Open learning, distance education Books

Book SynopsisSurveying the dizzying array of new technology-based teaching and learning initiatives, this title argues that such technologies could transform traditional higher education - allowing it at last to curb rising costs by increasing productivity, while preserving quality and protecting core values.Trade ReviewOne of The Times Higher Education Supplement's Books of the Year 2014, chosen by Steven Schwartz "Higher Education in the Digital Age, frames the current and coming debates instead of answering questions about the future of online learning... Bowen worries online learning will leave students behind or that the solutions dreamed up at elite institutions will not work in a country with a higher education system that bears no great resemblance to the classes in Cambridge... Bowen also predicts coming debates about faculty governance and intellectual property as faculty members team up to teach courses or use an online course from another institution to aid them in their own classrooms."--Ry Rivard, Inside Higher Ed "A slim and highly readable volumne... The collection of voices provides a thoughtful and provocative discussion of the emergence of online education."--Richard D. Kahlenberg "Higher Education in the Digital Age is an elegant exposition of old-fashioned, gentlemanly and humane views and values, couched in concerns about the value of new educational technologies and their pedagogical and economic potential. It is worth reading for its beautiful prose and for its clear commitment to the continuing importance of teaching and pedagogy in higher education."--Miriam E. David, Times Higher Education "[Bowen] describes approaches to online learning, distinguishes the difference between useful and unnecessary educational practices, and encourages an evidence-based introduction to technology. Critical of unfounded attacks on digital learning, Bowen urges practitioners and critics to preserve the broad goals of education: developing values and upholding personal responsibility. This thoughtful analysis is complemented and expanded upon by responses from authoritative educators; extensive notes provide further exploration and valuable references... Highly recommended to educators and all who care about preserving the best characteristics of our higher education system."--Elizabeth Hayford, Library Journal starred review "Bowen's thought provoking book should be required reading for anyone having a stake in our educational future."--Rich Lewine, NACADA Journal "Higher Education in the Digital Age is peppered with research findings and data and is a timely examination of a problem and its possible solution from a highly regarded educator and economist who has served on the front lines."--Ray Bert, Civil Engineering "This is a blessedly measured book... After sifting the 'literally thousands' of studies on online learning, including his own, here's Bowen's takeaway: true across socio-economic lines. MOOCs don't transform education. But they don't harm it either."--Katharine Whittemore, Boston Globe "[A]s an introduction to the assumptions that underwrite many of the decisions that shape higher education today, this is an important book... Higher Education in the Digital Age makes visible a perspective that all of us with investments in the societal value of education need to grapple with, a language we need to understand in order to engage in the contemporary conversation about the future of higher education."--Bonnie Stewart, British Journal of Educational Technology "Bowen presents the content logically and creates easy-to-follow metaphors to explain the economic principles addressed."--Viktoria Phillips, NACAC Review "Bowen supports his key points with much detail and many citations... Overall, this book is well-organized, with engaging arguments on a variety of points."--Susan Zvacek, Teacher Scholar "Higher Education in the Digital Age remains an engaging and informative text, one that is well worth reading, if for nothing else than the wealth of resources it provides on technology's penetration of higher education."--Derek Briton, CAUT Bulletin "One of the few places where the information revolution has not improved productivity or reduced costs is higher education, but that is all about to change with the rise of online learning. The former president of Princeton explains how education will and should change in the face of these huge technological wins. Conversational in tone and full of wisdom, this is a great book."--Fareed Zakaria GPS Book of the WeekTable of ContentsPREFACE AND ACKNOWLEDGMENTS ix CONTRIBUTORS xvii Part 1. Costs and Productivity in Higher Education 1 Cost Trends, the "Cost Disease," and Productivity in Higher Education 2 Factors Other Than the Cost Disease Pushing Up Educational Costs 9 Affordability 18 Is There a Serious Problem--Even a Crisis? 24 Notes 27 Part 2. Prospects for an Online Fix 43 Background 44 The Lack of Hard Evidence 46 The Need for Customizable, Sustainable Platforms (or Tool Kits) 55 The Need for New Mindsets--and Fresh Thinking about Decision-Making 62 What Must We Retain? 67 Appendix: The Online Learning Landscape 72 Notes 77 Discussion by Howard Gardner 97 Discussion by John Hennessy 109 William G. Bowen's Responses to Discussion Session Comments by Howard Gardner and John Hennessy 123 Discussion by Andrew Delbanco 129 Discussion by Daphne Koller 145 William G. Bowen's Responses to Discussion Session Comments by Andrew Delbanco and Daphne Koller 157 INDEX 163

