Category: New technologies

New titles on e-learning

Here are some new titles on the subject of e-learning which may be of interest to you:

 

Beyond the language classroom.
Benson, Phil. Reinders, Hayo.
2011 | Palgrave Macmillan | book | hbk. | 9780230272439 | AUD $120.00 inc GST, AUD $111.95 ex GST
Language teachers and learners now live, work and study under very different conditions to those that prevailed in the past. This is an exploration of new aspects of language learning outside of the formal language classroom setting. Source: DA (dadirect.com)

http://us.macmillan.com/beyondthelanguageclassroom

 

Combining E-Learning and M-Learning : New Applications of Blended Educational Resources.

Parsons, David.
2011 | IGI Global | book | hbk. | 9781609604813 | AUD $210.95 inc GST, AUD $193.10 ex GST
This volume draws together all the articles published by the International Journal of Mobile and Blended Learning in its first year of publication (2009). When compared with traditional classroom learning, mobile learning (m-learning) has the dist… [more] Source: DA (dadirect.com)

 

Designing mLearning : Tapping into the Mobile Revolution for Organizational Performance
Quinn, Clark N.
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9780470945926 | AUD $62.26 inc GST, AUD $56.80 ex GST
This book presents principles for designing and implementing mobile learning solutions. Based upon previous mobile writing and thinking, this invaluable resource captures the resulting integrated approach and provides guidance for mobile learning reg… [more] Source: DA (dadirect.com)

 

Digital education : opportunities for social collaboration.
Thomas, Michael.
2011 | Palgrave Macmillan | book | hbk. | 9780230111585 | AUD $150.00 inc GST, AUD $140.74 ex GST
A collection of content-based chapters and case studies examining the pedagogical potential and realities of digital literacies in education. The book aims to examine a number of foundational aspects of Web 2.0 technologies and social media applicati… [more] Source: DA (dadirect.com)

 

Distance education.
MacTeer, Claudia F.
2011 | Nova Science Publishers Inc | book | hbk. | 9781617288586 | AUD $161.95 inc GST, AUD $149.15 ex GST
Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically “on site” in a traditional classroom or camp… [more] Source: DA (dadirect.com)

 

E-learning theory and practice.
Andrews, Richard. Haythornthwaite, Caroline.
2011 | Sage Publications Ltd UK | book | hbk. | 9781849204705 | AUD $171.95 inc GST, AUD $160.68 ex GST
In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-lear… [more] Source: DA (dadirect.com)

 

Education and Technology : Key Issues and Debates
Selwyn, Neil
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9781441108890 | AUD $156.95 inc GST, AUD $143.06 ex GST
Digital technology lies at the heart of contemporary education provision. This book considers the key issues in the field and addresses some fundamental but often unvoiced questions about the ever-growing use of technologies in education. It focuses … [more] Source: DA (dadirect.com)

 

Engaging the online learner : activities and resources for creative instruction.
Conrad, Rita-Marie. Donaldson, J. Ana.
2011 | John Wiley & Sons Ltd | book | pbk. | 9781118018194 | AUD $46.95 inc GST, AUD $43.89 ex GST
This is a revision of the first title in Jossey-Bass’ Online Teaching & Learning series. This series helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on partic… [more] Source: DA (dadirect.com)

 

How to design and evaluate research in education.
Fraenkel. Wallen.
2011 | McGraw Hill Publishing Co UK | book | hbk. | 9780078097850 | AUD $90.99 inc GST, AUD $76.34 ex GST
How to Design and Evaluate Research in Education provides a comprehensive introduction to educational research. The text covers the most widely used research methodologies and discusses each step in the research process in detail. Step-by-step analys… [more] Source: DA (dadirect.com)

 

Innovation and creativity in elt methodology.
Cirocki, Andrzej. Widodo, Handoyo Puji.
2011 | Nova Science Publishers Inc | book | hbk. | 9781613242919 | AUD $140.00 inc GST, AUD $126.11 ex GST
Innovation and Creativity in ELT Methodology comprises a collection of pedagogical articles, giving language teachers a fascinating insight into the way different teaching approaches, methods, procedures and techniques can be explored in the language… [more] Source: DA (dadirect.com)

 

