Pedagogical models the discipline of online teaching / / Michael F. Shaughnessy and Susan Fulgham, editors

• Pubblicazione: [Hauppauge], NY, : Nova Science Publishers, c2011
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (248 p.)
• Disciplina: 378.1/7344678
• Soggetto topico: Web-based instruction; Internet in education; Computer-assisted instruction; Distance education
• Altri autori: ShaughnessyMichael F FulghamSusan
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Library of Congress Cataloging-in-Publication Data -- Contents -- Preface -- Introduction -- Engaging the Student: Learning for Life -- Teaching at a Distance -- Course Design -- Ask the Students to Discuss Relevant Experiences -- Completing a Sentence -- Students Interview and Introduce each other -- Write a Collaborative Story -- Asking Students to Write Short Descriptions about Themselves -- Establishing the Right Tone -- How to Stimulate Sustained Engagement and Participation in Online Discussion -- Suggestions for Overcoming Lack of Participation -- Ask the Right Questions -- Try to Avoid Possible Misinterpretation -- Try to Show that you are Listening and that you Care -- If a Student is Late in Responding -- Some Innovative Learning Activities -- Group Work -- Role Playing -- Holding a Debate -- Online Guest Lecturers -- Virtual Field Trips and other Web Research -- Portfolios -- References -- A Pedagogical Model for Abstract Concepts: Blending Discourse and Experience -- Abstract -- Introduction -- Current Concerns in Online Education -- Extending Teaching Methods -- Limited Authenticity and Engagement -- Multicultural Perspectives on Technology -- Data Collection -- Course Description -- Offline Engagement -- Conclusion -- References -- On-Line Pedagogy: Illuminating the Tension Between Technology and Imagination -- Imagination in Communication Technologies: Pushing the Limits -- Why Do We Want Imagination in Online Courses? -- McLuhan's Four Laws -- Not a Conclusion, but a Possibility -- References -- The Role of Motivation in Teacher Education Classes -- Introduction -- Motivation in Educational Settings -- Intrinsic and Extrinsic Motivation -- Motivation Surveys at University of Guam -- Conclusion -- References -- Instructional Design for Online Courses -- Why Plan for Teaching at a Distance?. ; Principles of Instructional Design Systems -- Systematic Process -- Planning for Instruction at a Distance -- Issues to Address in the Planning Process -- Who are the Learners? -- Analyze the General Abilities of the Class -- Analyze Potential for Learner Interactivity -- Understand Learner Characteristics -- Help Learners Understand the Context of the Learning Experience -- Goals and Objectives for Instruction -- What Teaching Strategies and Media should be used? -- Media Selection -- Visualizing Information -- What is the Learning Environment? -- Technology -- Planning to Teach on the World Wide Web -- Best Practices in Course Design For Distance Education -- Effective Distance Education- A Synopsis of what we know (Schlosser and Simonson, 2004) -- Recommendations for Distance Delivered Instruction - the Unit-Module-Topic Model -- Summary -- References -- About the Author -- Not your Typical Bling-Bling: The Best Accessory for Distance Learning is High Quality Pedagogy -- Introduction -- Background -- Fragile Academic Success -- Pedagogy or Technological Bling-Bling? -- Recommendation: Merge the Pedagogy with the Technology -- Conclusion -- References -- Pedagogy of Online Instruction -- Complexity -- Philosophy of Education and Style of Instruction -- Theoretical Underpinnings -- Guidelines for Online Learning -- Creating an Critical Community of Inquiry -- Active, Appropriate Practice -- Experiential Learning -- Guided Learning -- Feedback -- Collaboration -- Interpersonal Communication -- Learner Centered/Student Responsibility -- Self-Motivated Learning -- Consistent Instructional Elements -- Conclusions -- References -- Designing Online Environments for Diversity and Equity, or 150 Design Strategies for Inclusion -- A Design Journey -- Why we Should Care -- Learning Communities in Tertiary Education -- Educating for World Citizenship. ; User-Centred Design: A Framework for Inclusion -- Cultural Issues in Learning and Implications for Design -- Issues of Inequality of Access -- Implications for Planning and Design -- Accessibility issues for the Disabled -- Implications: Accessible Design is Good Design -- Three Final Points -- Issues for Intercultural Learning Communities -- Thirty Checks for Evaluating Texts -- Cultural Models -- Hofstede's Cultural Dimensions -- Hall and Context -- A Survey of Related Research -- Implications: Designing for Equity through Cultural Models -- Final Words -- Gender-Related Issues -- Implications for Equitable Online Learning -- Fifteen Inclusive Strategies to Promote Gender Equity -- Readability -- Final Thoughts -- Twenty-Seven Tips for Evaluating Sites for Multicultural Principles -- Our Responsibility -- References -- A Few Useful Sites -- Cultural Models -- Accessibility -- Good Design -- Equity and Diversity -- Short Biography -- Katy Campbell, Ph.D. -- Effective Learning with Video, Audio and Simulations -- Introduction -- The Value of Media -- Instructional usage of Video and Audio -- Video -- Audio -- Interactive Media: Simulations -- A Simulation Portrait -- Cognitive Apprenticeship -- Prior Knowledge Effects -- Conclusions for the Future -- References -- Applying Pedagogy during Game Development to Optimize Game-Based Learning -- Levels of Application -- Fundamental Components of Interactive Entertainment -- Applying Pedagogy During the Game Development Process -- The Concept Development Phase -- Define Learning Goals and Subordinate Skills and Knowledge -- Characterize Learners -- Characterize Learning and Performance Context. -- Select Basic Instructional Approach -- Pre-Production Phase -- Generate, Cluster, and Sequence Objectives -- Delineate Learner Assessment Methods -- Apply Grounded Strategies and Events. ; Begin Formative Evaluations -- Production Phase -- Complete Formative Evaluations -- Conclusion -- References -- Interplay Instructional Strategy: Engaging Learners with Interactive Entertainment Conventions -- Part I: Mediating Entertainment and Education -- Part II: Interplay Conventions -- Interplay of Story Pathos, Play Participatory, and Game Procedural -- Story Pathos and Elements -- Play Participatory and Elements -- Game Procedural and Elements -- Part III: Interplay Instructional Strategy -- Interplay Instructional Events -- Story Events -- Event 1: Expose -- Event 6: Sharing -- Play Events -- Event 2: Inquire -- Event 3: Discover -- Game Events -- Event 4: Create -- Event 5: Experiment -- Assessment and Feedback -- Case Study: "Measure Me" -- Answering Story Questions -- Answering Play Questions -- Answering Game Questions -- Part IV: Experience Arc -- Experience Arc Structure -- Act I: Beginning -- Act II: Middle -- Act III: End -- Case Study: Digital Media Production -- Local Boy Screws up (Hook/Story/Expose) -- Big Dreams, Impossible odds (Beginning/Play/Inquire) -- You are all Fired! Start over (Inciting Incident, Play, Explore) -- The Comeback Champs (Middle, Game, Discover) -- The Showdown at the OK Coral (Climax, Game, Experiment) -- Living Large (Closure, Story, Share) -- Part V: Summary and Conclusions -- References -- The Future of Distance Education: A Research and Development Agenda -- A Critique of the Present -- Introduction -- The New Media Revolution -- Today's Information-Rich Environment -- Today's Learning Management Systems (Lms) -- Learning Management Systems of the Future -- Theoretical Foundations -- Instructional Design Models in the Age of Dynamic Systems -- Organizational Ramifications -- Conclusion -- References -- Index.
• Altri titoli varianti: Pedagogical models : the discipline of online teaching
• Titolo autorizzato: Pedagogical models the discipline of online teaching
• ISBN: 1-61122-153-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910828610703321
• Lo trovi qui: Univ. Federico II
• Serie: Education in a competitive and globalizing world series.; Computer science, technology and applications.