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Book SynopsisTwo of the most visible and important trends in higher education today are its exploding costs and the rapid expansion of online learning. Could the growth in online courses slow the rising cost of college and help solve the crisis of affordability? In this short and incisive book, William G. Bowen, one of the foremost experts on the intersection oTrade ReviewOne of The Times Higher Education Supplement's Books of the Year 2014, chosen by Steven Schwartz "A slim and highly readable volume... The collection of voices provides a thoughtful and provocative discussion of the emergence of online education."--Richard D. Kahlenberg, The Century Foundation "Higher Education in the Digital Age is an elegant exposition of old-fashioned, gentlemanly and humane views and values, couched in concerns about the value of new educational technologies and their pedagogical and economic potential. It is worth reading for its beautiful prose and for its clear commitment to the continuing importance of teaching and pedagogy in higher education."--Miriam E. David, Times Higher Education "Bowen's thought provoking book should be required reading for anyone having a stake in our educational future."--Rich Lewine, NACADA Journal "[A]s an introduction to the assumptions that underwrite many of the decisions that shape higher education today, this is an important book... Higher Education in the Digital Age makes visible a perspective that all of us with investments in the societal value of education need to grapple with, a language we need to understand in order to engage in the contemporary conversation about the future of higher education."--Bonnie Stewart, British Journal of Educational Technology "One of the few places where the information revolution has not improved productivity or reduced costs is higher education, but that is all about to change with the rise of online learning. The former president of Princeton explains how education will and should change in the face of these huge technological wins. Conversational in tone and full of wisdom, this is a great book."--Fareed Zakaria GPS Book of the Week "[Bowen] describes approaches to online learning, distinguishes the difference between useful and unnecessary educational practices, and encourages an evidence-based introduction to technology. Critical of unfounded attacks on digital learning, Bowen urges practitioners and critics to preserve the broad goals of education: developing values and upholding personal responsibility. This thoughtful analysis is complemented and expanded upon by responses from authoritative educators; extensive notes provide further exploration and valuable references... Highly recommended to educators and all who care about preserving the best characteristics of our higher education system."--Elizabeth Hayford, Library Journal starred review "Higher Education in the Digital Age remains an engaging and informative text, one that is well worth reading, if for nothing else than the wealth of resources it provides on technology's penetration of higher education."--Derek Briton, CAUT Bulletin "Higher Education in the Digital Age, frames the current and coming debates instead of answering questions about the future of online learning... Bowen worries online learning will leave students behind or that the solutions dreamed up at elite institutions will not work in a country with a higher education system that bears no great resemblance to the classes in Cambridge... Bowen also predicts coming debates about faculty governance and intellectual property as faculty members team up to teach courses or use an online course from another institution to aid them in their own classrooms."--Ry Rivard, Inside Higher Ed "Higher Education in the Digital Age is peppered with research findings and data and is a timely examination of a problem and its possible solution from a highly regarded educator and economist who has served on the front lines."--Ray Bert, Civil Engineering "This is a blessedly measured book... After sifting the 'literally thousands' of studies on online learning, including his own, here's Bowen's takeaway: true across socio-economic lines. MOOCs don't transform education. But they don't harm it either."--Katharine Whittemore, Boston Globe "Bowen presents the content logically and creates easy-to-follow metaphors to explain the economic principles addressed."--Viktoria Phillips, NACAC Review "Bowen supports his key points with much detail and many citations... Overall, this book is well-organized, with engaging arguments on a variety of points."--Susan Zvacek, Teacher Scholar "Bowen makes an objective and prudent X-ray of the state of higher education today, recognizing a crisis and offering some fixes for the future. These include online education and stricter collaboration between institutions."--ZME ScienceTable of ContentsPREFACE AND ACKNOWLEDGMENTS ix FOREWORD TO THE PAPERBACK EDITION xvii CONTRIBUTORS xxv Part 1. Costs and Productivity in Higher Education 1 Cost Trends, the "Cost Disease," and Productivity in Higher Education 2 Factors Other Than the Cost Disease Pushing Up Educational Costs 9 Affordability 18 Is There a Serious Problem--Even a Crisis? 24 Notes 27 Part 2. Prospects for an Online Fix 43 Background 44 The Lack of Hard Evidence 46 The Need for Customizable, Sustainable Platforms (or Tool Kits) 55 The Need for New Mindsets--and Fresh Thinking about Decision-Making 62 What Must We Retain? 67 Appendix: The Online Learning Landscape 72 Notes 77 Discussion by Howard Gardner 97 Discussion by John Hennessy 109 William G. Bowen's Responses to Discussion Session Comments by Howard Gardner and John Hennessy 123 Discussion by Andrew Delbanco 129 Discussion by Daphne Koller 145 William G. Bowen's Responses to Discussion Session Comments by Andrew Delbanco and Daphne Koller 157 APPENDIX TO THE PAPERBACK EDITION 163 INDEX 191

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Book SynopsisNot Just Getting By chronicles groundbreaking thinking and research on new and innovative workforce development initiatives to create flexible and collaborative programs and policies. Author Mary Gatta builds on extensive interviews and focus groups with 128 women enrolled in a U.S. Department of Labor pilot program in New Jersey focusing on how they attain education through online courses while working, raising their children, and dealing with the many demands on their lives. The book addresses three main areas: It engages current policy debates demonstrating how online learning and other forms of flexible learning opportunities will reorganize the way federal and state governments deliver skills training, especially working poor single mothers, within the context of Temporary Aid to Needy Families (TANF), the Workforce Investment Act (WIA) and other legislated workforce development programs in the 21st century. It explores the development of the program and qualitatively details the Trade ReviewNot Just Getting By stresses the need for workforce development policies that not only acknowledge the many barriers to education and job training facing low-wage workers, but that are also fashioned to minimize or eliminate those barriers. As this book makes clear, workforce development must be a priority for state and federal policymakers if the United States is to remain a leader in the global economy – and if America wants all Americans to have a shot at economic self-sufficiency and a better life. -- Congressman George Miller, CaliforniaAfter all the talk we have heard about family values, this book builds on New Jersey's success to show a clear way that government can actually work to value families. This book outlines how a flexible workforce can help all Americans reach economic self-sufficiency by training on their own terms and on their own time. -- Representative Rush Holt, New JerseyFor too long now, policymakers have looked at workforce development as though all workers were the same, with the same needs and the same problems. Not Just Getting By documents how policymakers must step outside of this "one-size-fits-all box". The authors show that workforce development policies that are sensitive to the needs of all kinds of workers—including ones with family responsibilities—will be more effective in the long run in moving individuals toward stable employment. This book is a must read for those interested in bringing workforce development policy into the 21st century. -- Heather Boushey, Center for Economic and Policy ResearchTable of ContentsChapter 1 A Brief Introduction to Workforce Systems Chapter 2 The New Workforce Challenge: Finding the Skills to Move Up and Out of Poverty Chapter 3 Workforce Development and Welfare Policy: Explored Through an Intersectional Lens Chapter 4 Policy and Programs: Single Working Poor Mothers and Online Learning Chapter 5 Rethinking Workforce Development: Reflections from a State Commissioner of Labor Chapter 6 Concluding Remarks: Development an Agenda for Low-Wage Workers

