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The classroom teacher's technology survival guide [[electronic resource] /] / Doug Johnson
| The classroom teacher's technology survival guide [[electronic resource] /] / Doug Johnson |
| Autore | Johnson Doug <1952-> |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (242 p.) |
| Disciplina | 371.33 |
| Collana | The Jossey-Bass teacher survival guide series |
| Soggetto topico |
Educational technology
Education - Effect of technological innovations on |
| ISBN |
1-118-18355-X
1-283-64567-X 1-118-18353-3 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
More praise for The Classroom Teacher's Technology Survival Guide; About the Book; About the Author; Contents; Introduction; Why This Book?; Why Is an English Teacher Writing This Book Instead of Bill Gates?; Creating the Essential Conditions Needed for Successful Technology Use; Chapter One:Why Should Classroom Teachers Be Technologically Skillful?; Revolution or Evolution in Educational Change?; Developing a Framework for Thinking About Technology in Schools; Established Infrastructure; Effective Administration; Extensive Resources; Enhanced Teaching; Empowered Students
Chapter Two: Q&A About Some Basics What Type of Computer Should I Have?; What Operating System (OS) Should I Choose: Windows, Macintosh, GNU/Linux, or Chrome?; How Much Memory Do I Need, and How Fast Does the Computer Need to Run?; Desktop, Laptop, Netbook, or Tablet?; What Other Equipment Should I Buy?; What Basic Software Do I Need?; What Are Freeware and Open-Source Software?; How Do I Manage Files on Multiple Computers?; What Is Cloud Computing, and What Are Its Advantages and Disadvantages?; How Can Teachers Take Advantage of Cloud Computing?; Disadvantages of Cloud Computing What Does a Technologically Well-Equipped Classroom Look Like? Seven Stupid Mistakes Teachers Make with Technology; Seven Brilliant Things Teachers Do with Technology; Chapter Three: Using Technology for Professional Productivity; Keeping Professionally Organized:Managing the Business of Teaching; Communicating Using Technology; Student Information System; Curriculum Management System; Course Management System; School Web Site and Teacher-Created Class Pages; Basic Productivity Tools; Word Processors; E-mail; Web Browsers and Search Engines; Graphics and Digital Image Editing Tools Spreadsheets Presentation Software; Basic Online Tools; Online Productivity Suites; Blogs; RSS Feed Aggregators and Readers; Wikis; Social Bookmarking Sites; Sites for Storing and Sharing Media; Options for Sharing and Working Collaboratively on Documents; Chapter Four: The Technology Upgrade; Getting Started with Technology in the Classroom; Assessing Technology-Enhanced Student Work; What IT Skills Should Teachers Expect of All Students?; Survival Skills for the Information Jungle; Problem-Based Learning and Information Literacy; Information Problem Solving Meets Technology Information Jungle Survival Skills The Hazards Are Great, but So Are the Rewards; Chapter Five: Teaching 21st-Century Skills; The Fourth R-Research; Designing Technology-Enhanced Projects-the Four A's; The First A: Assignments; The Second A: Activities; The Third A: Assessment; The Fourth A: Attitude; Everyday Information Problem Solving; Entertain or Engage? Why You Need to Know the Difference; A Few Thoughts About Creativity; Right-Brain Skills and Technology: A Whole New Mind(-Set); I Will as a Teacher; Chapter Six:Managing Disruptive Technologies in the Classroom Some Approaches to Managing Technology in the Classroom |
| Record Nr. | UNINA-9910785854003321 |
Johnson Doug <1952->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The classroom teacher's technology survival guide / / Doug Johnson
| The classroom teacher's technology survival guide / / Doug Johnson |
| Autore | Johnson Doug <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (242 p.) |
| Disciplina | 371.33 |
| Collana | The Jossey-Bass teacher survival guide series |
| Soggetto topico |
Educational technology
Education - Effect of technological innovations on |
| ISBN |
1-118-18355-X
1-283-64567-X 1-118-18353-3 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
More praise for The Classroom Teacher's Technology Survival Guide; About the Book; About the Author; Contents; Introduction; Why This Book?; Why Is an English Teacher Writing This Book Instead of Bill Gates?; Creating the Essential Conditions Needed for Successful Technology Use; Chapter One:Why Should Classroom Teachers Be Technologically Skillful?; Revolution or Evolution in Educational Change?; Developing a Framework for Thinking About Technology in Schools; Established Infrastructure; Effective Administration; Extensive Resources; Enhanced Teaching; Empowered Students
