Open learning, distance education Books

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

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

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Book SynopsisThe recent imperative for online teaching has brought many educational challenges to the fore. Featuring current topics such as accessibility, diversity, and mobile access, this guide contains everything a teacher needs to make a great online course in one read.The author provides step by step instructions for coding classes, appendices with relevant laws and a copyright checklist, a resource list for online course design and a bibliography of theory and applied pedagogy. In addition, she shares techniques to improve engagement for both students and instructors.Professors, instructors, and librarians in higher education teaching online, hybrid or flex courses that are looking for ways to build interesting classes for a diverse student body will find inspiration and direction in Creating Inclusive and Engaging Online Courses.Trade 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 SynopsisWith the recent boom in online education causing a rapid change in mainstream learning methodologies, this prescient book examines how to teach adults in synchronous virtual classes. Elina Kallas details essential advice for improving learner interaction and engagement in these unique remote environments.

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Book SynopsisThis collection reveals a recurring theme in the author’s work over almost three decades: that the preoccupation in policy, commentary, research and practice with who gets into higher education has led to a corresponding failure to cast a critical eye over what, where and when they get the higher education offer. It seems that potential students are expected to fit-in with HE culture, rather than think about how HE might change to fit-in with them. On offer is a collection of the author’s works, spanning much of his professional working life, covering issues relevant to widening access to success in higher education and for a wide-ranging audience. Some chapters offer conference speeches and keynotes; others are blogs or chapters in books. One is even a speech to an audience from the UK House of Lords delivered originally within the Parliament precincts. Together they paint a picture of the prevailing issues and concerns of the widening access agenda over twenty-five years. A recurring call throughout is the need for greater international collaboration, a need that has indeed grown in importance as the conversation on widening access and success has progressed. Some would say that this is due, in no small measure, to the work of this critical thinker and practitioner.Table of ContentsForeword; Liz Thomas Chapter 1. Ethnicity and Equal Opportunity in Higher Education in the 1990’s: From Access to Pedagogy Chapter 2. Learning Communities and Tertiary Education Chapter 3. Diversity, Inclusion, and the Transforming Student Experience Chapter 4. From Access to Engagement Chapter 5. “Too Busy to Come”: What Future for Widening Participation?’ Chapter 6. UK Launch of the European Access Network EAN World Congress on Access to Post-Secondary Education (2013) Chapter 7. Supporting Student Success: Making Excellence Inclusive Chapter 8. Same but Different Chapter 9. Reflections on the Future of Social Mobility Chapter 10. Access and Disability Chapter 11. Change is Gonna Come Chapter 12. Where have we been? Where are we going?

