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How Education Works: Teaching, Technology, and Technique (Issues in Distance Education)
by Jon DronIn 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.
Learning in Virtual Worlds: Research and Applications
by Barney Dalgarno Belinda Tynan Mark J.W. Lee Sue GregoryThree-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 like Second Life, OpenSimulator, and Open Wonderland 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 authoritative collection, 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, such as user wayfinding in Second Life, communication modes and perceived presence, 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. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field. Contributors include Paul M. Baker, Francesca Bertacchini, Leanne Cameron, Chris Campbell, Helen S. Farley, Laura Fedeli, Sue Gregory, Christopher Hardy, Bob Heller, Vicki Knox, Shailey Minocha, Jessica Pater, Margarita Pérez García, Mike Procter, Torsten Reiners, Paul Resta, Corbin Rose, Miri Shonfeld, Ann Smith, Layla F. Tabatabaie, Assunta Tavernise, Robert L. Todd, Steven Warburton, and Stephany F. Wilkes.
Legal Literacy: An Introduction to Legal Studies
by Archie ZariskiTo understand how the legal system works, students must consider the law in terms of its structures, processes, language, and modes of thought and argument—in short, they must become literate in the field. Legal Literacy fulfills this aim by providing a foundational understanding of key concepts such as legal personhood, jurisdiction, and precedent, and by introducing students to legal research and writing skills. Examples of cases, statutes, and other legal materials support these concepts. While Legal Literacy is an introductory text, it also challenges students to consider critically the system they are studying. Touching on significant socio-legal issues such as access to justice, legal jargon, and plain language, Zariski critiques common legal traditions and practices, and analyzes what it means “to think like a lawyer.” As such, the text provides a sound basis for those who wish to pursue further studies in law or legal studies as well as those seeking a better understanding of how the legal field relates to the society that it serves.
A Metaphoric Mind: Selected Writings of Joseph Couture
by Ruth Couture Virginia McgowanDr. Joseph Couture (1930–2007), known affectionately as "Dr. Joe," stood at the centre of some of the greatest political, social, and intellectual struggles of Aboriginal peoples in contemporary Canada. A profound thinker and writer, as well as a gifted orator, he easily walked two paths, as a respected Elder and traditional healer and as an educational psychologist, one of the first Aboriginal people in Canada to receive a PhD. His work challenged and transformed long-held views of Canada's Indigenous peoples, and his vision and leadership gave direction to many of the current fields of Aboriginal scholarship. His influence extended into numerous areas—education, addictions and mental health treatment, community development, restorative justice, and federal correctional programming for Aboriginal peoples. With a foreword by Lewis Cardinal, A Metaphoric Mind brings together for the first time key works selected from among Dr. Joe's writings, published and unpublished. Spanning nearly thirty years, the essays invite us to share in his transformative legacy through a series of encounters, with Aboriginal spirituality and ancestral ways of knowing, with Elders and their teachings, with education and its role in politicization, self-determination, and social change, and with the restorative process and the meaning of Native healing.
Metaphors of Ed Tech (Issues in Distance Education)
by Martin WellerThe criticisms leveled at online education during the Covid-19 pandemic revealed not only a lack of understanding about how educational technology can be deployed effectively, but a lack of imagination. In this refreshing and insightful volume, Martin Weller provides new ways of thinking about educational technology through a wide range of metaphors. By using metaphors as a mental model, Weller enables educators to move beyond pragmatic concerns into more imaginative and playful uses of technology and to critically examine the appropriate implementation and adoption of ed tech.
Online Distance Education: Towards a Research Agenda
by Olaf Zawacki-Richter Terry AndersonOnline Distance Education: Towards a Research Agenda provides a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter an international expert or team of experts provides an overview of one relevant issue in online distance education, discussing theoretical insights that guide the research, summarizing major research on the topic, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education takes care to address aspects of distance education practice that until now have often been marginalized, including issues of cost and economics, social justice implications, cultural impacts, faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.
An Online Doctorate for Researching Professionals: Program Design, Implementation, and Evaluation (Issues in Distance Education)
by Swapna Kumar Kara DawsonThe 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.
Principles of Blended Learning: Shared Metacognition and Communities of Inquiry (Issues in Distance Education)
by Norman D. Vaughan Deborah Dell Martha Cleveland-Innes D. Randy GarrisonThe rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.
Sharing Breath: Embodied Learning and Decolonization
by Sheila Batacharya Yuk-Lin Renita WongTreating bodies as more than discursive in social research can feel out of place in academia. As a result, embodiment studies remain on the outside of academic knowledge construction and critical scholarship. However, embodiment scholars suggest that investigations into the profound division created by privileging the mind-intellect over the body-spirit are integral to the project of decolonization. The field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.