Inspiring academics : learning with the world’s great university teachers.
Hay, Iain.
2011 | McGraw Hill Publishing Co UK | book | hbk. | 9780335237418 | AUD $65.00 inc GST, AUD $54.53 ex GST
Inspiring Academics draws on the experience and expertise of award-winning university teachers to help identify the approaches and strategies that lead to exemplary teaching practice. It is structured around five core themes: inspiring teaching, deve… [more] Source: DA (dadirect.com)

 

Key Issues in e-Learning : Research and Practice
Pachler, Norbert Daly, Caroline
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9781441145246 | AUD $181.13 inc GST, AUD $165.26 ex GST
This book offers education practitioners insights that will enable them to improve their professional practices in relation to the conceptualisation, design, implementation, assessment and evaluation of approaches to e-learning. The authors pay atten… [more] Source: DA (dadirect.com)

 

Managing technology in higher education : strategies for transforming teaching and learning.
2011 | John Wiley & Sons Ltd | book | hbk. | 9780470584729 | AUD $30.99 inc GST, AUD $26.00 ex GST
Universities continue to struggle in their efforts to fully integrate information and communications technology within their activities. Based on examination of current practices in technology integration at 25 universities worldwide, this book argue… [more] Source: DA (dadirect.com)

Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance

by Jennifer Brill

Published in: International Journal on ELearning. Jan 2011. Vol. 10, Iss. 1; p. 5

Abstract

The effective integration of current technologies in teaching and research is a high priority for today’s universities. To support the technology skills of university faculty, staff, and students, the subject university’s office for faculty training and support, provides free, 24/7 access to a collection of online technology tutorials leased from a professional vendor, PBJ (pseudonym). Despite significant financial investment, the effectiveness of these tutorials has never been evaluated. The purpose of this study was to evaluate the effectiveness of PBJ online technology training tutorials in supporting the technology skills development of faculty, staff, and students at a large university. A customized Web-based survey was used to collect quantitative and qualitative data from PBJ users. Findings revealed that PBJ users are largely satisfied with this online learning resource. However, users also recommended improvements: providing alternative formats/media for flexibility in learning; offering more practice opportunities to skill-build; providing content that is current, comprehensive, and targets high-need areas; and resolving usability issues such as cumbersome navigation. In sum, findings resulted in practical recommendations for improvement to this facet of the university’s technology support strategy as well as insights for other universities engaged in similar efforts. Implications for effective e-learning evaluation are offered. [PUBLICATION ABSTRACT]

Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance.

Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania

by Nihuka, Kassimu A; Voogt, Joke

Published in: International Journal on ELearning. Jan 2011.  Vol 10, Iss. 1; p. 63

Abstract

In most sub-Sahara African countries, distance education is delivered using print materials complemented by a few face-to-face sessions. The approach is associated with a myriad of challenges some of which can be addressed by appropriately selected e-learning technologies based on the context in which they need to be used. This study was designed to understand the context of the Open University of Tanzania related to the use of e-learning technologies in distance education. A sample of 32 instructors and 208 students participated in the study. Both quantitative and qualitative data were collected. Results show that despite limited access to technologies, instructors and students (i) have positive perceptions about using e-learning technologies for distance education and support of students and (ii) have competences on basic computer and internet applications. It is argued that challenges related to narrow bandwidth, access, experiences and motivation of instructors to use e-learning technologies must be considered in deciding what technologies to use. Implications of the results for e-learning implementation, instructors’ professional development and student learning needs are discussed. [PUBLICATION ABSTRACT]

Incorporating Competency-based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

by Chung-Kai Huang, Chun-Yu Lin, Yueh-Hui Chiang.

Published in: International Journal on ELearning. Norfolk: Oct . Vol. 9, Iss. 4; pg. 529.

Abstract

This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and assignments and received instructor’s feedback through several online modules. Students and the instructor were polled at the end of the semester so that their opinions and experiences could be gathered and analyzed. The findings revealed that the instructor and students alike responded positively to blended learning, suggesting that web 2.0 is a promising tool in promoting effective learning of Chinese.

Learning design and assessment with e-tivities

by Alejandro Armellini and Olaojo Aiyegbayo.

Published in: British Journal of Educational Technology, Special Issue: Learning objects in progress.  Volume 41, Issue 6, p. 922-935, November 2010.