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Book SynopsisThe rushed development of information and communication technologies and their impact on the world of learning in the last decade have profoundly changed the paradigms, scenarios and values at all levels of education. The professionalization of tools and practices, in addition to the consolidation of academic and practical knowledge, has been a major continuing issue throughout these years. The annual conferences of the largest European professional community in distance and e-learning have been setting the landmarks in this process. The selection from this unique knowledge pool demonstrates the deepening and consolidation of knowledge and experience. This book presents the developments in the field of open, distance and e-learning, through new technologies, methodologies and tools, which have profoundly changed the paradigms, scenarios and values at all levels of education over the last decade.Table of ContentsForeword xxvii Alan Tait Introduction xxix Ulrich Bernath, András Szücs, Alan Tait and Martine Vidal PART 1. THE DEVELOPMENT OF DISTANCE EDUCATION AND E-LEARNING 1 PART 1.1. SYSTEMS DEVELOPMENT 3 Chapter 1. Challenges Facing Distance Education in the 21st Century: Policy and Research Implications 5 Sarah Guri-Rosenblit Chapter 2. The Evolving Role of Universities: Increasing Openness and Relevance 23 Anne Gaskell and Roger Mills Chapter 3. The Internet and the Education System: An Optimization Policy 35 Roni Aviram Chapter 4. “E-Learning” Meets “Digital Media”: New Strategic Questions for Higher Education 45 Jim Devine Chapter 5. Preparing Educational Institutions for Online ODL. How Theory May Support Change Strategies in Traditional Universities 57 Annette Lorentsen Chapter 6. Higher Education Quality as an Organizational Culture 69 Ulf-Daniel Ehlers Chapter 7. E-learning and the Quality of Knowledge in a Globalized World 85 Sylvia van de Bunt-Kokhuis PART 1.2. EFFICIENCY AND EFFECTIVENESS OF DISTANCE EDUCATION AND E-LEARNING 107 Chapter 8. E-Learning and the Future of Distance Education 109 Ormond Simpson Chapter 9. Access and Efficiency in the Development of Distance Education and E-Learning 119 Thomas Hülsmann Chapter 10. Examining the Effectiveness of Distance Education: Results from Multilevel Modeling 141 Tim Seifert, Bruce Sheppard and Ann Marie Vaughan Chapter 11. Quantitative Cost-Effectiveness Model for Web-supported Academic Instruction 151 Anat Cohen and Rafi Nachmias Chapter 12. A Particular Aspect of Cost Analysis in Distance Education: Time 161 Massimo Loi and Bruno Ronsivalle PART 1.3. PROFESSIONAL DEVELOPMENT 169 Chapter 13. Moving eCompetence Ahead – From Conceptual Foundations to Strategic Practice 171 Dirk Schneckenberg Chapter 14. Designing Collaborative Learning for Competence Development 195 Ulf-Daniel Ehlers Chapter 15. Academic Staff in Traditional Universities: Motivators and Demotivators in the Adoption of E-learning 217 Kay MacKeogh and Seamus Fox Chapter 16. The Role of Tutors as a Fundamental Component of Online Learning Support 235 Maggie McPherson and Miguel Baptista Nunes Chapter 17. Teachers’ Professional Development for the Technology Enhanced Classroom in the School of Tomorrow 247 Henrik Hansson Chapter 18. Eleven Competences for the Teacher Using ICTs: a Quali-quantitative Research Pattern 261 Alberto Cattaneo and Elena Boldrini Chapter 19. Educating Tutors – and Ourselves. A Report from a Collective Effort 291 Ivar Børsheim, Atle Schaathun, Hans Øistein Skauerud, Unn Spjelkavik and Ilmi Willbergh PART 1.4. SOCIO-CULTURAL ISSUES OF DISTANCE AND E-LEARNING 301 Chapter 20. Globalization – an Opportunity for the “Uneducated” to Become “Learned” or Further “Excluded”? 303 Mary Bolger Chapter 21. Beyond Barriers: Intercultural Learning and Inclusion in Globalized Paradigms 311 Alan Bruce Chapter 22. Women in Distance Learning: Second Chance or Third Shift? 325 Athanassia Aggeli and Paraskevi Vassala Chapter 23. E-learning for Senior Citizens 335 Sonia Hetzner and Paul Held Chapter 24. Distance Education in Prisons: an Educational Right or a Privilege? The Case of “Student Inmates” 349 Fanny Salane PART 2. TEACHING AND LEARNING ENVIRONMENTS IN THE MAKING 369 PART 2.1. PEDAGOGICAL CONCEPTS 371 Chapter 25. Role of Technology in Enhancing Learning 373 Alan Brown Chapter 26. Learning Face-to-Face, In-action and On-line: Integrated Model of Lifelong Learning 385 Luciano Galliani and Paula de Waal Chapter 27. The Bottles are New but What of the Wine? Managing Learning and Teaching in Web 2.0 395 Michael G. Moore Chapter 28. Student Perceptions of Immediacy and Social Presence in Distance Education 411 Steve Wheeler and Fraser Reid PART 2.2. LEARNER NEEDS, STYLES AND IDENTITIES, PERCEPTIONS, READINESS 427 Chapter 29. The Natives are Restless. Higher Education and the Culture of the Digital Natives 429 Susanne Kjekshus Koch, Inger Carin Grøndal and Gunnar-Johan Schei Chapter 30. Preparing Students for Learning in an Online World: an Evaluation of the Student Passport to eLearning (SPeL) Model 439 Francesca Lorenzi, Kay MacKeogh and Seamus Fox Chapter 31. Perceptions about Time and Learning: Researching the Student Experience 457 Mary Thorpe Chapter 32. Retention and Course Choice in Distance Learning 473 Ormond Simpson Chapter 33. Online Students’ Needs for and Satisfaction with Support Services 485 Torstein Rekkedal Chapter 34. Motivational Characteristics of E-Students 499 Karmela Aleksic-Maslac, Djuro Njavro, Katarina Karalic Chapter 35. Individual Differences in Attitudes Towards and Choices of Learning/Teaching Technology 511 Ruth Beyth-Marom and Kelly Sorozon-Saporta Chapter 36. Online Learners’ Frustration. Implications for Lifelong Learning 519 Federico Borges Sáiz Chapter 37. Reflections on Seeking the “Invisible” Online Learner (and Instructor) 529 Michael F. Beaudoin Chapter 38. Reports of the “Death of Geography” Have Been Greatly Exaggerated: Why UK Distance Learning Students Prefer Face-to-Face Tuition 543 Troy Cooper Chapter 39. E-Mentoring to Help Mature Students’ Transition to University 553 Palitha Edirisingha, Mike Hill, Celayne Heaton-Shrestha PART 2.3. COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN 567 Chapter 40. Flexibility Beyond Time and Place: Stretching and Opening the Course 569 Wim de Boer and Betty Collis Chapter 41. Capturing Practice and Scaffolding Learning Design 579 Gráinne Conole Chapter 42. Technologies in Use: How Context and Design Drive their Effects 595 Mary Thorpe, Steve Godwin and Rebecca Fergusson Chapter 43. Involvement, Institutional Roles and Design Models in E-Learning 607 Luca Botturi Chapter 44. Diversity of Strategies to Promote Effective B-Learning: a Case Study in Higher Education 627 Lúcia Pombo, Maria Joao Loureiro, Ana Balula and António Moreira Chapter 45. Assessment of E-Learning Material with the INTERFACE System 645 Károly Hercegfi and Orchidea Edith Kiss Chapter 46. Who Should “Customize” the Knowledge Content: Publishing Scholars or Online Mediators? 659 Christian Bois PART 2.4. COLLABORATIVE LEARNING AND SOCIAL NETWORKING 675 Chapter 47. ”More is Different” – How E-Learning within Online Learning Communities Can Make the Difference 677 Virginie Aimard Chapter 48. SocialLearn – Widening Participation and Sustainability of Higher Education 691 Anthony Walton, Martin Weller and Gráinne Conole Chapter 49. Collaborative Learning Using Social Tools for Enquiry, Reflection and Sharing 701 Non Scantlebury Chapter 50. Modeling Interactions in Learning Settings and their Impact on the Learning Process 711 George Neofotistos, Nikitas Kastis, Eleftheria Tsourlidaki and Nikos Voulgarakis Chapter 51. Tools and Instruments Supporting Cooperative Freedom in Virtual Learning Environments 721 Morten Flate Paulsen Chapter 52. Models of Activity, Collaboration and Assessment in Wikis in Academic Courses 745 Edna Tal-Elhasid and Hagit Meishar-Tal PART 2.5. THE WORLD OF WORK – E-SKILLS AND EMPLOYABILITY 759 Chapter 53. E-learning and Earning: The impact of Lifelong E-learning on Organizational Development in an Adverse Economy 761 Jane Simmons Chapter 54. E-learning and E-business: The Need for SMEs to Work Smarter in the New Europe 773 Josephine Browne and Georgina Sweetnam Chapter 55. Putting the Pieces Together: Conceptual Frameworks for Building PLEs with Web 2.0 Tools 783 Ricardo Torres Kompen, Palitha Edirisingha and Richard Mobbs Chapter 56. Personal Learning Environments and Institutional Control 809 Niall Sclater List of Authors 821 Institution Index 833 Name Index 837 Index 853

