• 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