Chapter Two: Q&A About Some Basics What Type of Computer Should I Have?; What Operating System (OS) Should I Choose: Windows, Macintosh, GNU/Linux, or Chrome?; How Much Memory Do I Need, and How Fast Does the Computer Need to Run?; Desktop, Laptop, Netbook, or Tablet?; What Other Equipment Should I Buy?; What Basic Software Do I Need?; What Are Freeware and Open-Source Software?; How Do I Manage Files on Multiple Computers?; What Is Cloud Computing, and What Are Its Advantages and Disadvantages?; How Can Teachers Take Advantage of Cloud Computing?; Disadvantages of Cloud Computing What Does a Technologically Well-Equipped Classroom Look Like? Seven Stupid Mistakes Teachers Make with Technology; Seven Brilliant Things Teachers Do with Technology; Chapter Three: Using Technology for Professional Productivity; Keeping Professionally Organized:Managing the Business of Teaching; Communicating Using Technology; Student Information System; Curriculum Management System; Course Management System; School Web Site and Teacher-Created Class Pages; Basic Productivity Tools; Word Processors; E-mail; Web Browsers and Search Engines; Graphics and Digital Image Editing Tools Spreadsheets Presentation Software; Basic Online Tools; Online Productivity Suites; Blogs; RSS Feed Aggregators and Readers; Wikis; Social Bookmarking Sites; Sites for Storing and Sharing Media; Options for Sharing and Working Collaboratively on Documents; Chapter Four: The Technology Upgrade; Getting Started with Technology in the Classroom; Assessing Technology-Enhanced Student Work; What IT Skills Should Teachers Expect of All Students?; Survival Skills for the Information Jungle; Problem-Based Learning and Information Literacy; Information Problem Solving Meets Technology Information Jungle Survival Skills The Hazards Are Great, but So Are the Rewards; Chapter Five: Teaching 21st-Century Skills; The Fourth R-Research; Designing Technology-Enhanced Projects-the Four A's; The First A: Assignments; The Second A: Activities; The Third A: Assessment; The Fourth A: Attitude; Everyday Information Problem Solving; Entertain or Engage? Why You Need to Know the Difference; A Few Thoughts About Creativity; Right-Brain Skills and Technology: A Whole New Mind(-Set); I Will as a Teacher; Chapter Six:Managing Disruptive Technologies in the Classroom Some Approaches to Managing Technology in the Classroom |
| Record Nr. | UNINA-9910828301703321 |
|
Johnson Doug <1952->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
E-learning and the Science of Instruction [[electronic resource] ] : Proven Guidelines for Consumers and Designers of Multimedia Learning
| E-learning and the Science of Instruction [[electronic resource] ] : Proven Guidelines for Consumers and Designers of Multimedia Learning |
| Autore | Clark Ruth C |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Chichester, : Wiley, 2011 |
| Descrizione fisica | 1 online resource (527 p.) |
| Disciplina |
658.3/12402854678
658.312402854678 |
| Altri autori (Persone) | MayerRichard E. <1947-> |
| Soggetto topico |
Business education --Computer-assisted instruction
Business education - Computer-assisted instruction Business & Economics Business Education |
| ISBN |
1-283-20388-X
9786613203885 1-118-25597-6 1-118-08616-3 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning; Contents; Acknowledgments; Introduction; 1. e-Learning: Promise and Pitfalls; What Is e-Learning?; Is e-Learning Better?; The Promise of e-Learning; The Pitfalls of e-Learning; Inform and Perform e-Learning Goals; e-Learning Architectures; What Is Effective e-Courseware?; Learning in e-Learning; 2. How Do People Learn from e-Courses?; How Do People Learn?; How e-Lessons Affect Human Learning; What We Don't Know About Learning; 3. Evidence-Based Practice
What Is Evidence-Based Practice?Three Approaches to Research on Instructional Effectiveness; What to Look for in Experimental Comparisons; How to Interpret No Effect in Experimental Comparisons; How to Interpret Research Statistics; How Can You Identify Relevant Research?; What We Don't Know About Evidence-Based Practice; 4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words alone; Do Visuals Make a Difference?; Multimedia Principle: Include Both Words and Graphics; Some Ways to Use Graphics to Promote Learning; Psychological Reasons for the Multimedia Principle Evidence for Using Words and PicturesThe Multimedia Principle Works Best for Novices; Should You Change Static Illustrations into Animations?; What We Don't Know About Visuals; 5. Applying the Contiguity Principle: Align Words to Corresponding Graphics; Contiguity Principle 1: Place Printed Words Near Corresponding Graphics; Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics; Psychological Reasons for the Contiguity Principle; Evidence for Presenting Printed Words Near Corresponding Graphics Evidence for Presenting Spoken Words at the Same Time as Corresponding GraphicsWhat We Don't Know About Contiguity; 6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text; Modality Principle: Present Words as Speech Rather Than On-Screen Text; Limitations to the Modality Principle; Psychological Reasons for the Modality Principle; Evidence for Using Spoken Rather Than Printed Text; When the Modality Principle Applies; What We Don't Know About Modality; 7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both Redundancy Principle 1: Do Not Add On-Screen Text to Narrated GraphicsPsychological Reasons for the Redundancy Principle; Evidence for Omitting Redundant On-Screen Text; Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special Situations; Psychological Reasons for Exceptions to the Redundancy Principle; Evidence for Including Redundant On-Screen Text; What We Don't Know About Redundancy; 8. Applying the Coherence Principle: Adding Material Can Hurt Learning; Coherence Principle 1: Avoid e-Lessons with Extraneous Audio Psychological Reasons to Avoid Extraneous Audio in e-Learning |