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Book SynopsisNot Just Getting By chronicles groundbreaking thinking and research on new and innovative workforce development initiatives to create flexible and collaborative programs and policies. Author Mary Gatta builds on extensive interviews and focus groups with 128 women enrolled in a U.S. Department of Labor pilot program in New Jersey focusing on how they attain education through online courses while working, raising their children, and dealing with the many demands on their lives. The book addresses three main areas: It engages current policy debates demonstrating how online learning and other forms of flexible learning opportunities will reorganize the way federal and state governments deliver skills training, especially working poor single mothers, within the context of Temporary Aid to Needy Families (TANF), the Workforce Investment Act (WIA) and other legislated workforce development programs in the 21st century. It explores the development of the program and qualitatively details the Trade ReviewNot Just Getting By stresses the need for workforce development policies that not only acknowledge the many barriers to education and job training facing low-wage workers, but that are also fashioned to minimize or eliminate those barriers. As this book makes clear, workforce development must be a priority for state and federal policymakers if the United States is to remain a leader in the global economy – and if America wants all Americans to have a shot at economic self-sufficiency and a better life. -- Congressman George Miller, CaliforniaAfter all the talk we have heard about family values, this book builds on New Jersey's success to show a clear way that government can actually work to value families. This book outlines how a flexible workforce can help all Americans reach economic self-sufficiency by training on their own terms and on their own time. -- Representative Rush Holt, New JerseyFor too long now, policymakers have looked at workforce development as though all workers were the same, with the same needs and the same problems. Not Just Getting By documents how policymakers must step outside of this "one-size-fits-all box". The authors show that workforce development policies that are sensitive to the needs of all kinds of workers—including ones with family responsibilities—will be more effective in the long run in moving individuals toward stable employment. This book is a must read for those interested in bringing workforce development policy into the 21st century. -- Heather Boushey, Center for Economic and Policy ResearchTable of ContentsChapter 1 A Brief Introduction to Workforce Systems Chapter 2 The New Workforce Challenge: Finding the Skills to Move Up and Out of Poverty Chapter 3 Workforce Development and Welfare Policy: Explored Through an Intersectional Lens Chapter 4 Policy and Programs: Single Working Poor Mothers and Online Learning Chapter 5 Rethinking Workforce Development: Reflections from a State Commissioner of Labor Chapter 6 Concluding Remarks: Development an Agenda for Low-Wage Workers

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Book SynopsisHigher Education: Open for Business addresses a problem in higher learning, which is newly recognized in the academic spotlight: the overcommercialization of higher education. The book asks that you, the reader, think about the following: Did you go to a Coke or Pepsi school? Do your children attend a Nike or Adidas school? Is the college in your town a Dell or Gateway campus? These questions should not be a primary concern for students, parents or faculty in an environment that has to allow students to freely focus on learning. But in a time of fiscal uncertainty, can higher education ignore the benefits of commercial ventures? It may seem foolish to do so. However, commercialism has gotten too close to certain aspects of academia such as the campus environment, classroom activities, academic research, and college sports. This disturbing encroachment of academic ground is addressed in Higher Education: Open for Business by a diverse host of authors who are closely involved in higher lTrade ReviewIn the 1960s, two significant events occurred. In 1963, Clark Kerr, president of the University of California, invented the concept of the multiversity in his book The Uses of the University. By that concept, Kerr meant an institution that was becoming increasingly indistinguishable from any other business enterprise in our industrial society, 'a mechanism held together by administrative rules and powered by money.' Second, in 1966, Ronald Reagan ran for governor on a platform that included 'cleaning up the mess in Berkeley.' When Reagan became president of the United States in the 1980s, a movement began to privatize and corporatize functions and institutions previously thought of as public, fueled by the questionable belief that the for-profit sector could do it less expensively and more efficiently. The chapters found in Higher Education explore the negative consequences of these trends upon colleges and universities and highlight important issues that have largely been ignored. -- Ritchie P. Lowry, professor of sociology, Boston College, and author of Good Money: A Guide to Profitable Social Investing in the '90sThe ever-growing power of the market ethic as a touchstone for university decision-making is transforming higher education. This provocative book casts a critical eye at how market values increasingly predominate across the campus landscape: in the science labs and on the athletic fields, in admissions offices and presidents' offices. For anyone who's troubled by the idea that higher education is losing sight of its true calling—the cultivation of knowledge—Higher Education delivers a confirmation and a call to arms. -- David L. Kirp, professor of public policy, University of California-Berkeley, and author of Shakespeare, Einstein, and the Bottom Line: The MarThe book will be useful, particularly in graduate-level courses in higher education. Summing Up: Recommended. -- R.O. Ulin, emeritus, University of North Carolina at Chapel Hill * CHOICE *The general issues raised by the authors are important ones. * Journal of Higher Education, January / February 2009 *A penetrating look at how and why our higher education system is becoming increasingly commercialzed, coupled with some wise advice concerning what we might do about it. -- Alexander W. Astin, Allan M. Cartter Professor Emeritus at the University of California, Los Angeles and Founding Director of the Higher Education RTable of ContentsChapter 1 The Market of Higher Education Chapter 2 The Overcommercialization of Higher Education Chapter 3 The Impact of Commercialism on the Classroom Chapter 4 Commercialization Goes High-Tech: The Online Classroom Chapter 5 Education from a Distance Chapter 6 College Sports Chapter 7 The Spending Nation: Liberal Education and the Privileged Place of Consumption Chapter 8 Profits, Politics, and Social Justice in the Contemporary American University Chapter 9 Safeguarding Uncertain Futures

