Three-dimensional (3D) immersive virtual worlds have been touted asbeing capable of facilitating highly interactive, engaging, multimodallearning experiences. Much of the evidence gathered to support theseclaims has been anecdotal but the potential that these environmentshold to solve traditional problems in online and technology-mediatededucation—primarily learner isolation and studentdisengagement—has resulted in considerable investments in virtualworld platforms like Second Life, OpenSimulator, and Open Wonderland byboth professors and institutions. To justify this ongoing and sustainedinvestment, institutions and proponents of simulated learningenvironments must assemble a robust body of evidence that illustratesthe most effective use of this powerful learning tool.In this authoritative collection, a team of international expertsoutline the emerging trends and developments in the use of 3D virtualworlds for teaching and learning. They explore aspects of learnerinteraction with virtual worlds, such as user wayfinding in SecondLife, communication modes and perceived presence, and accessibilityissues for elderly or disabled learners. They also examine advancedtechnologies that hold potential for the enhancement of learnerimmersion and discuss best practices in the design and implementationof virtual world-based learning interventions and tasks. By evaluatingand documenting different methods, approaches, and strategies, thecontributors to Learning in Virtual Worlds offer importantinformation and insight to both scholars and practitioners in thefield.

The interest in and demand for online terminal degress across disciplines by professionals wishing to conduct research and fulfill doctoral degree requirements at a distance is only increasing. But what these programs look like, how they are implemented, and how they might be evaluated are the questions that challenge administrators and pedagogues alike. This book presents a model for a doctoral program that bridges theory, research, and practice and is offered completely or largely online. In their described program model, Kumar and Dawson enable researching professionals to build an online communtiy of inquiry, engage in critical discourse within and across disciplines, learn from and with experts and peers, and generate new knowledge.Their program design is grounded in the theoretical and research foundations of online, adult, and doctoral education, curriculum design and community-building, implementation and evaluation. The authors, who draw on their experience of implementing a similar program at the University of Florida, not only share data collected from students and faculty members but also reflect on lessons learned working on the program in diverse educational contexts. An important guide for program leaders who wish to develop and sustain an online professional doctorate, An Online Doctorate for Researching Professionals will also be a valuable resource for higher education professionals seeking to include e-learning components in existing on-campus doctoral programs.

Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.

As Canadian universities work to increase access to graduate education, many are adopting blended modes of delivery for courses and programs. Within this changing landscape of higher education, The Finest Blend answers the call for rigorous research into these methods to ensure quality learning and teaching experience and presents case studies of French and English universities across Canada that are experimenting with blended learning models in graduate programs.Drawing on various research methods, the contributors to the volume investigate the sustainability of blended learning, shifts in pedagogical practices, and the role of instructional designers. They share key practices for both graduate students and instructors and emphasize the importance of institutional and departmental support for both students and faculty transitioning to blended delivery modes. Touching on theory, design, delivery, facilitation, administration, and evaluation, this book provides a comprehensive overview of current practices and opportunities for blended learning success.With contributions by Alicia Adlington, Shaily Bhola, Denise Carew, Jane Costello, Daph Crane, Jane Hanson, Michael Fairbrother, Wendy Kraglund-Gauthier, Shehzad Ghani, Michele Jacobsen, Carol Johnson, Sawsen Lakhal, Yang (Flora) Liu, Dorothea Nelson, Pam Phillips, Marlon Simmons, Kathy Snow, Maurice Taylor, and Jay Wilson.

In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students.

In this engaging volume, Jon Dron views education, learning, and teaching through a technological lens that focuses on the parts we play in technologies, from language and pedagogies to computers and regulations. He proposes a new theory of education whereby individuals are not just users but co-participants in technologies— technologies that are intrinsic parts of our cognition, of which we form intrinsic parts, through which we are entangled with one another and the world around us. Dron reframes popular families of educational theory (objectivist, subjectivist, and complexivist) and explains a variety of educational phenomena, including the failure of learning style theories, the nature of literacies, systemic weaknesses in learning management systems, the prevalence of cheating in educational institutions, and the fundamental differences between online and in-person learning. Ultimately, How Education Works articulates how practitioners in education can usefully understand technology, education, and their relationship to improve teaching practice.