| Altri titoli varianti |
E-Learning and the Science of Instruction
e-Learning and the Science of Instruction e-learning and the Science of Instruction |
| Record Nr. | UNINA-9910781787003321 |
|
Clark Ruth C
|
||
| Chichester, : Wiley, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth Colvin Clark, Richard E. Mayer
| E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth Colvin Clark, Richard E. Mayer |
| Autore | Clark Ruth Colvin |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | San Francisco, Calif., : Pfeiffer, 2011 |
| Descrizione fisica | 1 online resource (527 p.) |
| Disciplina | 658.3/12402854678 |
| Altri autori (Persone) | MayerRichard E. <1947-> |
| Collana | Essential resources for training and HR professionals |
| Soggetto topico | Business education - Computer-assisted instruction |
| ISBN |
1-283-20388-X
9786613203885 1-118-25597-6 1-118-08616-3 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Acknowledgments.Introduction.1. e-Learning: Promise and Pitfalls.What Is e-Learning?Is e-Learning Better?The Promise of e-Learning.The Pitfalls of e-Learning.Inform and Perform e-Learning Goals.e-Learning Architectures.What Is Effective e-Courseware?Learning in e-Learning.2. How Do People Learn from e-Courses.How Do People Learn?How e-Lessons Affect Human Learning.What We Don't Know About Learning.3. Evidence-Based Practice.What Is Evidence-Based Practice?Three Approaches to Research on Instructional Effectiveness.What to Look for in Experimental Comparisons.How to Interpret No Effect in Experimental Comparisons.How to Interpret Research Statistics.How Can You Identify Relevant Research?What We Don't Know About Evidence-Based Practice.4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone.Do Visuals Make a Difference?Multimedia Principle: Include Both Words and Graphics.Some Ways to Use Graphics to Promote Learning.Psychological Reasons for the Multimedia Principle.Evidence for Using Words and Pictures.The Multimedia Principle Works Best for Novices.Should You Change Static Illustrations into Animations?What We Don't Know About Visuals.5. Applying the Contiguity Principle: Align Words to Corresponding Graphics.Contiguity Principle 1: Place Printed Words Near Corresponding Graphics.Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics.Psychological Reasons for the Contiguity Principle.Evidence for Presenting Printed Words Near Corresponding Graphics.Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics.What We Don't Know About Contiguity.6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text.Modality Principle: Present Words as Speech Rather Than On-Screen Text.Limitations to the Modality Principle.Psychological Reasons for the Modality Principle.Evidence for Using Spoken Rather Than Printed Text.When the Modality Principle Applies.What We Don't Know About Modality.7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both.Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics.Psychological Reasons for the Redundancy Principle.Evidence for Omitting Redundant On-Screen Text.Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special Situations.Psychological Reasons for Exceptions to the Redundancy Principle.Evidence for Including Redundant On-Screen Text.What We Don't Know About Redundancy.8. Applying the Coherence Principle: Adding Material Can Hurt Learning.Coherence Principle 1: Avoid e-Lessons with Extraneous Audio.Psychological Reasons to Avoid Extraneous Audio in e-Learning.Evidence for Omitting Extraneous Audio.Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics.Psychological Reasons to Avoid Extraneous Graphics in e-Learning.Evidence for Omitting Extraneous Graphics Added for Interest.Evidence for Using Simpler Visuals.Coherence Principle 3: Avoid e-Lessons with Extraneous Words.Psychological Reasons to Avoid Extraneous Words in e-Learning.Evidence for Omitting Extraneous Words Added for Interest.Evidence for Omitting Extraneous Words Added to Expand on Key Ideas.Evidence for Omitting Extraneous Words Added for Technical Depth.What We Don't Know About Coherence.9. Applying the Personalization Principle: Use Conversational Style and Virtual Coaches.Personalization Principle 1: Use Conversational Rather Than Formal Style.Psychological Reasons for the Personalization Principle.Evidence for Using Conversational Style.Promote Personalization Through Voice Quality.Promote Personalization Through Polite Speech.Personalization Principle 2: Use Effective On-Screen Coaches to Promote Learning.Personalization Principle 3: Make the Author Visible to Promote Learning.Psychological Reasons for Using a Visible Author.Evidence for the Visible Author.What We Don't Know About Personalization.10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts.Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments.Psychological Reasons for the Segmenting Principle.Evidence for Breaking a Continuous Lesson into Bite-Size Segments.Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts.Psychological Reasons for the Pretraining Principle.Evidence for Providing Pretraining in Key Concepts.What We Don't Know About Segmenting and Pretraining.11. Leveraging Examples in e-Learning.What Are Worked Examples?The Psychology of Worked Examples.Evidence for the Benefits of Worked Examples.Worked Example Principle 1: Fade from Worked Examples to Problems.Worked Example Principle 2: Promote Self-Explanations.Worked Example Principle 3: Include Instructional Explanations of Worked Examples in Some Situations.Worked Example Principle 4: Apply the Multimedia Principles to Your Worked Examples.Worked Example Principle 5: Support Learning Transfer.Design Guidelines for Far Transfer Examples.What We Don't Know About Worked Examples.12. Does Practice Make Perfect?What Is Practice in e-Learning?The Paradox of Practice.Practice Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective.Practice Principle 2: Mirror the Job.Practice Principle 3: Provide Effective Feedback.Practice Principle 4: Distribute and Mix Practice Among Learning Events.Practice Principle 5: Apply Multimedia PrinciplesPractice Principle 6: Transition from Examples to Practice Gradually.What We Don't Know About Practice.13. Learning Together Virtually.What Is Collaborative Learning?What Is Computer-Supported Collaborative Learning (CSCL)?Some Generalizations About Collaboration.CSCL Research Summaries.Structured Controversy.CSCL: The Bottom Line.What We Don't Know About CSCL.14. Who's in Control? Guidelines for e-Learning Navigation.Learner Control Versus Program Control.Do Learners Make Good Instructional Decisions?Learner Control Principle 1: Give Experienced Learners Control.Learner Control Principle 2: Make Important Instructional Events the Default.Learner Control Principle 3: Consider Adaptive Control.Learner Control Principle 4: Give Pacing Control.Learner Control Principle 5: Offer Navigational Support in Hypermedia Environments.What We Don't Know About Learner Control.15. e-Learning to Build Thinking Skills.Three Types of Thinking Skills.Can Thinking Skills Be Trained?Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive Skills.Thinking Skills Principle 2: Consider a Whole-Task Course Design.Evidence for Whole-Task Instruction.Thinking Skills Principle 3: Make Thinking Processes Explicit.Thinking Skills Principle 4: Define Job-Specific Thinking Processes.Teaching Thinking Skills: The Bottom Line.What We Don't Know About Thinking Skills.16. Simulations and Games in e-Learning.The Case for Simulations and Games.What Are Simulations and Games?Do Games and Simulations Teach?Games and Simulations Principle 1: Match Game Types to Learning Goals.Games and Simulations Principle 2: Make Learning Essential to Game Progress.Games and Simulations Principle 3: Build in Proven Instructional Strategies.Games and Simulations Principle 4: Build in Guidance and Structure.Games and Simulations Principle 5: Manage Complexity.Games and Simulations Principle 6: Make Relevance Salient.What We Don't Know About Games and Simulations.17. Applying the Guidelines.Applying Evidence-Based Guidelines to e-Courses.e-Lesson Reviews.Review of Sample 1: Asynchronous e-Lesson on Excel for Small Business.Review of Sample 2: Synchronous e-Lesson on Excel.Review of Sample 3: Automotive Troubleshooting Simulation.Reflections on Past Predictions.Beyond 2011.In Conclusion.References.Glossary.List of Tables and Figures.Name Index.Subject Index.About the Authors.Pfeiffer Publication Guide. |
| Altri titoli varianti | ELearning and the science of instruction |
| Record Nr. | UNINA-9910815595603321 |
|
Clark Ruth Colvin
|
||
| San Francisco, Calif., : Pfeiffer, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Scenario-based e-learning [[electronic resource] ] : evidence-based guidelines for online workforce learning / / Ruth Colvin Clark
| Scenario-based e-learning [[electronic resource] ] : evidence-based guidelines for online workforce learning / / Ruth Colvin Clark |
| Autore | Clark Ruth Colvin |
| Pubbl/distr/stampa | San Francisco, Calif., : Pfeiffer, 2013 |
| Descrizione fisica | 1 online resource (248 p.) |
| Disciplina | 658.312404 |
| Soggetto topico |
Employees - Training of - Computer-assisted instruction
Problem-based learning Instructional systems - Design |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-41645-7
1-283-89331-2 1-118-41900-6 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910453010903321 |
|
Clark Ruth Colvin
|
||
| San Francisco, Calif., : Pfeiffer, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Scenario-based e-learning [[electronic resource] ] : evidence-based guidelines for online workforce learning / / Ruth Colvin Clark
| Scenario-based e-learning [[electronic resource] ] : evidence-based guidelines for online workforce learning / / Ruth Colvin Clark |
| Autore | Clark Ruth Colvin |
| Pubbl/distr/stampa | San Francisco, Calif., : Pfeiffer, 2013 |
| Descrizione fisica | 1 online resource (248 p.) |
| Disciplina | 658.312404 |
| Soggetto topico |
Employees - Training of - Computer-assisted instruction
Problem-based learning Instructional systems - Design |
| ISBN |
1-118-41645-7
1-283-89331-2 1-118-41900-6 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910779305003321 |
|
Clark Ruth Colvin
|
||
| San Francisco, Calif., : Pfeiffer, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Scenario-based e-learning : evidence-based guidelines for online workforce learning / / Ruth Colvin Clark
| Scenario-based e-learning : evidence-based guidelines for online workforce learning / / Ruth Colvin Clark |