Abstract
This paper reported on the findings of research into innovation in e-learning design and assessment through the development and implementation of online learning activities (e-tivities). The focus of the study was on Carpe Diem as a process to enable academic course teams to seize 2 days to design and embed pedagogically appropriate e-tivities into their courses. The study also addressed the use of technology in the design of e-tivities and the level of tutor and learner engagement with them during course delivery. Six academic course teams representing three disciplines at four British universities took part in this 12-month study. Cognitive mapping was the main research methodology used. The results suggested that Carpe Diem is an effective and powerful team-based process to foster pedagogical change and innovation in learning design and assessment practices. The e-tivities designed during Carpe Diem were successfully used primarily for learning and formative assessment, and exceptionally for summative assessment. Web 2.0 tools, especially wikis, were employed to enable collaborative online learning and were prominent in the new designs. The tutors’ e-moderation skills were key to engage learners and thus capitalise on the benefits of e-tivities.
Click here to view the full-text.

Web 2.0 Technologies and Back Channel Communication in an Online Learning Community

By Lorna R. Kearns, Barbara A. Frey.

Published in: TechTrends. Vol. 54, Issue. 4, Jul 2010, p. 41-52.


Abstract

Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We conducted a survey to answer two research questions: 1) What Web 2.0 technologies do students use to communicate with one another outside of the formal structure of their online courses? and 2) What do they talk about in such communication? The results showed that, while students used a variety of technologies to communicate with one another, those enrolled at a distance made greater use of technology to communicate with one another. Moreover, clear preferences emerged according to age. Younger students preferred mobile technologies while older students experimented with a wider range of webbased technologies. We interpret these results and offer recommendations for practice based on our interpretation. 

Click here to view the full-text article.

Beyond participation to co-creation of meaning: mobile social media in generative learning communities

by Sarah Lewis, Roy Pea and Joseph Rosen

Published in Social Science Information, Volume 49, No. 3, 2010, pages 351 – 369.


Abstract

Digital social media is dramatically changing the social landscape and the ways in which we understand ‘participation’. As youth embrace these dynamic yet highly scripted forms of mediated social interaction, educators have struggled to find ways to harness these new participatory forms to support learning. This article considers the interactive structures and frameworks that underlie much of ‘Web 2.0’ participatory media, and proposes that theories of social learning and action could greatly inform the design of participatory media applications to support learning. We propose engaging the potential of mediated social interaction to foster ‘generative learning communities’ and describe an informal learning social media application under development known as ‘Mobltz’ – embracing concepts of ‘mobile media blitz’ with the intentional emphasis on the syllable ‘mob’. The application is an attempt to bring guidance from what social science knows about learning and human development to craft interactional affordances based on sharing of meaning and experiences.

Click here to view the full-text article.

Emerging Frontiers of Learning Online: Digital Ecosystems, Blended Learning and Implications for Adult Learning

Finger, Glenn ; Sun, Pei Chen ; Jamieson-Proctor, Romina (2010). Emerging Frontiers of Learning Online: Digital Ecosystems, Blended Learning and Implications for Adult Learning.  Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes.  United States: Information Science Reference, pp. 1-12

The potential for online education for adult learning have been well argued, and in recent times there have been eLearning initiatives to realise the potential offered by online education. Adult learning institutions, particularly Universities, have adopted and introduced infrastructure to support Learning Management Systems (LMS), Local Area Networks (LAN), Learning Management Content Systems (LMCS), and Virtual Learning Environments (VLE). Following discussion of those eLearning environments, this chapter will suggest that the limitations of those digital systems is leading to the next phase with the development of digital ecosystems conceptualised as learning platforms which keeps learning central, enables interoperability, and forms a base for building upon through use of new technologies and increased capabilities of educators to use information and communication technologies (ICT) for curriculum, pedagogy and assessment (Ingvarson & Gaffney, 2008). Digital ecosystems enable the integration of student administration, LAN (requiring teacher and student logins and passwords), VLE, content repository, community links, utilise Web 2.0 (social networking) technologies, and can have the adult learner as the central focus of the design of the platform and its functionalities. Subsequently, the chapter draws upon the findings of a research project (Sun, Tsai, Finger, Chen, & Yeh, 2007) which identified the critical functionalities for eLearner satisfaction to provide suggestions that the architecture and design of an eLearning system should be informed by the adult learners’ perceived usefulness of the system (Pitnuch & Lee, 2006). More recently, the presentation of face to face teaching and online learning as alternatives has been superseded by conceptualisations of blended learning. Through presenting these learning environments in terms of their possibilities and limitations, and the emergence of blended learning, implications for adult learning will be synthesised.