Support for Online Pedagogy @ NNMC: Books

Educators and researchers worldwide are confronted by a tantalizing challenge - how should contemporary technologies be used to enhance learning? This book provides a broad academic and teaching audience with an integrated understanding of learning technology research, and how it can be used to enhance the design of learning environments. After laying pedagogical, technological and content foundations, it examines research relating to the educational use of Web 2.0, social networking, mobile devices and virtual worlds. Analysis across these contexts leaves readers with a nuanced understanding of how technology-enhanced learning design principles may (or may not) be abstracted across different learning technology environments.

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities.

This book focuses on approaches to teaching and learning that integrate emerging technologies to enhance the quality of education. It brings together conceptual and empirical insights to elaborate on the design of effective programs, educational policies and educational administration requirements.The chapters cover topics such as social media's use in learning, virtual learning, innovative pedagogy, data mining, massive open online courses (MOOCs) and sustainable education. Special emphasis is placed on virtual and augmented reality (VR/AR), and the use of electronic devices such as tablets and smartphones in the classroom.

A collection of theoretical perspectives and case studies aimed at teaching nineteenth-century American literature using digital humanities tools and methods. Authors discuss and illustrate how digital pedagogies deepen student learning. Divided into five sections, Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century.

The world of higher education is entering a new phase in its history. Now, and in the coming decades, the ubiquitous role of digital technology will dramatically influence the manner in which teaching and learning are designed and delivered. This book encourages faculty to adopt a proactive stance in relation to technology through the use of engaging digital tools that promote skill acquisition and inspire critical thinking in today's college students (and tomorrow's leaders). The book delineates a conceptual model for digital learning, and provides specific examples of digital tools and their.

The aim of this book is to enrich the knowledge of educators, specifically academics in higher education with regard to online learning. The text deals with the creation, development, management and updating of online courses. The book focuses on unraveling the complexities of Information and Communications Technology and explaining the integration of technology into educational activity to faculty. The text is grounded in long-term academic experience in the management of online courses as well as in assisting lecturers with their educational technology problems. This book introduces innovative models that meet the educational needs of active learning, feedback-based learning, online learning (which can completely replace face-to-face learning), computer-assisted assessment, and training to manage online courses.

"Learning in the Age of Digital Reason contains 16 in-depth dialogues between Petar Jandric and leading scholars and practitioners in diverse fields of history, philosophy, media theory, education, practice, activism, and arts. The book creates a postdisciplinary snapshot of our reality, and the ways we experience that reality, at the moment here and now. It historicises our current views to human learning, and experiments with collective knowledge making and the relationships between theory and practice.

With digital screens becoming increasingly ubiquitous in the lives of children, from their homes to their classrooms, understanding the influence of these technologies on the ways children read takes on great importance. The aim of this volume is to examine how advances in technology are shaping children's reading skills and development. This volume explores the influence of various aspects of digital texts, the child's cognitive and motivational skills, and the child's environment on reading development in digital contexts. Each chapter draws upon the expertise of scientists and researchers across countries and disciplines to review what is currently known about the influence of technology on reading, how it is studied, and to offer new insights and research directions based on recent work.

This innovative text demonstrates how nursing professionals can develop virtual relationships that encompass caring and understanding in professional, teaching/learning, and everyday cyber communications. It describes how caring and love can transcend distance, space, and time in our increasingly 'virtual' world in order to preserve the basic fabric of humanity as we physically interact less and electronically interact more. Straightforward and concise, the text offers specific practices for teachers, students, and professionals that support caring in a digital world along with practical examples that enable readers to envision ways to create their own caring online presence

Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education--primarily learner isolation and student disengagement--has resulted in considerable investments in virtual world platforms by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool. In this a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks.

In this collection, the authors put forth different philosophical conceptions of "hacking education" in response to the educational, societal, and technological demands of the 21st century. Teacher Educators are encouraged to draw on the collection to rethink how "hacking education" can be understood simultaneously as a "praxis" informed by desires for malice, as well as a creative site for us to reconsider the possibilities and limitations of teaching and learning in a digital era.

Awarded second place in the 2013 AJN Book of the Year Awards in the Information Technology/Informatics category ìThe passion, caring, and inspiration of the authors are reflected and demonstrated in each and every chapterÖCompiling all of the authorsí lessons learned, teaching-learning strategies, and in-depth research and exploration of their topics, this book is an excellent guide for nursing faculty just getting started with simulations or is validation for faculty who are already using this pedagogy.