| Autore | Clark Ruth Colvin |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, Calif., : Pfeiffer, 2013 |
| Descrizione fisica | 1 online resource (248 p.) |
| Disciplina | 658.312404 |
| Soggetto topico |
Employees - Training of - Computer-assisted instruction
Problem-based learning Instructional systems - Design |
| ISBN |
1-118-41645-7
1-283-89331-2 1-118-41900-6 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Scenario-Based e-Learning: Evidence-Based Guidelines for Online Workforce Learning -- Copyright -- Contents -- Foreword -- Acknowledgments -- Chapter 1: What Is Scenario-Based e-Learning -- Scenario-Based e-Learning: A First Look -- What Do You think? -- Scenario-Based e-Learning Defined -- The Learner Is an Actor Responding to a Job-Realistic Situation -- The Environment Is Preplanned -- Learning Is Inductive Rather Than Instructive -- The Instruction Is Guided -- Scenarios Incorporate Instructional Resources -- The Goal Is to Accelerate Workplace Expertise -- What's in a Name? -- Scenario-Based vs. Directive Training Environments -- Learning from Mistakes -- Scenarios to Lead or to Culminate? -- Target Audience -- What Scenario-Based e-Learning Is Not -- Not a Game -- Not a Scenario with Questions -- Not a Simulation -- Not About a Delivery Mode or Media -- Not About Specific Technology -- Six Reasons to Consider Scenario-Based e-Learning Now -- 1. Scenario-Based e-Learning Can Accelerate Expertise -- 2. Scenario-Based e-Learning Can Offer Return on Investment -- 3. Learners Like Scenario-Based e-Learning -- 4. Scenario-Based e-Learning Has Better Transfer Potential -- 5. Scenario-Based e-Learning Can Build Critical Thinking Skills -- 6. Technology Can Facilitate Scenario-Based e-Learning Development -- What Do You Think? Revisited -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Why Now? -- Chapter 2: When To Use Scenario-Based e-Learning -- Consider Scenario-Based e-Learning for Strategic Tasks -- What Do You Think? -- Situations That Call for Scenario-Based e-Learning -- Rare Occurrence Tasks -- Critical Thinking Skills Training -- Compliance-Mandated Training -- Learner Expertise and Scenario-Based e-Learning -- Lengthy Timeline Tasks -- Risk-Adverse Tasks -- Eight Scenario-Based Learning Domains.
1. Interpersonal Skills -- 2. Compliance Policies and Procedures -- 3. Diagnosis and Repair -- 4. Research, Analysis, and Rationale -- 5. Tradeoffs -- 6. Operational Decisions and Actions -- 7. Design -- 8. Team Coordination -- Scenario-Based Multimedia Interfaces -- Branched Scenarios -- Menu-Driven -- Full Screen Active Object -- Virtual Worlds -- Meet the Scenario-Based e-Learning Samples -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Your Scenario-Based e-Learning Opportunities -- Chapter 3: Design of Scenario-Based e-Learning -- Overview of a Scenario-Based e-Learning Design Model -- Component 1: The Task Deliverable -- Core Component 2: The Trigger Event -- Core Component 3: Scenario Data -- Core Component 4: Guidance and Instruction -- Core Component 5: Feedback -- Core Component 6: Reflection -- Modes and Media in Scenario-Based e-Learning -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Your Draft Design Model -- Chapter 4: Defining Scenario Outcomes -- Outcome Deliverables for Learning Domains -- Assess the Complexity of your Outcome Responses -- 1. Number of Outcomes -- 2. Outcome Precision -- 3. Interface Response Options -- 4. Social Presence -- What Do You Think? -- Translate Your Learning Objectives -- Multimedia Response Options -- Scenario Outcomes and Multimedia Interfaces -- What Do You Think? Revisited -- Coming Next -- Additional Resource -- Scenario-Based e-Learning and You: Translating Your Objectives -- Chapter 5: Designing the Trigger Event and Case Data -- What Do You Think? -- Planning the Trigger Event -- Defining Case Data -- Formats for Case Data -- Saving and Tracking Case Data -- What Do You Think? Revisited -- Coming Next -- Scenario-Based e-Learning and You: Defining Your Trigger Event and Case Data -- Chapter 6: Building Guidance in Scenario-Based e-Learning. What Do You Think -- What Is Guidance? -- Option 1: Fade Support from High to Low -- Option 2: Move from Simple to Complex -- Use SMES to Identify Complexity Factors -- Option 3: Consider Open vs. Closed Response Options -- Option 4: Consider Interface/Navigation Design -- Option 5: Add Training Wheels -- Option 6: Incorporate Coaching and Advisors -- Option 7: Embed Worksheets -- Option 8: Adjust Feedback -- Option 9: Make Learning Collaborative -- What Do You Think? Revisited -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Defining Guidance -- Chapter 7: Putting the "L" In Scenario-Based e-Learning -- What Do You Think? -- Integrating Knowledge and Skill Resources -- Tutorials -- Reference -- Examples -- Make Examples Engaging -- Instructors -- Give Your Learners an Instructional Role -- What Do You Think? Revisited -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Defining Instructional Resources -- Chapter 8: Designing Feedback and Reflection -- The Power of Feedback -- Learning from Mistakes -- Instructional vs. Intrinsic Feedback -- What Do You Think? -- Feedback in a Nutshell -- 1. Be Specific -- 2. Provide Intrinsic and Instructional Feedback -- 3. Adjust Feedback Frequency Based