Instructors across higher education require inspiring and practical resources for creating, adapting to, and enhancing, online teaching and learning spaces. Faculty need to build collaborative, equitable and trusting online learning communities. This edited volume examines the experiences that interdisciplinary and global feminist educators have had—both their successes and their challenges—in infusing feminist pedagogical tenets into their online teaching and learning practices. Contributors consider how to promote connection, reflexivity, and embodiment; build equity, cooperation, and co-education; and create cultures of care in the online classroom. They also interrogate knowledge production, social inequality, and power. By (re)imagining feminist pedagogy as a much-needed tool and providing practical advice for using digital technology to enact these tenets in the classroom, this collection will empower educators and learners alike.

Every chapter in the widely distributed first edition has been updated,and four new chapters on current issues such as connectivism and socialsoftware innovations have been added. Essays by practitioners andscholars active in the complex, diverse, and rapidly evolving field ofdistance education blend scholarship and research; practical attentionto the details of teaching and learning; and mindful attention to theeconomics of the business of education.

This collection is for anyone interested in the use of mobiletechnology for various distance learning applications. Readers willdiscover how to design learning materials for delivery on mobiletechnology and become familiar with the best practices of othereducators, trainers, and researchers in the field, as well as the mostrecent initiatives in mobile learning research. Businesses andgovernments can learn how to deliver timely information to staff usingmobile devices. Professors can use this book as a textbook for courseson distance education, mobile learning, and educational technology.

Online Distance Education: Towards a Research Agenda offersa systematic overview of the major issues, trends, and areas ofpriority in online distance education research. In each chapter, aninternational expert or team of experts provides an overview of onetimely issue in online distance education, summarizing major researchon the topic, discussing theoretical insights that guide the research,posing questions and directions for future research, and discussing theimplications for distance education practice as a whole. Intended as aprimary reference and guide for distance educators, researchers, andpolicymakers, Online Distance Education addresses aspects ofdistance education practice that have often been marginalized,including issues of cost and economics, concerns surrounding socialjustice, cultural bias, the need for faculty professional development,and the management and growth of learner communities. At once soundlyempirical and thoughtfully reflective, yet also forward-looking andopen to new approaches to online and distance teaching, this text is asolid resource for researchers in a rapidly expanding discipline.

Three-dimensional (3D) immersive virtual worlds have been touted asbeing capable of facilitating highly interactive, engaging, multimodallearning experiences. Much of the evidence gathered to support theseclaims has been anecdotal but the potential that these environmentshold to solve traditional problems in online and technology-mediatededucation—primarily learner isolation and studentdisengagement—has resulted in considerable investments in virtualworld platforms like Second Life, OpenSimulator, and Open Wonderland byboth professors and institutions. To justify this ongoing and sustainedinvestment, institutions and proponents of simulated learningenvironments must assemble a robust body of evidence that illustratesthe most effective use of this powerful learning tool.In this authoritative collection, a team of international expertsoutline the emerging trends and developments in the use of 3D virtualworlds for teaching and learning. They explore aspects of learnerinteraction with virtual worlds, such as user wayfinding in SecondLife, communication modes and perceived presence, and accessibilityissues for elderly or disabled learners. They also examine advancedtechnologies that hold potential for the enhancement of learnerimmersion and discuss best practices in the design and implementationof virtual world-based learning interventions and tasks. By evaluatingand documenting different methods, approaches, and strategies, thecontributors to Learning in Virtual Worlds offer importantinformation and insight to both scholars and practitioners in thefield.

The interest in and demand for online terminal degress across disciplines by professionals wishing to conduct research and fulfill doctoral degree requirements at a distance is only increasing. But what these programs look like, how they are implemented, and how they might be evaluated are the questions that challenge administrators and pedagogues alike. This book presents a model for a doctoral program that bridges theory, research, and practice and is offered completely or largely online. In their described program model, Kumar and Dawson enable researching professionals to build an online communtiy of inquiry, engage in critical discourse within and across disciplines, learn from and with experts and peers, and generate new knowledge.Their program design is grounded in the theoretical and research foundations of online, adult, and doctoral education, curriculum design and community-building, implementation and evaluation. The authors, who draw on their experience of implementing a similar program at the University of Florida, not only share data collected from students and faculty members but also reflect on lessons learned working on the program in diverse educational contexts. An important guide for program leaders who wish to develop and sustain an online professional doctorate, An Online Doctorate for Researching Professionals will also be a valuable resource for higher education professionals seeking to include e-learning components in existing on-campus doctoral programs.

Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.

As Canadian universities work to increase access to graduate education, many are adopting blended modes of delivery for courses and programs. Within this changing landscape of higher education, The Finest Blend answers the call for rigorous research into these methods to ensure quality learning and teaching experience and presents case studies of French and English universities across Canada that are experimenting with blended learning models in graduate programs.Drawing on various research methods, the contributors to the volume investigate the sustainability of blended learning, shifts in pedagogical practices, and the role of instructional designers. They share key practices for both graduate students and instructors and emphasize the importance of institutional and departmental support for both students and faculty transitioning to blended delivery modes. Touching on theory, design, delivery, facilitation, administration, and evaluation, this book provides a comprehensive overview of current practices and opportunities for blended learning success.With contributions by Alicia Adlington, Shaily Bhola, Denise Carew, Jane Costello, Daph Crane, Jane Hanson, Michael Fairbrother, Wendy Kraglund-Gauthier, Shehzad Ghani, Michele Jacobsen, Carol Johnson, Sawsen Lakhal, Yang (Flora) Liu, Dorothea Nelson, Pam Phillips, Marlon Simmons, Kathy Snow, Maurice Taylor, and Jay Wilson.

In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students.

In this engaging volume, Jon Dron views education, learning, and teaching through a technological lens that focuses on the parts we play in technologies, from language and pedagogies to computers and regulations. He proposes a new theory of education whereby individuals are not just users but co-participants in technologies— technologies that are intrinsic parts of our cognition, of which we form intrinsic parts, through which we are entangled with one another and the world around us. Dron reframes popular families of educational theory (objectivist, subjectivist, and complexivist) and explains a variety of educational phenomena, including the failure of learning style theories, the nature of literacies, systemic weaknesses in learning management systems, the prevalence of cheating in educational institutions, and the fundamental differences between online and in-person learning. Ultimately, How Education Works articulates how practitioners in education can usefully understand technology, education, and their relationship to improve teaching practice.

Instructors across higher education require inspiring and practical resources for creating, adapting to, and enhancing, online teaching and learning spaces. Faculty need to build collaborative, equitable and trusting online learning communities. This edited volume examines the experiences that interdisciplinary and global feminist educators have had—both their successes and their challenges—in infusing feminist pedagogical tenets into their online teaching and learning practices. Contributors consider how to promote connection, reflexivity, and embodiment; build equity, cooperation, and co-education; and create cultures of care in the online classroom. They also interrogate knowledge production, social inequality, and power. By (re)imagining feminist pedagogy as a much-needed tool and providing practical advice for using digital technology to enact these tenets in the classroom, this collection will empower educators and learners alike.

Every chapter in the widely distributed first edition has been updated,and four new chapters on current issues such as connectivism and socialsoftware innovations have been added. Essays by practitioners andscholars active in the complex, diverse, and rapidly evolving field ofdistance education blend scholarship and research; practical attentionto the details of teaching and learning; and mindful attention to theeconomics of the business of education.

This collection is for anyone interested in the use of mobiletechnology for various distance learning applications. Readers willdiscover how to design learning materials for delivery on mobiletechnology and become familiar with the best practices of othereducators, trainers, and researchers in the field, as well as the mostrecent initiatives in mobile learning research. Businesses andgovernments can learn how to deliver timely information to staff usingmobile devices. Professors can use this book as a textbook for courseson distance education, mobile learning, and educational technology.

Online Distance Education: Towards a Research Agenda offersa systematic overview of the major issues, trends, and areas ofpriority in online distance education research. In each chapter, aninternational expert or team of experts provides an overview of onetimely issue in online distance education, summarizing major researchon the topic, discussing theoretical insights that guide the research,posing questions and directions for future research, and discussing theimplications for distance education practice as a whole. Intended as aprimary reference and guide for distance educators, researchers, andpolicymakers, Online Distance Education addresses aspects ofdistance education practice that have often been marginalized,including issues of cost and economics, concerns surrounding socialjustice, cultural bias, the need for faculty professional development,and the management and growth of learner communities. At once soundlyempirical and thoughtfully reflective, yet also forward-looking andopen to new approaches to online and distance teaching, this text is asolid resource for researchers in a rapidly expanding discipline.