A comprehensive textbook for integrating computer technology into the classroom. Experienced contributors discuss the growing role of technology in teaching students with exceptional learning needs. This textbook addresses classroom technology through multiple lenses: special and multicultural education. This background will help readers determine how and when to use technology for the most effective educational experience. Topics include using the combination of computer hardware and specific software programs to deliver evidence-based teaching strategies as supplemental instruction. Computer-Based Technology breaks down teaching methods by addressing the most critical academic areas: reading, writing, mathematics, S.T.E.M., and social studies.

This volume brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with, or to consider how the confluence of interest and action among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all--where "all" is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted.

In a rapidly changing world the importance of creativity is more apparent than ever. As a result, creativity is now essential in education. Creative Dimensions of Teaching and Learning in the 21st Century appeals to educators across disciplines teaching at every age level who are challenged daily to develop creative practices that promote innovation, critical thinking and problem solving. Educators from different disciplines focus on theoretical and practical strategies for teaching creatively in contexts ranging from mathematics to music, art education to second language learning, aboriginal wisdom to technology and STEM. They explore and illustrate deep learning that is connected to issues vital in education - innovation, identity, engagement, relevance, interaction, collaboration, on-line learning, dynamic assessment, learner autonomy, sensory awareness, social justice, aesthetics, critical thinking, digital media, multi-modal literacy and more.

Leading scholars from a variety of disciplines explore the future of education, including social media usage, new norms of knowledge, privacy, copyright, and MOOCs. How are widely popular social media such as Facebook, Twitter, and Instagram transforming how teachers teach, how kids learn, and the very foundations of education? What controversies surround the integration of social media in students' lives? The past decade has brought increased access to new media, and with this new opportunities and challenges for education. In this book, leading scholars explore the digital transformation now taking place in a variety of educational contexts. The contributors examine such topics as social media usage in schools, online youth communities, and distance learning in developing countries; the disruption of existing educational models of how knowledge is created and shared; privacy; accreditation; and the tension between the new ease of sharing and copyright laws.

Many schools and programs in low-income neighborhoods lack access to the technological resources, including equipment and Internet service, that those in middle- and upper-income neighborhoods have at their fingertips. This inequity creates a persistent digital divide--not a simple divide in access to technology per se, but a divide in both formal and informal digital literacy that further marginalizes youths from low-income, minoritized, and first-generation communities. Diversifying Digital Learning outlines the pervasive problems that exist with ensuring digital equity and identifies successful strategies to tackle the issue.

The world of higher education is entering a new phase in its history. Now, and in the coming decades, the ubiquitous role of digital technology will dramatically influence the manner in which teaching and learning are designed and delivered. This book encourages faculty to adopt a proactive stance in relation to technology through the use of engaging digital tools that promote skill acquisition and inspire critical thinking in today's college students (and tomorrow's leaders). The book delineates a conceptual model for digital learning, and provides specific examples of digital tools and their.

For many learners assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although negative student reactions to evaluation have been noted, assessment has provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate is this data and has it informed practice or been fully incorporated into the learning cycle? Conrad and Open argue that the potential in many of the new learning environments to alter and improve assesment has yet to be explored by educators and students. In their investigation of assessment methods and learning approaches, Conrad and Openo aim to explore assessment that engages learners and authentically evaluates education. They insist that moving to new learning environments, specifically those online and at a distance, afford educators opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of delivering education in the digital age.

Educators and researchers worldwide are confronted by a tantalizing challenge - how should contemporary technologies be used to enhance learning? This book provides a broad academic and teaching audience with an integrated understanding of learning technology research, and how it can be used to enhance the design of learning environments. After laying pedagogical, technological and content foundations, it examines research relating to the educational use of Web 2.0, social networking, mobile devices and virtual worlds. Analysis across these contexts leaves readers with a nuanced understanding of how technology-enhanced learning design principles may (or may not) be abstracted across different learning technology environments. Providing an integrated portrayal of learning technology research enables educators to immediately adopt evidence-based approaches in their teaching.

Starting with a simple four-step process (get started, get ready, get buy-in, and get going), this complete guide helps you select the right technology, then offers detailed sections on how to design content, develop activities, and work with both facilitators and producers.

It is essential that teachers identify the unique needs of today's virtual middle level students and find ways to address these needs within this digital context. This book volume will explore resources centered on the growing world of virtual education and its implications for the middle level learner, middle level classroom, and middle level educator. It is our aim to provide virtual teachers and teacher educators the tools and information necessary to address the needs of middle level learners within blended or virtual classrooms.