on Guidance Needs and Learning Goals -- 4. Focus the Feedback Based on Your Goals -- Embed Reflection Opportunities for Learners -- Feedback and Reflection in Learning Domains -- Interpersonal Skills -- Compliance -- Diagnosis and Repair-Research and Analysis -- Tradeoffs -- Operational Decisions -- Design -- Team Coordination -- What Do You Think? Revisited -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Defining Feedback -- Chapter 9: Evaluation of Scenario-Based e-Learning -- What Do You Think? -- Focusing Your Evaluation -- Do the Learners Like It? -- Is Instruction Effective?. Is the Learning Environment Efficient? -- Does Learning Transfer? -- Is There a Good Return on Investment? -- Plan Evaluation in Stages -- Back to the Basics: Test Reliability and Validity -- Test Items for Scenario-Based e-Learning -- Did I Pass the Test? -- Testing with Online Scenarios -- What Do You Think? Revisited -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Planning Your Evaluation -- Chapter 10: Does Scenario-Based e-Learning Work? -- Does It Work? -- Is It Efficient? -- Does It Motivate? -- What Features Make a Difference? -- What Do You Think? -- Limits of Research -- The Evolution from Single Experiments to Meta-Analysis -- What's in a Name? -- Discovery Learning Does Not Work -- Guided Discovery Can Have Learning Advantages over "Traditional" Instruction -- Learning Excel in Scenario-Based Versus Directive Lessons -- Learner Scaffolding Is Essential for Success -- Should Domain Information Come Before or After Problem Solving? -- Assign Problems First-Then Provide Explanations -- Provide Explanations Before and During Learning -- Use Collaboration for More Challenging Scenarios -- Make the Instructional Interface Easy to Use -- Guided Discovery Can Be More Motivating Than "Traditional" Instruction -- Feedback and Reflection Promote Learning -- Provide Detailed Instructional Feedback -- Provide Opportunities to Compare Answers with Expert Solutions -- Visual Representations Should Be Congruent with Your Learning Goals -- Use Visual Representations Rather Than Text Alone When Visual Discrimination Is Important -- Can Scenario-Based e-Learning Accelerate Expertise? -- Accelerating Orthopedic Expertise -- Accelerating Electronic Troubleshooting Expertise -- Research on Scenario-Based e-Learning - The Bottom Line -- What Do You Think? Revisited -- Coming Next -- Additional Resources. Scenario-Based e-Learning and You: Evidence-Based Decisions -- Chapter 11: Eliciting Critical Thinking Skills for Scenario-Based e-Learning -- What Is Knowledge Elicitation? -- What Do You Think? -- Three Approaches to Knowledge Elicitation -- Concurrent Verbalization -- After-the-Fact Stories -- Reflections on Recorded Behaviors -- Which Elicitation Method Should You Use? -- Evidence on Knowledge Elicitation Methods -- Types of Knowledge and Skill to Elicit -- Actions and Decisions -- Cues -- Rationale and Rules of Thumb -- Monitoring -- Questions to Elicit Knowledge Needed During the Interview -- Incorporating Critical Thinking Skills into Your Lessons -- Use of Actions Taken -- Use of Decisions Made -- Use of Cues Identified -- Use of Rationale and Rules of Thumb -- Teaching Monitoring Skills in Your Scenario-Based e-Learning -- Guidelines for Success -- 1. Take Care in Selecting Experts -- 2. Don't Over-Extend -- 3. Work in a Team -- What Do You Think? Revisited -- Coming Next -- Additional Resources -- Scenario-Based e-Learning and You: Eliciting Tacit Knowledge -- Chapter 12: Implementing Scenario-Based e-Learning -- What Do you Think? -- Four Steps to Project Success -- Step One: Present a Strong Business Case -- Visualize Scenario-Based e-Learning for Stakeholders -- Determine the Magnitude of the Performance Gap -- Incident-Driven Training -- Compliance Training -- Identify Tradeoffs to Diverse Solution Options -- Delivery Media Tradeoff Analysis for Automotive Troubleshooting -- Highlight Opportunities to Build Expertise That Are Unavailable or Impractical in Workplace -- Leverage the Motivational Potential of Scenario-Based e-Learning -- Present Evidence on the Benefits of Scenario-Based e-Learning -- Estimate Your Production Costs -- Step Two: Plan Your Project -- Plan and Secure Your Resources. Define and Classify the Target Knowledge and Skills. |
| Record Nr. | UNINA-9910824469303321 |
|
Clark Ruth Colvin
|
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| San Francisco, Calif., : Pfeiffer, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching on the education frontier [[electronic resource] ] : instructional strategies for online and blended classrooms, grades 5-12 / / Kristin Kipp
| Teaching on the education frontier [[electronic resource] ] : instructional strategies for online and blended classrooms, grades 5-12 / / Kristin Kipp |
| Autore | Kipp Kristin <1980-> |
| Pubbl/distr/stampa | San Francisco, CA, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (252 p.) |
| Disciplina | 371.33/44678 |
| Collana | Jossey Bass teacher Teaching on the education frontier |
| Soggetto topico |
Web-based instruction
Education, Secondary - Computer network resources Blended learning |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-64660-6
