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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010145355 | LB1044.87 H64 2006 | Open Access Book | Book | Searching... |
Searching... | 30000010145356 | LB1044.87 H64 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
e-Learning is now an essential component of education. Globalization, the proliferation of information available on the Internet and the importance of knowledge-based economies have added a whole new dimension to teaching and learning. As more tutors, students and trainees, and institutions adopt online learning there is a need for resources that will examine and inform this field.
Using examples from around the world, the authors of e-Learning: Concepts and Practices provide an in-depth examination of past, present and future e-learning approaches, and explore the implications of applying e-learning in practice.
Topics include:
- educational evolution
- enriching the learning experience
- learner empowerment
- design concepts and considerations
- creation of e-communities
- communal constructivism
This book is essential reading for anyone involved in technology enhanced learning systems, whether an expert or coming new to the area. It will be of particular relevance to those involved in teaching or studying for information technology in education degrees, in training through e-learning courses and with developing e-learning resources.
Bryn Holmes is an assistant professor in Education at Concordia University, Montreal and director of an Internet company, Inishnet, which offers research and consultancy in online education.
John Gardner is a professor of education at Queen′s University, Belfast and his main research areas include policy and practice in information and communications technology in education.
Author Notes
John Gardner, one of the authors of the well-known James Bond stories, was born in Northumberland, England on November 20, 1926. He attended Cambridge University and was a member of the Royal Marines. He became a journalist and a critic after leaving the service.
In 1964, Gardner began his novelist career with The Liquidator, in which he created the character Boysie Oakes who inadvertently is mistaken to be a tough, pitiless man of action and is thereupon recruited into a British spy agency. In fact, Oakes was a devout coward who was terrified of violence, suffered from airsickness and was afraid of heights In the 1970's, he wrote a series of novels known as the Moriarty Journals, which brought back Professor Moriarty, Sherlock Holmes' nemesis. In the 1980's, the holders of the James Bond copyright commissioned him to begin a new series with 007. The first Bond novel written by Gardner was "License Renewed", which was a success. From that point on, Gardner produced a new Bond novel every year, with the exception of 1985, until he retired from the series in 1996.
The Bond titles that followed include "For Special Services", "Icebreaker", "Role of Honour", "Nobody Lives Forever", "No Deals, Mr. Bond", "Scorpius", "Win, Lose, or Die", "Brokenclaw", "Death is Forever", "Seafire", and "Cold" (aka Cold Fall).
John Gardner took a break from writing that lasted for five years, following the death of his wife, but after battling his illness he returned to print in 2000 with a new novel, Day of Absolution. Gardner also began a series of books with a new character, Suzie Mountford, a 1930s police detective. The Crime Writers' Association short-listed The Liquidator, The Dancing Dodo, The Nostradamus Traitor, and The Garden of Weapons for their annual Gold Dagger award. (Bowker Author Biography)
Reviews 1
Choice Review
Integrating foundational educational theory with exemplary international practices, Holmes and Gardner describe the current status of e-learning and outline future trends. Starting with the definition of e-learning as "online access to learning resources, anywhere and anytime," the authors review its capabilities for personalized access to community knowledge, tools for learning, and benefits and challenges. They continue with a history of the development of the Internet and computer uses in education, including links to key events in the revolution that technology and educators have achieved. Building on the theoretical foundations of e-learning, Holmes and Gardner argue for a further step: the development of communal constructivism. This is "an approach to learning in which students construct their own knowledge as a result of their experiences and interactions with others, and are afforded the opportunity to contribute this knowledge to a communal knowledge base for the benefit of existing and new learners." They conclude with a discussion of e-learning instructional design, considerations of the uses of powerful tools for learning, learning emancipation through greater accessibility, and the potential of e-learning as a change catalyst for endless development of education, learners, and educators. ^BSumming Up: Recommended. Upper-division undergraduates through practitioners. D. L. Stoloff Eastern Connecticut State University
Table of Contents
| Introduction |
| Enter e-Learning |
| A Potted History of e-Learning |
| e-Learning |
| An Educational Revolution |
| e-Learning Theory |
| Communal Constructivism |
| e-Learning Design |
| Concepts and Considerations |
| Empowered Learners |
| Powerful Tools for Learning |
| e-Learning |
| Learner Emancipation |
| e-Learning |
| Endless Development? |