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Book SynopsisMOOCs (Massive Online Open Courses) are shaking up the traditional forms of primary and continuing education and training. These new distance teaching tools which take advantage of the Web and social network revolution are making us think again about how we teach and learn.Table of ContentsACKNOWLEDGEMENTS ix CHAPTER 1. WHAT IS A MOOC? 1 1.1. From distance learning to MOOCs 1 1.2. What is a MOOC? 5 1.3. xMOOCs, cMOOCs and other SPOCs 10 1.3.1. xMOOCs 11 1.3.2. cMOOCs 12 1.3.3. SPOCs 16 1.3.4. SOOCs 17 CHAPTER 2. HOW TO CONSTRUCT A MOOC 19 2.1. From a conventional course to a MOOC 19 2.2. Human resources for the building of a MOOC 21 2.2.1. Teaching staff 21 2.2.2. Instructional designer 22 2.2.3. Video 23 2.2.4. Graphic designers and webmasters 24 2.2.5. Integrator 25 2.2.6. Testers 25 2.2.7. Project manager 26 2.3. Steps involved in mounting a MOOC 26 2.3.1. Announcements 27 2.4. Resources required 30 2.5. Post-construction tasks 33 2.6. Amount of human resources required for the construction of a MOOC 35 2.6.1. For teachers 36 2.6.2. Teaching support staff 38 2.6.3. Technical support staff 40 2.7. Cost of a MOOC 42 2.7.1. Logistics 42 2.7.2. Software platform 42 2.7.3. Hardware platform 43 2.7.4. Human resources 45 CHAPTER 3. A MOOC FOR WHOM AND FOR WHAT PURPOSES? 49 3.1. Audiences 49 3.1.1. MOOCs at university 50 3.1.2. Lifelong learning 51 3.2. Proper use of MOOCs 53 3.2.1. MOOCs as instruments of communication 53 3.2.2. MOOCs, distance learning and initial training 55 3.2.3. MOOCs and continuing education 58 3.3. Assessment of learners and certification 58 3.4. Following of MOOCs and “tutored” MOOCs 63 CHAPTER 4. FINANCING AND DEVELOPMENT OF MOOCS 71 4.1. What benefits do MOOCs bring, and what profits can be made? 71 4.1.1. In universities 71 4.1.2. Continuing education 72 4.1.3. Value of data 74 4.2. Financing of MOOCs 76 CHAPTER 5. MOOCS AND HIGHER EDUCATION 83 5.1. MOOCs and universities 84 5.1.1. What is a university? 84 5.1.2. Who is the target market for a university? 84 5.1.3. Which universities? 86 5.1.4. MOOCs in universities and the “educational revolution” 87 5.1.5. The end for universities? 91 5.2. MOOCs and lifelong learning 94 5.2.1. At present, which are the largest groups of MOOC users? 95 5.2.2. Various uses for MOOCs 98 CHAPTER 6. CONCLUSIONS: WHAT DOES THE FUTURE HOLD FOR MOOCS? 101 6.1. “To MOOC or not to MOOC”? 101 6.2. Why and for whom should MOOCs be developed? 105 6.3. What can be done to support the development of MOOCs? 110 6.3.1. Hardware and software platforms 110 6.3.2. Encouragement of developers 112 6.4. What can be done to support the users of MOOCs? 114 6.5. A step towards digital learning houses (DLHs) 115 BIBLIOGRAPHY 117 GLOSSARY 121 INDEX 125

