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Flexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Education

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Book Series: Issues in Distance Education ISSN: 19194390 ISBN: 9781926836201 9781926836218 9781926836621 Year: Pages: 360 Language: English
Publisher: Athabasca University Press
Added to DOAB on : 2012-03-29 16:37:58
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Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts towards flexibility. The collection is international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on questions that include: •What precisely is flexible learning? •Who or what is driving the flexibility agenda, and for whose benefit? And •who or what is resisting it? •What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail? In addressing these and other issues, the authors offer a wealth of theoretical insights and a frank assessment of their practical experience. Their report from the trenches will be invaluable to anyone seeking to broaden the reach of higher education. “Essentially, the book is about what happens when the canonical concept collides with the ‘rough terrains of practice,’ and in addressing this question, it succeeds admirably. . . . And there’s more – much more – from the thirty-three contributors, in addition to the insightful ‘wrap-around’ provided by the editors. . . . Your thinking will be both challenged and informed.” —David Murphy (read the rest of the review at David Murphy’s Occasional Blog)

Mobile Learning: Transforming the Delivery of Education and Training

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Book Series: Issues in Distance Education ISSN: 19194390 ISBN: 9781897425435 9781897425442 Year: Pages: 320 Language: English
Publisher: Athabasca University Press
Added to DOAB on : 2012-03-29 16:37:58
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This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology.

Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry

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Book Series: Issues in Distance Education ISSN: 19194390 ISBN: 9781927356470 9781927356487 9781927356494 Year: Pages: 154 Language: English
Publisher: Athabasca University Press
Added to DOAB on : 2014-08-04 17:04:53
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Teaching in Blended Learning Environments provides a coherent framework in which to explore the transformative concept of blended learningÑthe organic integration of complementary face-to-face and online approaches and technologies. Built upon the theoretical framework of the Community of InquiryÑthe premise that higher education is both a collaborative and individually constructivist learning experienceÑthe authors present seven principles for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction, and assessment of blended learning experiences, this text addresses the growing demand for improved teaching in higher education.

Online Distance Education: Towards a Research Agenda

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Book Series: Issues in Distance Education ISSN: 19194390 ISBN: 9781927356623 9781927356630 9781927356647 Year: Pages: 520 DOI: 10.15215/aupress/9781927356623.01 Language: English
Publisher: Athabasca University Press
Added to DOAB on : 2014-08-04 17:04:53
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Online Distance Education: Towards a Research Agenda provides a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter an international expert or team of experts provides an overview of one relevant issue in online distance education, discussing theoretical insights that guide the research, summarizing major research on the topic, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education takes care to address aspects of distance education practice that until now have often been marginalized, including issues of cost and economics, social justice implications, cultural impacts, faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.

Teaching Crowds: Learning and Social Media

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Book Series: Issues in Distance Education ISSN: 19194390 ISBN: 9781927356807 9781927356814 9781927356821 9781771990004 Year: Pages: 370 DOI: 10.15215/aupress/9781927356807.01 Language: English
Publisher: Athabasca University Press
Subject: Education
Added to DOAB on : 2016-08-09 22:22:37
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Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning.

In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.

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