1-118-64652-5 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; About This Book; About the Author; Foreword; Introduction; Chapter 1 The Many Variables of Online and Blended Teaching; Self-Paced versus Cohort Approach; Keys to Success in a Self-Paced Model; Keys to Success in a Cohort-Based Model; Full-Time versus Part-Time Online Students; Keys to Success with Full-Time Online Students; Keys to Success with Part-Time Online Students; Blended versus Fully Online Courses; Keys to Success in a Blended Learning Environment; Keys to Success in a Fully Online Course; Create-Your-Own versus a Purchased Curriculum
Keys to Success with Purchased CurriculumKeys to Success with Create-Your-Own Courses; Teacher as Course Author and Organizer versus Teacher as Facilitator Only; Keys to Success When You Have Course Edit Privileges; Keys to Success When You Are a Facilitator Only; Teacher Performance (and Perhaps Pay) Based on Course Completion versus Based on Rubric or Evaluation Systems; Keys to Success When Teacher Performance Is Evaluated Based on Course Completion; Keys to Success in Traditional Evaluation Systems; What Kind of Online or Blended Teaching Model Is Right for You? Chapter 2 Course PhilosophyConnect to Content; Content That Values Collaboration, Communication, and Creativity; Content That Is Un-Googleable; Content That Includes Student Choice in Every Unit; Connect with Other Students; Connect with the Teacher; Connecting on All Three Fronts; Chapter 3 Preparing to Teach an Online Course; Course Organization; Fleshing Out the Course Information Button; Teacher Information; Syllabus; Calendar; Be Vocal, an Acronym for Teacher Success; A Word to the Wise; Chapter 4 Building Relationships with Students; Starting at the Beginning; Initial Course Survey Contact Information DatabaseWelcome Week Synchronous Session; Welcome Calls; Zero Week; Continuing the Relationship; Discussion Boards; Announcements; E-mails; Feedback on Assignments; Hosting Face-to-Face Events; Building an Online Persona; Chapter 5 Using Announcements Effectively; Types of Announcements; Weekly Announcements; Due Date Reminders; Special Bulletins; Current Events; Way-to-Go Announcements; Social Announcements; Practical Considerations in Using Announcements; How Often to Post Announcements; Considering Your Tone in Announcements; Using Humor Making Your Announcements Visually AppealingKeeping Your Home Page Clean; Incorporating Voice Elements into Announcements; Chapter 6 Discussion Board Strategies and Facilitation; Discussion Board Basics; Asking Quality Questions; Rubrics and Grading; Teaching Students to Respond in Ways That Keep the Discussion Moving; Teaching Discussion Board Etiquette; How Much to Be Involved; Types of Posts; Handing over the Reins for Student-Led Discussions; Chapter 7 Teaching Synchronous Sessions; Basic Capabilities of Synchronous Tools; Communication Tools: Microphone, Video, Chat, and Polling Presentation Tools: Whiteboard, Screen Sharing, and File Sharing |
| Record Nr. | UNINA-9910465601603321 |
|
Kipp Kristin <1980->
|
||
| San Francisco, CA, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching on the education frontier [[electronic resource] ] : instructional strategies for online and blended classrooms, grades 5-12 / / Kristin Kipp
| Teaching on the education frontier [[electronic resource] ] : instructional strategies for online and blended classrooms, grades 5-12 / / Kristin Kipp |
| Autore | Kipp Kristin <1980-> |
| Pubbl/distr/stampa | San Francisco, CA, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (252 p.) |
| Disciplina | 371.33/44678 |
| Collana | Jossey Bass teacher Teaching on the education frontier |
| Soggetto topico |
Web-based instruction
Education, Secondary - Computer network resources Blended learning |
| ISBN |
1-118-64660-6
1-118-64652-5 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; About This Book; About the Author; Foreword; Introduction; Chapter 1 The Many Variables of Online and Blended Teaching; Self-Paced versus Cohort Approach; Keys to Success in a Self-Paced Model; Keys to Success in a Cohort-Based Model; Full-Time versus Part-Time Online Students; Keys to Success with Full-Time Online Students; Keys to Success with Part-Time Online Students; Blended versus Fully Online Courses; Keys to Success in a Blended Learning Environment; Keys to Success in a Fully Online Course; Create-Your-Own versus a Purchased Curriculum
Keys to Success with Purchased CurriculumKeys to Success with Create-Your-Own Courses; Teacher as Course Author and Organizer versus Teacher as Facilitator Only; Keys to Success When You Have Course Edit Privileges; Keys to Success When You Are a Facilitator Only; Teacher Performance (and Perhaps Pay) Based on Course Completion versus Based on Rubric or Evaluation Systems; Keys to Success When Teacher Performance Is Evaluated Based on Course Completion; Keys to Success in Traditional Evaluation Systems; What Kind of Online or Blended Teaching Model Is Right for You? Chapter 2 Course PhilosophyConnect to Content; Content That Values Collaboration, Communication, and Creativity; Content That Is Un-Googleable; Content That Includes Student Choice in Every Unit; Connect with Other Students; Connect with the Teacher; Connecting on All Three Fronts; Chapter 3 Preparing to Teach an Online Course; Course Organization; Fleshing Out the Course Information Button; Teacher