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Book SynopsisThe use of virtual world platforms is still in its infancy and many educators are wondering how best to use such platforms as a complement to their teaching and facilitation strategies. Targeted at educators and researchers wishing to use virtual environments in their teaching practice "Higher Education in Second Life" provides practical advice specifically for educators in higher education. This book focuses on the use of Second Life - a free, readily-accessible virtual world which is increasingly being used for both formal and informal learning. "Second Life" provides a platform where people can meet and collaborate, teach and learn, play roles and live through experiences. For the experienced this publication provides case studies and ideas for implementing effective learning experiences, for the novice it offers suggestions for overcoming potential barriers and joining the community of 'new frontier educators'. It has a broad appeal to educators from a wide range of disciplines, from the academic community, to training and development managers, and companies with corporate universities looking to reduce their costs through the use of technology and distance learning.Trade ReviewA timely book on the use and potential use of virtual worlds in education that is both well-balanced and always insightful - by combining theoretical perspectives with practical case studies, this book offers educators the opportunity to understand both the pitfalls and potential of virtual worldsA". Michael Thomas, Editor, International Journal of Virtual and Personal Learning Environments This book provides a wide range of valuable insights and suggestions for both novice and experienced users new immersive environments. I highly recommend it!A" Robin Teigland, Stockholm School of Economics, Sweden.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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