The Teacher and the Superintendent: Native Schooling in the Alaskan Interior, 1904-1918
by Barbara Grigor-Taylor George E. Boulter IIFrom its inception in 1885, the Alaska School Service was charged with the assimilation of Alaskan Native children into mainstream American values and ways of life. Working in the missions and schools along the Yukon River were George E. Boulter and Alice Green, his future wife. Boulter, a Londoner originally drawn to the Klondike, had begun teaching in 1905 and by 1910 had been promoted to superintendent of schools for the Upper Yukon District. In 1907, Green left a comfortable family life in New Orleans to answer the “call to serve” in the Episcopal mission boarding schools for Native children at Anvik and Nenana, where she occupied the position of government teacher. As school superintendent, Boulter wrote frequently to his superiors in Seattle and Washington, DC, to discuss numerous administrative matters and to report on problems and conditions overall.From 1906 to 1918, Green kept a personal journal—hitherto in private possession—in which she reflected on her professional duties and her domestic life in Alaska. Collected in The Teacher and the Superintendent are Boulter’s letters and Green’s diary. Together, their vivid, first- hand impressions bespeak the earnest but paternalistic beliefs of those who lived and worked in immensely isolated regions, seeking to bring Christianity and “civilized” values to the Native children in their care. Beyond shedding private light on the missionary spirit, however, Boulter and Green have also left us an invaluable account of the daily conflicts that occurred between church and government and of the many injustices suffered by the Native population in the face of the misguided efforts of both institutions..
Teaching Crowds: Learning and Social Media
by Jon Dron Terry AndersonWithin the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.
Teaching Health Professionals Online: Frameworks and Strategies
by Sherri Melrose Caroline Park Beth PerryTeaching Health Professionals Online: Frameworks and Strategies is a must-read for professionals in the health care field who strive to deliver excellence in their online classes. Intended for a wide range of professionals, including nurses, social workers, occupational and radiation therapists, chiropractors, dietitians, and dental hygienists, this compendium of teaching strategies will inspire both new and experienced instructors in the health professions. In addition to outlining creative, challenging activities with step-by-step directions and explanations of why they work, each chapter in the text situates practice within the context of contemporary educational theories such as instructional immediacy, invitational theory, constructivism, connectivism, transformative learning, and quantum learning theory. Melrose, Park, and Perry also address other issues familiar to those who have taught online courses. How can a distance instructor build teacher-student relationships? How does one transform the assumptions often held by students in the health fields from the confines of the virtual classroom? Most importantly, how can the instructor support his or her students in their future pursuits of knowledge and their development as competent professionals? By considering these and other concerns, this handbook aims to help instructors increase student success and satisfaction, which, the authors hope, will ultimately produce the best possible patient care.
Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry
by Norman D. Vaughan Martha Cleveland-Innes D. Randy GarrisonTeaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.
The Theory and Practice of Online Learning
by Terry AndersonIn this important collection of essays by practitioners and scholars that has been downloaded nearly half a million times is an overview of some of the most pressing issues in online education. By addressing transformations arising from educational technology advances and the new business conditions and modes of delivery of education, the contributors to The Theory and Practice of Online Learning provide insights into this complex, diverse, and rapidly evolving field.
Valences of Interdisciplinarity: Theory, Practice, Pedagogy
by Raphael FoshayThe modern university can trace its roots to Kant's call for enlightened self-determination, with education aiming to produce an informed and responsible body of citizens. As the university evolved, specialized areas of investigation emerged, enabling ever more precise research and increasingly nuanced arguments. In recent decades, however, challenges to the hegemony of disciplines have arisen, partly in response to a perceived need for the university to focus greater energy on its public vocation—teaching and the dissemination of knowledge. Valences of Interdisciplinarity presents essays by an international array of scholars committed to enhancing our understanding of the theoretical underpinnings and the practical realities of interdisciplinary teaching and research. What is, and what should be, motivating our reflections on (and practice of) approaches that transcend the conventional boundaries of discipline? And in adopting such transdisciplinary approaches, how do we safeguard critical methods and academic rigour? Reflecting on the obstacles they have encountered both as thinkers and as educators, the authors map out innovative new directions for the interdisciplinary project. Together, the essays promise to set the standards of the debate about interdisciplinarity for years to come.