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Book SynopsisHigher Education: Open for Business addresses a problem in higher learning, which is newly recognized in the academic spotlight: the overcommercialization of higher education. The book asks that you, the reader, think about the following: Did you go to a Coke or Pepsi school? Do your children attend a Nike or Adidas school? Is the college in your town a Dell or Gateway campus? These questions should not be a primary concern for students, parents or faculty in an environment that has to allow students to freely focus on learning. But in a time of fiscal uncertainty, can higher education ignore the benefits of commercial ventures? It may seem foolish to do so. However, commercialism has gotten too close to certain aspects of academia such as the campus environment, classroom activities, academic research, and college sports. This disturbing encroachment of academic ground is addressed in Higher Education: Open for Business by a diverse host of authors who are closely involved in higher lTrade ReviewIn the 1960s, two significant events occurred. In 1963, Clark Kerr, president of the University of California, invented the concept of the multiversity in his book The Uses of the University. By that concept, Kerr meant an institution that was becoming increasingly indistinguishable from any other business enterprise in our industrial society, 'a mechanism held together by administrative rules and powered by money.' Second, in 1966, Ronald Reagan ran for governor on a platform that included 'cleaning up the mess in Berkeley.' When Reagan became president of the United States in the 1980s, a movement began to privatize and corporatize functions and institutions previously thought of as public, fueled by the questionable belief that the for-profit sector could do it less expensively and more efficiently. The chapters found in Higher Education explore the negative consequences of these trends upon colleges and universities and highlight important issues that have largely been ignored. -- Ritchie P. Lowry, professor of sociology, Boston College, and author of Good Money: A Guide to Profitable Social Investing in the '90sThe ever-growing power of the market ethic as a touchstone for university decision-making is transforming higher education. This provocative book casts a critical eye at how market values increasingly predominate across the campus landscape: in the science labs and on the athletic fields, in admissions offices and presidents' offices. For anyone who's troubled by the idea that higher education is losing sight of its true calling—the cultivation of knowledge—Higher Education delivers a confirmation and a call to arms. -- David L. Kirp, professor of public policy, University of California-Berkeley, and author of Shakespeare, Einstein, and the Bottom Line: The MarThe book will be useful, particularly in graduate-level courses in higher education. Summing Up: Recommended. -- R.O. Ulin, emeritus, University of North Carolina at Chapel Hill * CHOICE *The general issues raised by the authors are important ones. * Journal of Higher Education, January / February 2009 *A penetrating look at how and why our higher education system is becoming increasingly commercialzed, coupled with some wise advice concerning what we might do about it. -- Alexander W. Astin, Allan M. Cartter Professor Emeritus at the University of California, Los Angeles and Founding Director of the Higher Education RTable of ContentsChapter 1 The Market of Higher Education Chapter 2 The Overcommercialization of Higher Education Chapter 3 The Impact of Commercialism on the Classroom Chapter 4 Commercialization Goes High-Tech: The Online Classroom Chapter 5 Education from a Distance Chapter 6 College Sports Chapter 7 The Spending Nation: Liberal Education and the Privileged Place of Consumption Chapter 8 Profits, Politics, and Social Justice in the Contemporary American University Chapter 9 Safeguarding Uncertain Futures

