Desire for Standardized Tests 109 SAT 109 ACT 109 Chapter 9: Completing Twelfth Grade Doesn’t Mean It’s Over 111 Spreading Their Wings and Earning Their Keep 112 Continuing to college 112 Marching in the military 112 Studying at a trade/vocational school 114 Entering the workforce 114 Strapping on the Tool Belt 115 Continuing Homeschool through College 117 Staying at home 117 Finding a suitable program 118 Part 3: Choosing Your Cornerstone: Basic Curriculum Options 121 Chapter 10: Orbiting as a Satellite School under the Umbrella 123 Riding the Satellite 124 Opting for a Complete Curriculum across the Distance 124 Pinpointing a Program 125 Elementary through junior high and beyond 126 High schools 127 Matching Your Needs with Their Offerings 129 Chapter 11: Does Classical Education Mean Teaching Vivaldi? 131 Classifying It Classical 132 Trying the trivium 132 Forming the foundation with literature 134 Assembling Your Classical Curriculum Components 135 Language arts 135 Math 137 Science 137 History 138 Geography 139 Art 139 Music 140 Latin 141 Foreign language 142 Gathering More Information 143 Chapter 12: Reading Real Living Books with Charlotte 145 Calling Charlotte Mason 145 Leaping through living books 146 Nuzzling up to nature studies 146 Putting Together Your Package 146 Language arts 147 Math 149 Nature science 149 History 150 Geography 150 Art 150 Music 151 Foreign language 151 Chapter 13: Mining the Montessori Method 153 Exploring at Their Own Pace 154 Guiding your children 154 Combining academics and life 155 Setting Up Your Space 155 Walking through the Day 155 Mathematics 156 Language arts 156 Practical Life 157 Sensorial 157 Culture 157 Chapter 14: Wandering through Nature with Waldorf 159 Working Together with Head, Hands, and Heart 160 Enjoying the outdoors 160 Making things by hand 161 Flowing with the day 161 Locating a Waldorf-Style Curriculum 162 Picking favorites 162 Opting for similar goals 163 Chapter 15: Teaching Them What They Want to Learn 165 Unveiling the Integrated Unit Study 166 All unit studies, all the time 166 Locating unit studies 167 Making them last 169 Changing Pace with Unit Studies 171 Focusing on Project-Based Learning 172 Short- and long-term projects 172 Designing a project to suit the learner 173 Designing Unit Studies 174 Subject-ing yourself to this? 174 Digging for topics 176 Calling all units 176 Chapter 16: Unschooling: A Walk on the Relaxed Side 181 Raising Eyebrows and Suspicions 182 Fitting the Bill 183 Learning through the Course of a Day 184 Filling Your Home with Unschooling Tools 185 Books 185 Games 186 Software 188 Technological and building toys 189 Videos 189 Recording Their Progress 190 Chapter 17: Hitting the Road with Worldschooling 193 Roadschooling versus Worldschooling 194 Engaging the environmentally curious 194 Following your dreams full or part time 194 Planning is everything 195 Choosing Your Academic Approach 197 Ditching the books or not? 197 Living on and off the ’net 198 Chapter 18: Charting Your Own Academic Course Eclectically 201 Knowing Whether Your Kid’s Kinesthetic 202 Pulling from Different Publishers 203 Starting with what you know 203 Pulling from the stacks 204 Writing a Curriculum from Scratch: The Diehard Approach 212 Chapter 19: Special Concerns for Special Students 215 Considering Yourself Capable 216 Guiding the Gifted 217 Taking different paths 218 Rounding up gifted education resources 219 Teaching the Medically Fragile 220 Getting the Goods You Need 220 Special equipment and services 221 Individualized Education Program 221 Information 222 Part 4: Nailing Down the Details 225 Chapter 20: Defining Your School Space 227 Making Room for Chalk 227 Setting aside the optimal amount of space 228 Buying too far in advance increases storage needs 229 Deciding between the Den, the Dining Room, or the Whole Darn Place 230 Gathering around the kitchen table 231 Setting aside a special room 231 LEGO bricks in the living room and homework in the hall 233 Chapter 21: Cutting the Costs and Searching for Stuff 235 Slashing Curriculum Prices 236 Choosing an inexpensive curriculum 236 Finding free, the least expensive of all 237 Locating used curriculum 238 Writing your own curriculum 239 Sourcing Your Curriculum 240 Looking at your local store 240 Avoiding the malls: Ordering via Internet or mailbox 241 Attending a Homeschool Conference 242 Hearing It from the Horse’s Mouth 243 Tapping the Fountain of Fellow Homeschoolers 243 Borrowing books long term 243 Buying as a group 244 Asking for the Discount 245 Breaking Out the Library Card 245 Understanding Copyright: What is Fair Educational Use? 247 Chapter 22: Teaching Your Traditions 251 Christian Curriculum 251 Publishing all-in-one, Protestant style 252 Science and other individual courses 253 Adding Bible to the day 255 LDS curriculum choices 255 Roman Catholic curriculum options 256 Jewish Resources 258 Islamic Resources 259 Pagan Resources 259 African American Resources 261 Native American Resources 262 Chapter 23: Turning Chaos into Organization 265 Tracking Your Week with a Planner 266 Seeking the Paperless Society 268 Thirty Days Hath September 270 Scheduling for Sanity 270 Keeping Your School Spotless 272 Feeling the Burnout 272 Chapter 24: Making the Grade 275 Deciding Whether to Keep Grades 275 Writing the tests to make the grades that you record in the house that Jack built 276 Figuring the grade 278 Tracking Those Unit Studies 279 Keeping a State-Required Portfolio 280 Testing Standardized’s Validity 282 Chapter 25: Plugging in Your Schoolroom 287 Schooling at Home But Online 288 Coursing through the Internet 289 ’Net-ting Resources 291 Touring the World without Leaving Your Desk 293 Enhancing Your Subjects with Electronic Errata 294 Chapter 26: Connecting with Like-Minded Souls 299 Finding Homeschoolers Online Who Share Your Passions 300 Facebooking your way to friends 300 Finding the best blogs 302 Pointing toward podcasts 303 Networking Isn’t Just for Computer Geeks 304 Associating and Consorting 305 Praying for Guidance 306 Getting Together for Socialization 307 TEAM: Together, Everyone Achieves More 308 Gathering informally 309 Formalizing your group 310 Part 5: Making Your Year Sing with Extras 313 Chapter 27: Adding Spice with Special Classes 315 Making Time for the Extras 316 Bringing Out Their Inner Artists 317 Music 318 Art 320 Go Ahead — Be Dramatic 322 Speech and debate 323 Drama 325 Homeschool groups 327 Taking Some Laps 327 Cooking Up a Storm 329 Bantering about Birds and Bees 330 Parlez-vous Greek? 331 Cleaning the House and Calling It Schoolwork 334 Chapter 28: Making It Adventurous with Activities and Groups 337 Dirtying Your Hands with a Project 338 Dissecting an owl pellet 338 Playing amateur archaeologist 339 Creating a garden 339 Building a train layout 340 Burying yourself in papier-mâché 340 Assembling a model 341 Pretending It’s Le Louvre 341 Getting Past Bugs Bunny 342 Volunteering Builds Compassion 343 Packing Up the Minivan 345 Seeing the Sights or Staying at Home 347 Finding an Organization That Helps You Grow 348 Thinking about Playing or Playing to Think? 350 Ante Up 352 Thrilling the Engineer’s Heart 352 Part 6: The Part of Tens 355 Chapter 29: Ten Educational Games That Enhance Your School Day 357 Anti-Monopoly 358 Evolution 358 Forbidden Island/Desert 358 The Garden Game 359 How Do You See the World? 359 Into the Forest 359 Krypto 360 Periodic 360 Spell Smashers 361 Wingspan 361 Chapter 30: Ten Common Homeschool Fears 363 My child will never make friends if I homeschool. 363 I don’t know enough to teach my child. 364 My child will miss out on socialization. 365 I will buy the wrong curriculum. 365 My child will learn less at home than he does at school. 366 I’ll never have free time again. 367 My child may not be learning at the right pace. 368 I won’t be able to do it all. 368 After I start, I have to do this forever. 369 I’m not keeping the right (or enough) records on my child’s progress. 369 Part 7: Appendixes 371 Appendix A: Homeschooling Curriculum and Resources 373 Abeka 373 Artes Latinae 374 Behrman House 374 Brave Writer 374 California Homeschool Network Records and Resource Guide 374 Christian Book Distributors 375 Cricket Media Magazines 375 The Critical Thinking Co. 375 Great Books Academy 375 Home School Legal Defense Association (HSLDA) 376 Mary Frances Books 376 MindWare 376 MisterArt 376 National Black Home Educators 377 Pandia Press 377 S&S Worldwide 377 Studies Weekly 377 Scotch Thermal Laminator 377 SEA Books and More 378 Teachers Pay Teachers 378 Appendix B: State-by-State Homeschool Associations 379 Appendix C: Speaking the Language: Educational and Homeschooling Terms 385 2E 385 accelerated learning 386 advanced placement (AP) course 386 auditory learner 386 CLEP exam 386 consumable 386 correlated to state standards 387 distance learning 387 dual credit 387 educational game 387 elective 388 fine arts 388 grade level 388 inclusive 388 intent to homeschool 389 kinesthetic learner 389 lesson plan 389 living books 390 low for grade level 390 neutral science 390 online education 390 PSP (Private School Satellite Program) 391 real books 391 reproducible black line masters 391 standardized test 391 teacher’s guide/teacher edition 392 transcript 392 visual learner 392 Index 393