Information; Syllabus; Calendar; Be Vocal, an Acronym for Teacher Success; A Word to the Wise; Chapter 4 Building Relationships with Students; Starting at the Beginning; Initial Course Survey Contact Information DatabaseWelcome Week Synchronous Session; Welcome Calls; Zero Week; Continuing the Relationship; Discussion Boards; Announcements; E-mails; Feedback on Assignments; Hosting Face-to-Face Events; Building an Online Persona; Chapter 5 Using Announcements Effectively; Types of Announcements; Weekly Announcements; Due Date Reminders; Special Bulletins; Current Events; Way-to-Go Announcements; Social Announcements; Practical Considerations in Using Announcements; How Often to Post Announcements; Considering Your Tone in Announcements; Using Humor Making Your Announcements Visually AppealingKeeping Your Home Page Clean; Incorporating Voice Elements into Announcements; Chapter 6 Discussion Board Strategies and Facilitation; Discussion Board Basics; Asking Quality Questions; Rubrics and Grading; Teaching Students to Respond in Ways That Keep the Discussion Moving; Teaching Discussion Board Etiquette; How Much to Be Involved; Types of Posts; Handing over the Reins for Student-Led Discussions; Chapter 7 Teaching Synchronous Sessions; Basic Capabilities of Synchronous Tools; Communication Tools: Microphone, Video, Chat, and Polling Presentation Tools: Whiteboard, Screen Sharing, and File Sharing |
| Record Nr. | UNINA-9910792177703321 |
|
Kipp Kristin <1980->
|
||
| San Francisco, CA, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching on the education frontier : instructional strategies for online and blended classrooms, grades 5-12 / / Kristin Kipp
| Teaching on the education frontier : instructional strategies for online and blended classrooms, grades 5-12 / / Kristin Kipp |
| Autore | Kipp Kristin <1980-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, CA, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (252 p.) |
| Disciplina | 371.33/44678 |
| Collana | Jossey Bass teacher Teaching on the education frontier |
| Soggetto topico |
Web-based instruction
Education, Secondary - Computer network resources Blended learning |
| ISBN |
1-118-64660-6
1-118-64652-5 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; About This Book; About the Author; Foreword; Introduction; Chapter 1 The Many Variables of Online and Blended Teaching; Self-Paced versus Cohort Approach; Keys to Success in a Self-Paced Model; Keys to Success in a Cohort-Based Model; Full-Time versus Part-Time Online Students; Keys to Success with Full-Time Online Students; Keys to Success with Part-Time Online Students; Blended versus Fully Online Courses; Keys to Success in a Blended Learning Environment; Keys to Success in a Fully Online Course; Create-Your-Own versus a Purchased Curriculum
Keys to Success with Purchased CurriculumKeys to Success with Create-Your-Own Courses; Teacher as Course Author and Organizer versus Teacher as Facilitator Only; Keys to Success When You Have Course Edit Privileges; Keys to Success When You Are a Facilitator Only; Teacher Performance (and Perhaps Pay) Based on Course Completion versus Based on Rubric or Evaluation Systems; Keys to Success When Teacher Performance Is Evaluated Based on Course Completion; Keys to Success in Traditional Evaluation Systems; What Kind of Online or Blended Teaching Model Is Right for You? Chapter 2 Course PhilosophyConnect to Content; Content That Values Collaboration, Communication, and Creativity; Content That Is Un-Googleable; Content That Includes Student Choice in Every Unit; Connect with Other Students; Connect with the Teacher; Connecting on All Three Fronts; Chapter 3 Preparing to Teach an Online Course; Course Organization; Fleshing Out the Course Information Button; Teacher Information; Syllabus; Calendar; Be Vocal, an Acronym for Teacher Success; A Word to the Wise; Chapter 4 Building Relationships with Students; Starting at the Beginning; Initial Course Survey Contact Information DatabaseWelcome Week Synchronous Session; Welcome Calls; Zero Week; Continuing the Relationship; Discussion Boards; Announcements; E-mails; Feedback on Assignments; Hosting Face-to-Face Events; Building an Online Persona; Chapter 5 Using Announcements Effectively; Types of Announcements; Weekly Announcements; Due Date Reminders; Special Bulletins; Current Events; Way-to-Go Announcements; Social Announcements; Practical Considerations in Using Announcements; How Often to Post Announcements; Considering Your Tone in Announcements; Using Humor Making Your Announcements Visually AppealingKeeping Your Home Page Clean; Incorporating Voice Elements into Announcements; Chapter 6 Discussion Board Strategies and Facilitation; Discussion Board Basics; Asking Quality Questions; Rubrics and Grading; Teaching Students to Respond in Ways That Keep the Discussion Moving; Teaching Discussion Board Etiquette; How Much to Be Involved; Types of Posts; Handing over the Reins for Student-Led Discussions; Chapter 7 Teaching Synchronous Sessions; Basic Capabilities of Synchronous Tools; Communication Tools: Microphone, Video, Chat, and Polling Presentation Tools: Whiteboard, Screen Sharing, and File Sharing |
| Record Nr. | UNINA-9910821660203321 |
|
Kipp Kristin <1980->
|
||
| San Francisco, CA, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