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Book SynopsisOral history is a marvelous force for empowering young people with a love of history. But educators today may wonder how they might use it to inspire their students while still teaching the necessary curriculum and meeting standards. In Dialogue with the Past Glenn Whitman addresses these concerns from his own rich experience and that of many other teachers and students. He helps readers understand the background and methodology of oral history, guides them in creating and conducting an oral history project in the classroom, and directly addresses the issue of meeting standards. Peppered with useful tips, examples from students and teachers, and reproducible forms, along with a comprehensive bibliography, this book will be a vital and inspirational tool for anyone working with secondary students. Visit the authors'' web pageTrade ReviewAs a teacher who uses oral history creatively in his classes, Glenn Whitman shares his enthusiasm, expertise, and high expectations in this handy manual. Dialogue With the Past offers teachers wise advice and a detailed design for implementing student oral history projects. -- Donald A. Ritchie, author of Doing Oral HistoryGlenn Whitman has provided history educators with a fresh look and approach to making history palpable and real for young people. In the hands of teachers, Dialogue with the Past will, indeed, provide opportunities for teachers and students to do just that, dialogue with the past. -- James A. Percoco, author of A Passion for the PastDialogue with the Past is a comprehensive and innovative resource for the secondary school educator. Containing an excellent balance of theoretical and practically applied methodologies, the publication provides field-tested oral history strategies that allow an educator to implement mandated curricula while integrating creative, interactive, and thought-provoking instruction. Mr. Whitman's strategically crafted volume is highly recommended for any educator interested in providing a personal dimension to the instruction of history. Dialogue with the Past supports the mission of the Consortium of Oral History Educators: 'Preparing the next generation of oral historians.' -- Dr. Barry A. Lanman, director of the Consortium of Oral History EducatorsHigh school students and middle school students not only can learn history but also can do history. Indeed, they often do history better than they learn it. Teachers are ready to get their students into a Dialogue with the Past. Whitman not only persuades that oral history is important, he also shows how to teach students to do it, every step of the way. -- James W. Loewen, author of Lies My Teacher Told Me and The Confederate and Neo-Confederate ReaderGlenn Whitman provided a comprehensive, thorough, and current overview of the field of learning and teaching oral history. . . . The book has become just what the author intended it to be: 'An all-encompassing resource to aid [teachers] in the integration of oral history programs.' * Noha Newsletter *Dialogue With The Past brings vibrant currency to middle and high school oral history. Whitman's writing is articulate, passionate, and richly detailed. Both novice and experienced oral history educators will find the inclusion of ready-made worksheets, assessment rubrics and connections to standards most valuable. A 'must have' for educators who want to bring the study of history into the present and preserve the stories that illuminate our past. -- Laura Wendling, California State University-San MarcosGlenn Whitman's Dialogue with the Past leads us through the steps teachers can use to conduct oral history with K-12 students. But his book is far more than methodology. He writes with the authority of a decade of experience working with students, as well as numerous interviews with teachers and students about their experiences with oral history projects. Whitman also shows how oral history projects meet history standards, why experiencing history through interviews is more likely to remain with students than reading about it, and how students package oral history projects by presenting and binding or otherwise preserving them. In the end, oral history projects are one of the best ways to ensure civic engagement in a civil society. This book will serve educators concerned with history, anthropology, lived experience, and art, to improve the written, oral, communications and analytic skills of any group of students, while at the same time deepening their personalization of history and sense of community. -- Jean J. Schensul, Institute for Community ResearchWhitman, an experienced teacher, has written a clear, practical, and readable book that lays out why teachers should use oral history and how they might integrate methods into their middle- and secondary-level history classes. Whitman provides a step-by-step guide for readers to implement their own versions of what he terms his American Century Project. . . . This is an excellent, much welcomed resource to help teachers and teacher educators elevate oral history to its rightful place in the center of history pedagogy. Summing up: Highly recommended. * CHOICE *Teachers hoping to foster students' understanding of how history is shaped and provide a firsthand experience of how historians work will find a comprehensive guidebook in Dialogue with the Past. * National Genealogical Society Quarterly *Table of ContentsPart 1 Foreword Part 2 Preface Part 3 Introduction: The Case for Oral History in Your Classroom or Program Chapter 4 Chapter 1: The Student Oral Historian Chapter 5 Chapter 2: Getting Started Chapter 6 Chapter 3: Creating an Oral History Project Chapter 7 Chapter 4: Conducting an Oral History Project Chapter 8 Chapter 5: Listening to Experience: Interviews with Five Oral History Educators Chapter 9 Chapter 6: Voices from the Field: The Student as Oral Historian Chapter 10 Chapter 7: Lessons from The American Century Project Chapter 11 Chapter 8: Meeting Standards Chapter 12 Chapter 9: Going Public: Linking Curriculum and Community Part 13 Appendices: Project Handouts (Reproducible) Part 14 Oral History Sources and Resources Part 15 Index Part 16 About the Author

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Book SynopsisOral history is a marvelous force for empowering young people with a love of history. But educators today may wonder how they might use it to inspire their students while still teaching the necessary curriculum and meeting standards. In Dialogue with the Past Glenn Whitman addresses these concerns from his own rich experience and that of many other teachers and students. He helps readers understand the background and methodology of oral history, guides them in creating and conducting an oral history project in the classroom, and directly addresses the issue of meeting standards. Peppered with useful tips, examples from students and teachers, and reproducible forms, along with a comprehensive bibliography, this book will be a vital and inspirational tool for anyone working with secondary students. Visit the authors'' web pageTrade ReviewAs a teacher who uses oral history creatively in his classes, Glenn Whitman shares his enthusiasm, expertise, and high expectations in this handy manual. Dialogue With the Past offers teachers wise advice and a detailed design for implementing student oral history projects. -- Donald A. Ritchie, author of Doing Oral HistoryGlenn Whitman has provided history educators with a fresh look and approach to making history palpable and real for young people. In the hands of teachers, Dialogue with the Past will, indeed, provide opportunities for teachers and students to do just that, dialogue with the past. -- James A. Percoco, author of A Passion for the PastDialogue with the Past is a comprehensive and innovative resource for the secondary school educator. Containing an excellent balance of theoretical and practically applied methodologies, the publication provides field-tested oral history strategies that allow an educator to implement mandated curricula while integrating creative, interactive, and thought-provoking instruction. Mr. Whitman's strategically crafted volume is highly recommended for any educator interested in providing a personal dimension to the instruction of history. Dialogue with the Past supports the mission of the Consortium of Oral History Educators: 'Preparing the next generation of oral historians.' -- Dr. Barry A. Lanman, director of the Consortium of Oral History EducatorsHigh school students and middle school students not only can learn history but also can do history. Indeed, they often do history better than they learn it. Teachers are ready to get their students into a Dialogue with the Past. Whitman not only persuades that oral history is important, he also shows how to teach students to do it, every step of the way. -- James W. Loewen, author of Lies My Teacher Told Me and The Confederate and Neo-Confederate ReaderGlenn Whitman provided a comprehensive, thorough, and current overview of the field of learning and teaching oral history. . . . The book has become just what the author intended it to be: 'An all-encompassing resource to aid [teachers] in the integration of oral history programs.' * Noha Newsletter *Dialogue With The Past brings vibrant currency to middle and high school oral history. Whitman's writing is articulate, passionate, and richly detailed. Both novice and experienced oral history educators will find the inclusion of ready-made worksheets, assessment rubrics and connections to standards most valuable. A 'must have' for educators who want to bring the study of history into the present and preserve the stories that illuminate our past. -- Laura Wendling, California State University-San MarcosGlenn Whitman's Dialogue with the Past leads us through the steps teachers can use to conduct oral history with K-12 students. But his book is far more than methodology. He writes with the authority of a decade of experience working with students, as well as numerous interviews with teachers and students about their experiences with oral history projects. Whitman also shows how oral history projects meet history standards, why experiencing history through interviews is more likely to remain with students than reading about it, and how students package oral history projects by presenting and binding or otherwise preserving them. In the end, oral history projects are one of the best ways to ensure civic engagement in a civil society. This book will serve educators concerned with history, anthropology, lived experience, and art, to improve the written, oral, communications and analytic skills of any group of students, while at the same time deepening their personalization of history and sense of community. -- Jean J. Schensul, Institute for Community ResearchWhitman, an experienced teacher, has written a clear, practical, and readable book that lays out why teachers should use oral history and how they might integrate methods into their middle- and secondary-level history classes. Whitman provides a step-by-step guide for readers to implement their own versions of what he terms his American Century Project. . . . This is an excellent, much welcomed resource to help teachers and teacher educators elevate oral history to its rightful place in the center of history pedagogy. Summing up: Highly recommended. * CHOICE *Teachers hoping to foster students' understanding of how history is shaped and provide a firsthand experience of how historians work will find a comprehensive guidebook in Dialogue with the Past. * National Genealogical Society Quarterly *Table of ContentsPart 1 Foreword Part 2 Preface Part 3 Introduction: The Case for Oral History in Your Classroom or Program Chapter 4 Chapter 1: The Student Oral Historian Chapter 5 Chapter 2: Getting Started Chapter 6 Chapter 3: Creating an Oral History Project Chapter 7 Chapter 4: Conducting an Oral History Project Chapter 8 Chapter 5: Listening to Experience: Interviews with Five Oral History Educators Chapter 9 Chapter 6: Voices from the Field: The Student as Oral Historian Chapter 10 Chapter 7: Lessons from The American Century Project Chapter 11 Chapter 8: Meeting Standards Chapter 12 Chapter 9: Going Public: Linking Curriculum and Community Part 13 Appendices: Project Handouts (Reproducible) Part 14 Oral History Sources and Resources Part 15 Index Part 16 About the Author

