Table of Contents
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
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
Chapter 6: Understanding technology in education
Chapter 7: Pedagogical differences between media
Chapter 8: Choosing and using media in education: the SECTIONS model
Chapter 9: Modes of delivery
Chapter 10: Trends in open education
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
Appendix 2: Questions to guide media selection and use
Appendix 3 Online learning quality standards, organisations and research
Appendix 4: Independent reviews
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