Mobile technologies can facilitate different kinds of learning, in a range of contexts. They can also enable innovative and powerful ways of participating in collaborative learning. This book examines the ways in which mobile technologies may contribute to, change, or disrupt literacy learning in children up to the age of twelve. Also explored is the impact mobile technologies may have on literacy definitions and practices; learning environments; student, parent and teacher roles and interactions; power relations in education; and social and material interactions.

Examines the library's role in the development, implementation, and instruction of successful digital humanities projects. It pays special attention to the critical role of librarians in building sustainable programs. It also examines how libraries can support the use of digital scholarship tools and techniques in undergraduate education. Academic libraries are nexuses of research and technology; as such, they provide fertile ground for cultivating and curating digital scholarship. However, adding digital humanities to library service models requires a clear understanding of the resources and skills required. Integrating digital scholarship into existing models calls for a reimagining of the roles of libraries and librarians. In many cases, these reimagined roles call for expanded responsibilities, often in the areas of collaborative instruction and digital asset management, and in turn these expanded responsibilities can strain already stretched resources. This text provides practical solutions to the challenges of successfully incorporating digital humanities programs into existing library services. Its authors argue that librarians are critical resources for teaching digital humanities to undergraduate students and that libraries are essential for publishing, preserving, and making accessible digital scholarship.

The proliferation of communication channels in this digital era requires a fundamental re-thinking of the nature of literacy and the pedagogy of literacy teaching and teacher education. This text brings together papers by experts in teacher education, literacy, and information technology to help chart a way forward in this complex area.

As digital and mobile technologies are developing further, higher education institutions must embrace these developments to meet the needs of their learners and to not become irrelevant. In higher education, disruptive effects are mainly visible on a program/product level, with an increasing number of programs including some element of online education. Disruptive effects also become evident on a pedagogical level, where student engagement, collaboration and social learning, competency-based learning, teacher training, and overcoming geosocial divides are high on the agenda. This book considers the effect of online elements and their design on university business models and internationalization, course design, massive open online courses (MOOCs), and the scalability of online programs. It also explores how higher education institutions across the globe respond and react to the challenges and opportunities evolving in online education.

Provides a venue for researchers to share their work on mobile learning with a focus on uses for mobiles in informal settings and PK-20 classrooms, language learning, mobile gaming, leadership and policy issues, and what mobile learning in the future may be.

Educational systems worldwide are facing an enormous shift as a result of sociocultural, political, economic, and technological changes. The technologies and practices that have developed over the last decade have been heralded as opportunities to transform both online and traditional education systems. While proponents of these new ideas often postulate that they have the potential to address the educational problems facing both students and institutions and that they could provide an opportunity to rethink the ways that education is organized and enacted, there is little evidence of emerging technologies and practices in use in online education. Because researchers and practitioners interested in these possibilities often reside in various disciplines and academic departments the sharing and dissemination of their work across often rigid boundaries is a formidable task. The contributors to this collection harness the dispersed knowledge in online education to provide a one-stop locale for work on emergent approaches in the field. Their conclusions will influence the adoption and success of these approaches to education and will enable researchers and practitioners to conceptualize, critique, and enhance their understanding of the foundations and applications of new technologies.

An intimate look at how children network, identify, learn and grow in a connected world. Do today's youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world? The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers' perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worlds--in school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portraying the texture of the students' everyday lives, The Class seeks to understand how the structures of social class and cultural capital shape the development of personal interests, relationships and autonomy. Providing insights into how young people's social, digital, and learning networks enable or disempower them, Livingstone and Sefton-Green reveal that the experience of disconnections and blocked pathways is often more common than that of connections and new opportunities.

Management Futures Category Building Digital Culture aims to answer a simple question: How can organizations succeed when the environment they operate in is changing so quickly? The last thing businesses need today is a digital strategy. Instead, their strategy needs to be fit for our fast-changing digital world, where businesses have more data than they know what to do with, a media landscape that's exploded in size and complexity, the risk of a new disruption around every corner, and only one certainty: that this change won't let up. Building Digital Culture doesn't address whether or not you should advertise on Facebook or invest in virtual reality. It doesn't seek to unearth a silver bullet to make digital investments a sure-thing. It steps back from the hype, and argues that whatever digital might mean for your business, if you don't create a digital culture you'll most likely fail, or at least fall short of what you want to achieve.