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Book SynopsisGillani (California State U.) introduces educators and e- learning designers to pedagogical models providing the framework for effective content organization for curriculum and visual design principles that support the development of interactive learning environments. Coverage includes the new challTrade Review....Gillani addresses the centralgoal of 'how to use the web as a reform tool to develop student-centered design' in addressing information overload, student diversity, new learning theories, and the Web as an instructional delivery medium. Summing Up: RECOMMENDED. Professionals/practitioners, graduate students, and faculty. -- B. J. Keinath, Metropolitan State University * CHOICE *Table of ContentsChapter 1 Preface Chapter 2 Acknowledgment Chapter 3 New Challenges Chapter 4 Part I: Orientation to Learning Theories: Behavioral Theories and E-learning; Cognitive Theories and E-learning; Social Theories and E-learning; Psychological Theories and E-learning Chapter 5 Part II: Orientation to Perceptual Design: Visual Design and E-learning; Text, Color, Images, and Icons; Animation, Video, and Audio; Page Layout and Site Architecture Chapter 6 Part III: Orientation to Design and Development: The Design Process Chapter 7 Bibliography Chapter 8 Author Biographical Sketch Chapter 9 Index

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Book SynopsisRelying on a decade-long participant observation study, this book focuses on the salience of parent-child relationships for home schooling. Those experiences with traditional schools emerge as a major motive for home schooling. The quality of the relationships that develop between parents and children are the major predictor of a successful home schooling experience. Comparing the socialization between traditional schooling and home schools, Family Ties: Relationships, Socialization and Home Schooling investigates significant controversies in these two separate environments. Professor Gary Wyatt is able to represent a parent with both experiences and contends to dispel the typical home schooling critiques. The efforts of home schooling parents to negotiate favorable identities with others and the techniques used to manage the anxiety associated with this unconventional lifestyle are explored.Table of ContentsPart 1 Preface Chapter 2 School's Out Chapter 3 Another Brick in the Wall Chapter 4 The Road Less Traveled Chapter 5 The "S" Word Chapter 6 Doubts and Fears Chapter 7 Challenging Assumptions Part 8 References Part 9 Index Part 10 About the Author

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Book SynopsisMaintaining Strategic Relevance identifies successful CTE program discontinuance including factors that affect morale during academic program changes and the impact of institutional culture. The interviews and policy analysis conducted provide best practices to effectively and appropriately discontinue CTE programs.Table of ContentsPreface Introduction Chapter 1: The Evolving Role of CTE Chapter 2: Variables Affecting CTE Program Offerings Chapter 3: Program Accretion and Program Discontinuance Chapter 4: From the Field: PD at Three Community Colleges Community College A Community College B Community College C Chapter 5: Overarching Themes How Did the Process Occur? How Did People Feel About the Process? Are Actual Programs Offered Aligned With Those Published? What is the Role of Policy in Program Discontinuance? Chapter 6: Convergent Patterns within the Four Frames Structural Frame Human Resource Frame Political Frame Symbolic Frame Chapter 7: California PD Policy Analysis Chapter 8: Answers to Key Research Questions Chapter 9: Next Steps: Eleven Implications for Practice and Policy Chapter 10: Limitations & Recommendations for Future Research Conclusion Appendix A: Research Overview Appendix B: References Appendix C: Interview Questions