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Book SynopsisTwo maths coaches who have spearheaded the transition to remote learning in their district have distilled their experience of what works into a guide for teaching maths from a distance. Filled with ready-to-use strategies, this QRG in the new set of Strategies for Distance Learning Guides is organised by 4 priorities: mathematical identitygrowth mindsetreasoning and problem-solvingengaging activities Samantha Bennet and Alaina Barkley show how to incorporate routines into online learning that support these priorities, from connecting with students, to supporting their learning with games and problem-solving tasks, to assessing their work. Each 8.5 x 11 multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

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Book SynopsisFrom Laura Alvarez, one of the authors of Supporting Newcomer Students, a guide on how to continue to support multilingual students' language development and rigorous learning in a remote environment. In this QRG in the new set of Strategies for Distance Learning Guides, Alvarez provides questions to guide instructional planning and key teaching moves for English learners, within a framework of 4 principles for distance learning: Facilitate meaningful interactionsBuild relationshipsUse technology purposefullyHold an inquiry stance With extensive tips for how to maintain these goals in both synchronous and asynchronous learning activities, this guide will be a go-to resource for teachers of newcomers and English learners. Each 8.5 x 11 multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

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Book SynopsisThis QRG in the new set of Strategies for Distance Learning Guides explains how to get your students to engage with you, with the content, and with each other during online learning. It is all about bridging transactional distancepsychological rather than physicalin the onscreen environment, by using carefully crafted lesson design and teaching strategies. Written by an expert in instructional design, this guide is packed with ideas and tips across grade levels, to help: create communityfacilitate interactionsadjust assessment Replete with examples and suggested tools, this QRG is an indispensable resource for teachers grappling with how to keep students motivated when learning from a distance. Each 8.5 x 11 multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

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Book SynopsisFaculty members, researchers, instructional designers, students, administrators, and policy makers who engage with online learning will find this book an invaluable resource.Trade ReviewThis is an excellent book! It's comprehensive, covering all the topics relevant to online teaching. It's well-researched and identifies many useful sources... If you're teaching online and haven't treated yourself to a good book, I'd recommend this one. Teaching Professor [The] structure and content will... prompt reflection into the changing realm of what it means to be a university faculty member. PsycCRITIQUES ...Teaching Online offer[s] valuable practical help in sevearl key areas such as course structure and planning, the teacher's persona in the online course, communication, student engagement and community of learning, and much more...I strongly recommend it. Reflective TeachingTable of ContentsAcknowledgmentsIntroduction1. Teaching Online as Instructional Change2. Faculty Knowledge3. Views of Learning4. Course Structure5. Course Planning6. Intellectual Property7. Instructional Time8. Teacher Persona9. Communication10. Student Rights11. Student Engagement12. CommunityConclusionNotesReferecesList of ContributorsIndex

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Book SynopsisOnline learning is transforming how and what teachers teach, and even who - or what - teachers are. In the midst of these changes, the characteristics that have historically defined a high-quality education are easily lost. Not only content knowledge, but also ways of thinking are the hallmarks of the well-educated individual, and these latter qualities are not so easily acquired online. Or are they? This volume shows how a group of online-learning believers built the best high school in the world without laying a single brick: the Stanford Online High School (SOHS). By chronicling SOHS' approach to curriculum, gifted education, and school community over SOHS' first seven years, Bricks and Mortar makes the case that technology and the best traditional methodologies in education are not, in fact, mutually exclusive.

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