Resources
From the Publisher Design for Learning in Virtual Worlds, the first book focused specifically on how to design virtual worlds for educational purposes, explores: • the history and evolution of virtual worlds • the theories behind the use of virtual worlds for learning • the design of curricula in virtual worlds • design guidelines for elements experienced in virtual worlds that support learning • design guidelines for learning quests and activities in virtual worlds. The authors also examine the theories and associated design principles used to create embedded assessments in virtual worlds. Finally, a framework and methodology is provided to assist professionals in evaluating "off-the-shelf" virtual worlds for use in educational and training settings. Design for Learning in Virtual Worlds will be invaluable both as a professional resource and as a textbook for courses within Educational Technology, Learning Sciences, and Library Media programs that focus on gaming or online learning environments.
As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. Best Practices for Teaching with Emerging Technologies will provide both new and experienced online, hybrid, and face-to-face instructors with: • practical examples of how low-cost and free technologies can be used to support student learning • best practices for integrating web-based tools into a course management system and managing student privacy in a Web 2.0 environment • "Showcase" spotlights woven throughout the book, providing examples of how the tools described in the book are already being used effectively in educational settings • an easy-to-reference format, organized with visual icons used to delineate each tool's visual, video, voice, and mobile features • ideas for integrating mobile learning into your students' learning experiences. This practical, easy-to-use guide will serve the needs of both two- and four-year college educators seeking to refresh or transform their instruction. Readers will be rewarded with an ample yet manageable collection of proven emerging technologies that can be leveraged for generating content, enhancing communications with and between students, and cultivating participatory, student-centered learning activities. (From the Publisher)
Many users of the popular professional development book, The Power of Protocols, discovered that protocols are also very useful for online teaching. This new book, by three of the same authors, focuses on using protocols to enhance learning with their students in multiple environments including online-a growing sector of the educational world. Going Online with Protocols lays out the diverse challenges faced by teachers and by facilitators in the online world and provides readers with strategies to tackle them. The authors provide online adaptations for such traditional protocols as the Tuning Protocol, the Collaborative Assessment Conference, and the Consultancy Protocol. They also offer entirely new protocols unique to online environments. This dynamic resource combines a rich theoretical background with step-by-step illustrations of powerful protocols, along with tips on how and when to use them. Book Features: • The only book to specifically address teaching with protocols. • Detailed guidance to help experienced online teachers use protocols. • Clear steps for newcomers to teaching online or teaching with Web 2.0 tools. • Descriptions of each protocol including its purpose, the steps in the process, and facilitation tips. • Protocols suited to a wide variety of technology platforms, ranging from pure text-based to multi-sensory environments. • A free supplement at www.tcpress.com with abbreviated protocols that can be downloaded and customized. Joseph P. McDonaldis Professor of Teaching and Learning at New York University's Steinhardt School of Culture, Education, and Human Development. Janet Mannheimer Zydney is an assistant professor of curriculum and instruction for University of Cincinnati's College of Education, Criminal Justice, and Human Services (CECH). Alan Dichter is a consultant in educational leadership and former New York City Local Instructional Superintendent and Director of Leadership Development for the Portland Oregon public schools. Elizabeth C. McDonald is a master teacher in the department of Teaching and Learning at New York University's Steinhardt School and a former elementary school principal. (From the Publisher)
In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them. Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide’s hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline. The guide’s key features include: • a practical approach informed by theory • clean interior design that offers straightforward guidance from page one • clear and jargon-free language • examples, screen shots, and illustrations to clarify and support the text • a Companion Website with examples, adaptable templates, interactive learning features, and online resources • a checklist of online course design standards that readers can use to self-evaluate. Essentials of Online Course Design serves as a best-practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual. (From the Publisher)
Although there is broad agreement that preparing global citizens for the digital age is a core responsibility of educators and schools, there is debate and uncertainty about how best to prepare students for this future. Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments explores how technology-based learning can enhance student engagement, performance, and empowerment. This book provides researchers, educators, and practitioners with insights from educational programs, classroom teaching, and theory-into-practice research; places educational technologies appropriately in their social and cultural contexts; and reflects upon challenges and problems in evaluating and implementing changes in the field. It shows how computer-enhanced education can improve teaching and learning without confusing the increase of computer facilities with the quality of education. (From the Publisher)
Schedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended learning and teaching through a holistic and transcultural perspective. This research volume serves as a valued resource for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate blended learning programs and courses. It also provides researchers with the latest research in transcultural blended learning and teaching theories, findings, best practices, and emerging trends. (From the Publisher)
This substantially expanded new edition of this widely-used and acclaimed text maintains the objectives and tenets of the first. It is designed to help students understand and reflect on their community service experiences both as individuals and as citizens of communities in need of their compassionate expertise. It is designed to assist faculty in facilitating student development of compassionate expertise through the context of service in applying disciplinary knowledge to community issues and challenges. In sum, the book is about how to make academic sense of civic service in preparing for roles as future citizen leaders. This edition presents four new chapters on Mentoring, Leadership, Becoming a Change Agent, and Short-Term Immersive and Global Service-Learning experiences. The authors have also revised the original chapters to more fully address issues of social justice, privilege/power, diversity, intercultural communication, and technology; have added more disciplinary examples; incorporated additional academic content for understanding service-learning issues (e.g., attribution theory); and cover issues related to students with disabilities, and international students. This text is a student-friendly, self-directed guide to service-learning that: • Develops the skills needed to succeed • Clearly links service-learning to the learning goals of the course • Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses • Promotes independent and collaborative learning • Equally suitable for courses of a few weeks’ or a few months’ duration • Shows students how to assess progress and communicate end-results • Written for students participating in service learning as a class, but also suitable for students working individually on a project. An instructor manual is available online.
Tap into the power of social media and increase course effectiveness! Faculty will learn to choose the appropriate social media tool for the intended learning outcome, design engaging and innovative activities, and better meet pedagogical needs. In addition, the author offers strategies for assessing and documenting the effectiveness of using these tools in your course. Administrators and student affairs professionals will also find a wealth of information useful for planning faculty development programs and communicating with students. Although the book focuses on higher education, tools and techniques presented here can be easily generalized for K–12 classrooms or organizational learning. The best practices and faculty development tips can be informative for individuals involved in any kind of professional development or network-building. (From the Publisher)
Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we are not yet clear on how they should be implemented. The pedagogical value of specific technology tools and the cumulative effects of technology exposure over time on student learning are two areas that need to be explored in order to better determine the effectiveness of technology as a teaching tool. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research. This book provides essential support for compiling the resulting literature and envisioning future research directions in this area. (From the Publisher)
Pedagogy and andragogy are often treated as separate fields, despite their similarities and shared goal of stimulating learning in individuals to the fullest degree possible. Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies displays that teachers can further their art by considering both pedagogy and andragogy in light of the each other, specifically in the modern classroom. Information Communication Technologies are ubiquitous in today's learning institutions and this book provides an important platform for the furthering of the modern instructional paradigm. To truly advance into future possibilities opened by technology, teachers are required to allow for learning without the constraints of traditional attitudes toward time, space, age and experience. This book shows how to blend and learn from the revolution taking place in educational institutions across the world. (From the Publisher)