I: Interaction | Teaching in a Digital Age

Appendix 2: Questions to guide media selection and use

I: Interaction

30. In terms of the skills I am trying to develop, what kinds of interaction will be most useful? What media or technology could I use to facilitate that kind of interaction?

31. In terms of the effective use of my time, what kinds of interaction will produce a good balance between student comprehension and student skills development, and the amount of time I will be interacting personally or online with students?

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- Scenario A: A university professor addresses change
- About the book – and how to use it
- About the author
- Other books by the author
- Updates and revisions
Chapter 1: Fundamental Change in Education
- 1.1 Structural changes in the economy: the growth of a knowledge society
- 1.2 The skills needed in a digital age
- 1.3 Should education be tied directly to the labour market?
- 1.4 Change and continuity
- 1.5 The impact of expansion on teaching methods
- 1.6 Changing students, changing markets for higher education
- 1.7 From the periphery to the center: how technology is changing the way we teach
- 1.8 Navigating new developments in technology and online learning
Chapter 2: The nature of knowledge and the implications for teaching
- Scenario C: A pre-dinner party discussion
- 2.1 Art, theory, research, and best practices in teaching
- 2.2 Epistemology and theories of learning
- 2.3 Objectivism and behaviourism
- 2.4 Cognitivism
- 2.5 Constructivism
- 2.6 Connectivism
- 2.7 Is the nature of knowledge changing?
- 2.8 Summary
Chapter 3: Methods of teaching: campus-focused
- Scenario D: A stats lecturer fights the system
- 3.1 Five perspectives on teaching
- 3.2 The origins of the classroom design model
- 3.3 Transmissive lectures: learning by listening
- 3.4 Interactive lectures, seminars, and tutorials: learning by talking
- 3.5 Apprenticeship: learning by doing (1)
- 3.6 Experiential learning: learning by doing (2)
- 3.7 The nurturing and social reform models of teaching: learning by feeling
- 3.8 Main conclusions
Chapter 4: Methods of teaching with an online focus
- Scenario E: Developing historical thinking
- 4.1 Online learning and teaching methods
- 4.2 Old wine in new bottles: classroom-type online learning
- 4.3 The ADDIE model
- 4.4 Online collaborative learning
- 4.5 Competency-based learning
- 4.6 Communities of practice
- Scenario F: ETEC 522: Ventures in e-Learning
- 4.7 ‘Agile’ Design: flexible designs for learning
- 4.8 Making decisions about teaching methods
Chapter 5: MOOCs
- 5.1 Brief history
- 5.2 What is a MOOC?
- 5.3 Variations in MOOC designs
- 5.4 Strengths and weaknesses of MOOCs
- 5.5 Political, social and economic drivers of MOOCs
- 5.6 Why MOOCs are only part of the answer
- Scenario G: How to cope with being old
Chapter 6: Understanding technology in education
- 6.1 Choosing technologies for teaching and learning: the challenge
- 6.2 A short history of educational technology
- 6.3 Media or technology?
- 6.4 Broadcast vs communicative media
- 6.5 The time and space dimensions of media
- 6.6 Media richness
- 6.7 Understanding the foundations of educational media
Chapter 7: Pedagogical differences between media
- 7.1 Thinking about the pedagogical differences of media
- 7.2 Text
- 7.3 Audio
- 7.4 Video
- 7.5 Computing
- 7.6 Social media
- 7.7 A framework for analysing the pedagogical characteristics of educational media
Chapter 8: Choosing and using media in education: the SECTIONS model
- 8.1 Models for media selection
- 8.2 Students
- 8.3 Ease of Use
- 8.4 Cost
- 8.5 Teaching and media selection
- 8.6 Interaction
- 8.7 Organisational issues
- 8.8 Networking
- 8.9 Security and privacy
- 8.10 Deciding
Chapter 9: Modes of delivery
- 9.1 The continuum of technology-based learning
- 9.2 Comparing delivery methods
- 9.3 Which mode? Student needs
- 9.4 Choosing between face-to-face and online teaching on campus
- 9.5 The future of the campus
Chapter 10: Trends in open education
- Scenario H: Watershed management
- 10.1 Open learning
- 10.2 Open educational resources (OER)
- 10.3 Open textbooks, open research and open data
- 10.4 The implications of ‘open’ for course and program design: towards a paradigm shift?
Chapter 11: Ensuring quality teaching in a digital age
- 11.1 What do we mean by quality when teaching in a digital age?
- 11.2 Nine steps to quality teaching in a digital age
- 11.3 Step One: Decide how you want to teach
- 11.4 Step two: what kind of course or program?
- 11.5 Step three: work in a team
- 11.6 Step four: build on existing resources
- 11.7 Step five: master the technology
- 11.8 Step six: set appropriate learning goals
- 11.9 Step seven: design course structure and learning activities
- 11.10 Step eight: communicate, communicate, communicate
- 11.11 Step nine: evaluate and innovate
- 11.12 Building a strong foundation of course design
Chapter 12: Supporting teachers and instructors in a digital age
- 12.1 Are you a super-hero?
- 12.2 The development and training of teachers and instructors in a digital age
- 12.3 Learning technology support
- 12.4 Conditions of employment
- 12.5 Team teaching
- 12.6 An institutional strategy for teaching in a digital age
- 12.7 Building the future
- Scenario J: Stopping the flu
Appendix 1: Building an effective learning environment
- A.1 Integrating design principles within a rich learning environment
- A.2 What is a learning environment?
- A.3 Learner characteristics
- A.4 Managing content
- A.5 Developing skills
- A.6 Learner support
- A.7 Resources
- A.8 Assessment of learning
- A.9 Culture and learning environments
Appendix 2: Questions to guide media selection and use
- S: Who are your students?
- E: Ease of use
- C: What is the cost in money and time?
- T: Teaching and other pedagogical factors
- I: Interaction
- O: Organisational issues
- N: Networking
- S: Security and privacy
Appendix 3 Online learning quality standards, organisations and research
Appendix 4: Independent reviews
- The independent review process
- A review from a faculty perspective: Professor James Mitchell
- A review from an open and distance education perspective: Sir John Daniel
- A review from a digital education perspective: Digital Education Strategies, Ryerson University
- MERLOT II Peer Review
Feedback on Activities
- Activity 1.8 Main conclusions from Chapter 1
- Activity 6.1 How many technologies can you see in Figure 6.1?
- Activity 6.4 Broadcast or communicative
- Bibliography