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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010174189 | LB1028.43 L57 2007 | Open Access Book | Book | Searching... |
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Summary
Summary
Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintainingnbsp;an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning.
Beginning by exploring the meaning of 'e-learning', it supports tutors in identifying how they plan to use technology to support courses thatnbsp;blend online and face-to-face interactions. Illustrated by a range of case of studies, the book covers:
designing quality, appropriate effective and online learning efficient and sustainable e-learning activity providing appropriate feedback to learners devising student activities and sourcing learning resources managing online and offline interactionsPacked with practical advice and ideas, this book provides the core skills and knowledge that teachers in HE and FE need when starting out and further developing their teachingnbsp;course design fornbsp;blended and online learning.
Author Notes
Allison Littlejohn is the Chair in Learning Technology and Director of the Caledonian Academy at Glasgow Caledonian University, UK
Chris Pegler is a lecturer and researcher into educational technology at The Open University, UK
Table of Contents
List of figures | p. ix |
List of tables | p. xi |
List of examples | p. xiii |
Series editors' foreword | p. xv |
Acknowledgements | p. xvii |
Introduction | p. 1 |
The art of blending | p. 1 |
The potential of blending | p. 2 |
The problems with blending | p. 3 |
1 What is blended e-learning? | p. 9 |
Where did e-learning come from? | p. 11 |
Definition of e-learning | p. 16 |
Educational and not so educational e-drivers | p. 17 |
Drivers to adopt e-learning | p. 17 |
e-Learning in online, conventional and blended courses | p. 24 |
The challenges of designing blended e-learning | p. 27 |
2 Different approaches to blended e-learning | p. 29 |
Blending in chunks | p. 30 |
Why blend at all? | p. 31 |
Before choosing an e-learning blend | p. 34 |
Media and mobile manifestations | p. 40 |
The significance of student location | p. 43 |
Informal, work-based and just-in-time blends | p. 45 |
Is blending bland? | p. 47 |
3 Devising blended e-learning activities | p. 49 |
Synchronous or asynchronous? | p. 51 |
'Looking' at student activity | p. 57 |
Lurking with intent | p. 59 |
How am I doing? Providing feedback to students and tutors | p. 61 |
Assessing online activity | p. 63 |
Social spaces online | p. 65 |
Planning for accessibility and usability | p. 67 |
Blending action and interaction online | p. 69 |
4 Documenting e-learning blends | p. 70 |
Finding the finest blend | p. 70 |
Factors affecting blending | p. 71 |
What is in the blend? | p. 75 |
Orchestrating the blend: blending different approaches to teaching | p. 76 |
Knowing the score: documenting learning and teaching practice | p. 78 |
The LD_lite planning tool: three into one | p. 82 |
Problems with blending | p. 89 |
Framing the problem | p. 93 |
5 Choosing e-tools for blended activities | p. 94 |
An abundance of activities? | p. 94 |
Mapping tasks with tools | p. 96 |
Types of e-tools | p. 99 |
Trends in the use of e-tools | p. 101 |
Documenting activities using LD_lite | p. 104 |
Blending old and new | p. 132 |
Getting up to speed with blended learning | p. 132 |
6 Environments to integrate activity blends | p. 134 |
Problem-based learning: a case for complex blending | p. 134 |
Electronic learning environments: who is in control? | p. 138 |
Electronic learning environment tools | p. 138 |
Commercial electronic learning environment systems | p. 141 |
Open source electronic learning environment systems | p. 143 |
Examples of complex blending | p. 146 |
Documenting complex blends | p. 163 |
Blending physical and virtual learning spaces | p. 163 |
Electrifying or encumbering environments? | p. 166 |
7 Sustainable blended e-learning designs | p. 168 |
Tactic 1 Sourcing and reusing existing materials | p. 170 |
Tactic 2 Making your own resources | p. 177 |
Tactic 3 Repurposing resource materials | p. 179 |
Tactic 4 Designing courses in small, reusable chunks | p. 180 |
Tactic 5 Documenting courses within reusable templates | p. 183 |
Tactic 6 Managing and moving materials | p. 184 |
Moving and sharing across systems | p. 190 |
8 Support structures for blended e-learning | p. 192 |
Supporting blended e-learning: the impact of distance and experience | p. 196 |
Web-based student support | p. 198 |
The technical helpdesk | p. 201 |
Librarians on call | p. 202 |
Supporting staff to support students in blended e-learning | p. 204 |
Online peer support | p. 207 |
Where is student support heading? | p. 209 |
9 Ethical issues in blended e-learning | p. 211 |
Computing codes and controls | p. 213 |
Privacy and confidentiality online | p. 218 |
Digital rights | p. 221 |
The ethics of access | p. 223 |
The implications of teleworking and the 24/7 network | p. 224 |
Glossary | p. 226 |
References | p. 235 |
Index | p. 243 |