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Book SynopsisOne-on-One Tutoring by Humans and Computers articulates the CIRCSIM-Tutor project, an attempt to develop a computer tutor that generates a natural language dialogue with a student. Editors Martha Evens and Joel Michael present the educational context within which the project was launched, as well as research into tutoring, the process of implementation of CIRCSIM-Tutor, and the results of using CIRCSIM-Tutor in the classroom. The domain of this project is cardiovascular physiology, specifically targeting first-year medical students, though the idea is applicable to the development of intelligent tutoring systems across populations, disciplines, and domains.This 5 year-long project was motivated by the belief that students need assistance in building appropriate mental models of complex physiological phenomena, as well as practice in expressing these ideas in their own words to fully develop those models, and experience in problem-solving to use those models effectively. The book outlines directions for future research, and includes distinct features such as:*detailed studies of human one-on-one tutoring;*learning outcomes resulting from use of the tutor;*natural language input parsed and translated into logical form; and*natural language output generated using the LFG paradigm.This volume will appeal to educators who want to improve human tutoring or use computer tutors in the classroom, and it will interest computer scientists who want to build those computer tutors, as well as anyone who believes that language is central to teaching and learning.Trade Review"...recommend this book to all researchers who are interested in explaining problem oriented human-human dialogues or who are interested in building and evaluating dialogue systems as one way of testing the generality of one's theories and systems....a guidebook for researchers who are interested in getting started in the area of dialogues for educational applications."—Computational LinguisticsTable of ContentsContents: Preface. Part I: Introduction. Origins of the CIRCSIM-Tutor Project. What's Being Tutored: The Domain and the Problem. Part II: Studies of Expert Human Tutors. The Collection and Analysis of Tutoring Transcripts. The Language Used by Tutors and Students. Domain Knowledge for Problem Solving and for Tutoring. Planning for Tutoring: What Is the Task to Be Accomplished? Carrying Out the Tutoring Task. Hinting as a Technique to Keep Students Active. A Tutoring Episode Analyzed. How Effective Are Human Tutors? Part III: Building CIRCSIM-Tutor: An Intelligent Tutoring System With Natural Language Capabilities. The Architecture of an Intelligent Tutoring System. Plans and Planning in the CIRCSIM-Tutor Project. Understanding the Student Input. Student Modeling. The Domain Knowledge Base and the Problem Solver. Generating Tutorial Dialogue. The Screen Manager. Part IV: What Have We Learned? CIRCSIM-Tutor in the Classroom. Machine Tutors and Natural Language. Where Do We All Go From Here? What We Have Learned.

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Book SynopsisM. David Merrill has been active in the field of instructional technology for almost 40 years. His contributions range from basic instructional principles and instructional design theory to development and implementation of learning environments. Innovations in Instructional Technology is a collection of original essays written by leading scholars and practitioners who have worked with and been inspired by Professor Merrill. The chapters in this book represent a sampling of key innovations in the instructional technology field and include knowledge of how people learn, how people solve problems, how designers conceptualize learning spaces, how teachers implement learning activities, and how evaluators assess outcomes.This volume is divided into five basic areas of research in instructional technology, mirroring the diverse contributions of Dr. Merrill''s work:*four chapters on learning objects and the notion of reusable components;*three chapters that discuss funTrade Review"This edited volume was compiled in honor of M. David Merrill by distinguished scholars from the instructional design and technology research and developement community who have benefited from his mentoring."—British Journal of Educational Technology"Not only has [M. David] Merrill's own work had a tremendous impact on the instructional technology field, so has the work of his students and their students. This volume is proof. It contains innovative work in educational technology and instructional engineering from distinguished scholars who are former students and colleagues of [Dr. Merrill's]..Dave Merrill has helped to lay the foundation of the instructional design field, and the chapters in this volume now build on this foundation to advance us in new and promising ways."—Marcy P. DriscollFlorida State University, From the ForewordTable of ContentsContents: M.P. Driscoll, Foreword. J.M. Spector, C. Ohrazda, A. Van Schaack, D.A. Wiley, Preface. J.M. Spector, Innovations in Instructional Technology: An Introduction to This Volume. D.A. Wiley, Learning Objects in Public and Higher Education. T. de Jong, W.R. van Joolingen, K. Veermans, J. van der Meij, Authoring Discovery Learning Environments: In Search of Reusable Components. Kinshuk, T-y. Lin, A. Patel, Supporting the Mobility and the Adaptivity of Knowledge Objects by Cognitive Trait Model. J.J.G. van Merriënboer, E.W. Boot, A Holistic Pedagogical View of Learning Objects: Future Directions for Reuse. N.M. Seel, Designing Model-Centered Learning Environments: Hocus-Pocus or the Focus Must Be on Locus. D.H. Jonassen, Problem Solving: The Enterprise. A.S. Gibbons, E.K. Brewer, Elementary Principles of Design Languages and Design Notation Systems for Instructional Design. L. Marshall, H.F. O'Neil, A. Chen, M. Kuehl, I-L. Hsieh, J. Abedi, Teamwork Skills: Assessment and Instruction. W.R. Foshay, D.W. Quinn, Design Science as a Frame for Evaluation of Technology in Education and Training. R.C. Richey, Validating Instructional Design and Development Models. S. Dijkstra, Cognition and Instruction Design for Problem-Based Learning. C.M. Reigeluth, New Instructional Theories and Strategies for a Knowledge-Based Society. R.D. Tennyson, Learning Theories and Instructional Design: A Historical Perspective of the Linking Model. B.G. Wilson, Foundations for Instructional Design: Reclaiming the Conversation. A. Rossett, D. Papaila, Instructional Design Is Not Peanuts. J.J. L'Allier, Confessions of a Practitioner. A. Van Schaack, C. Ohrazda, The Role of Mentoring: Slaying Dragons--An Interview With Dr. Merrill. M.D. Merrill and Colleagues, Epilogue: Questioning Merrill.

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Book SynopsisDescribes best practices for designing online programs and courses. This book provides a roadmap for those wishing to design and implement a distance learning program. It explains how to facilitate and moderate interactions using a constructivist approach, and presents strategies that respond to race- and gender-related challenges.

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Book SynopsisA resource for parents, teachers and librarians offering guidance in the selection and use of quality children's literature appropriate for young readers - primary through junior high grades - who have reading difficulties. It addresses the questions parents frequently ask and defines terms.Table of ContentsChapter 1 List of Figures Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 1 Getting Started Chapter 5 2 Selecting Good Books Chapter 6 3 Using Good Books to Promote Literacy Chapter 7 4 Supporting Interest and Reading Level Chapter 8 5 Finding Resources Chapter 9 Appendix A: Book Titles by Genre Chapter 10 Appendix B: Book Titles by Interest Chapter 11 Index Chapter 12 About the Author

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Book SynopsisWill show various ways the Internet can help the entire family find experiences and information to help them in lessons and life.Table of ContentsChapter 1 Introduction Chapter 2 1 Learning Basics: Staying Safe and Surfing Smart Chapter 3 2 Having Fun: Playing Games and Surfing Sports Chapter 4 3 Getting Serious: Finding Facts and Learning a Lot Chapter 5 4 Making Your Acquaintance: Finding Friends and Chatting to Chums Chapter 6 5 Homeschooling Links: Connecting Kids and Talking with Teens Chapter 7 6 Helping Mom and Dad: Seeking Support and Researching Resources Chapter 8 Recommended reading Chapter 9 About the Author

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Book SynopsisAs technology and the idea of distance education is rapidly changing, so too must the law that protects copyrighted material. In 2003 U.S. copyright law was amended with the legislation now known as TEACH (Technology Education and Copyright Harmonization). Tomas Lipinski discusses these changes to copyright law and how they may ultimately affect traditional distance classrooms. Providing a step-by-step explanation of the law and how it impacts these pedagogical issues, Lipinski discusses instructor ownership issues, a general application of fair use, and other issues that will inevitably arise when technology, intellectual property, and education all intersect. Tomas Lipinski is a lawyer, and he approaches these volatile (and very new) issues from a legal perspective. This book, however, is written in intermediate terms that will make it accessible (as well as necessary) to the distance educator and administrator. As the framework for distance education and technology (particularly cTrade ReviewLibrarians involved in distance education will want to read Tomas A. Lipinski's Copyright Law and the Distance Education Classroom. Lipinski, a lawyer and educator, explains how the 2003 legislation known as the TEACH (Technology Education and Copyright Harmonization) Act amended U.S. copyright law and how it will affect distance education. He discusses instructor ownership issues, fair use, excluded materials, new responsibilities for institutions, and the impact of changing technology as it relates to intellectual property. * American Libraries *...Lipinski's new book is essential reading for top-level higher education administrators and their legal counsel. * Australian Library Journal *Lipinski provides a thorough, authoritative analysis of copyright in the distance education environment....This book is a must read for all relevant players at institutions who provide distance education.Lipinski (information law and policy, U. of Wisconsin-Milwaukee) provides distance educators and administrators with a step-by-step explanation of the Technology Education and Copyright Harmonization (TEACH) legislation from 2003, which amended copyrightlaw and provided significant changes in the way educators must act in the distance education environment. By its nature, the material is of an intermediate to advanced level, but the author has written it in as straightforward a style as possible, with the intent that it also be accessible to novice copyright readers. He also provides a TEACH Q&A in an appendix and recommended texts in the bibliography for those needing a basic understanding of copyright law concepts... * Reference and Research Book News *Lipinski (information law and policy, U. of Wisconsin-Milwaukee) provides distance educators and administrators with a step-by-step explanation of the Technology Education and Copyright Harmonization (TEACH) legislation from 2003, which amended copyright law and provided significant changes in the way educators must act in the distance education environment. By its nature, the material is of an intermediate to advanced level, but the author has written it in as straightforward a style as possible, with the intent that it also be accessible to novice copyright readers. He also provides a "TEACH Q&A" in an appendix and recommended texts in the bibliography for those needing a basic understanding of copyright law concepts. * Reference and Research Book News *Table of ContentsPart 1 List of Tables Part 2 Foreword Part 3 Part I: Understanding the Limitations on Exclusive Rights for Educators Chapter 4 1 Performance and Display Rights in the Live Classroom and the Remote Classroom: The Need for Reform Part 5 Part II: Understanding the New TEACH Distance Education Law Chapter 6 2 The Scope of the Privilege for Educators: Excluded Materials Chapter 7 3 New Rights and Limitations Regarding Use of Copyrighted Material: Section 110(2) and Subsections (A), (B), and (C) Chapter 8 4 New Responsibilites for the Institution: Section 110(2)(D) Chapter 9 5 Summary of Part II: The Section 110(2) Requirements in a Nutshell Part 10 Part III: Completing the TEACH Puzzle Chapter 11 6 The Ephemeral Recording Privilege in Distance Education: The Old and the New Chapter 12 7 Fair Use of Copyrighted Material in the Distance Education Classroom Part 13 Appendix A: A TEACH Q&A Compliance Audit Part 14 Appendix B: Model Distance Education Copyright Policy Part 15 Appendix C: Copyright Statute Selections (Selected) Part 16 Selected Bibliography Part 17 Case Index Part 18 Subject Index Part 19 About the Author

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Book SynopsisOffers a comprehensive and practical evidence-based curriculum for developing and implementing an impactful and cost-effective online diversity course, one customizable to a specific context.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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