The Book of Things (Lannan Translations Selection Series #18)
by Ales StegerFrom his first book of poems, Chessboards of Hours (1995), Aleš Šteger has been one of Slovenia's most promising poets. The philosophical and lyrical sophistication of his poems, along with his work as a leading book editor and festival organizer, quickly spread Šteger's reputation beyond the borders of Slovenia. The Book of Things is Šteger's most widely praised book of poetry and his first American collection. The book consists of fifty poems that look at "things" (i.e. aspirin, chair, cork) which are transformed by Šteger's unique poetic alchemy.Translator Brian Henry is a distinguished poet, translator, editor, and critic.From Publisher’s Weekly:Steger’s efforts sometimes bring to mind such Western European figures as Francis Ponge and Craig Raine, who also sought to make household things look new and strange. Yet Steger brings a melancholy Central European sense of history- his objects tend to remember, or cause, great pain: "It pours, this poisonous, sweet force,” Steger writes of "Saliva,” "Between teeth, when you spit your own little genocide.” (Nov.)From Guernica, a Magazine of Art and Politics:It is a rare treat to have an English translation before the ink has dried on the original. By which I mean, a mere five years after the book’s Slovenian publication, Brian Henry has brought these poems to life for those of us not lucky enough to read Slovenian. Henry’s translations are impressive for sheer acrobatics.
Circuser Meye (সার্কাসের মেয়ে)
by Ypsa Writersএই বইয়ের গল্পটি বেশ প্রাণবন্ত এবং আকর্ষণীয়। এখানে বিনোদনের মাধ্যমে শিক্ষণীয় বিষয়গুলো তুলে ধরা হয়েছে। এ ছাড়া কিশোর, পরিবারের সদস্য, মাতা-পিতা, শিক্ষক, সমাজের গণ্যমান্য ব্যক্তিবর্গ এবং স্বাস্থ্যকর্মীসহ অন্য সকলে যারা বিষয়টির সাথে জড়িত তাদের জন্যও বেশ কিছু তথ্য এতে রয়েছে। একজন মানুষকে জীবনে অনেকগুলো ধাপ পার হতে হয়। ১০ থেকে ১৯ বছর বয়সের মধ্যে কিশোর-কিশোরীরা শারীরিক ও মানসিকভাবে বড় হয় এবং তাদের মধ্যে ব্যাপক পরিবর্তন আসে। এ সময়ে তারা খুব কৌতূহলী ও চঞ্চল থাকে। তবে শারীরিক পরিবর্তন, মানসিক চাপ ও দুঃশ্চিতা কাটিয়ে ওঠাসহ বিভিন্ন ধরনের আবেগ প্রবণতা ও সামাজিক সমস্য কিভাবে সমাধান করা যায় তা শেখার এটাই সঠিক সময়।
Nirapod Matritta
by Ypsa Writersএকজন প্রসূতি মা কিভাবে নিরাপদে সন্তান প্রসব করবে ও পরিচর্চা করবে এবং ১-৩ বছরের শিশুকে কিভাবে সেবা, যত্ন ও লালন পালন করবে তার গাইড লাইন।
Peer Education Aid to Sexual and Reproductive Health Rights for Young People
by Ypsa Writersযৌন ও প্রজনন স্বাস্থ্য একটি স্পর্শকাতর বিষয়, যা বড়রা সহজে তাদের বয়সী ছোট যারা, তাদের সাথে আলোচনা করতে পারেনা এবং স্বাচ্ছন্দ্যবোধ করেনা। কিন্তু বিষয়গুলি কিশোর-কিশোরী/যুবক-যুবতীর জানা একান্ত প্রয়োজনীয়, কেননা আমাদের দেশের শিক্ষা প্রতিষ্ঠানগুলোতে এই ধরনের শিক্ষা পদ্ধতি চালু নেই। পিয়ার এডুকেশন এমন একটি পদ্ধতি, যেখানে কিশোর-কিশোরী/যুবক-যুবতীরা সহজেই তাদের বন্ধু-বান্ধবীদের সাথে তাদের মনের কথাগুলো বলতে পারে। পিয়ার এডুকেশন অধিবেশন পদ্ধতিতে যৌন ও প্রজনন স্বাস্থ্য বিষয়ক তথ্য পিয়ার এডুকেটরের মাধ্যমে জানতে পারে এবং নিজেদের মধ্যে আলোচনার মাধ্যমে নিজেদের দক্ষতা বাড়াতে পারে।
Las olas del destino: Serie Jamaica V. II
by Sarah Lark Susana Andrés FontIsla de Jamaica, 1753. Deirdre, la hija de la inglesa Nora Fortnam y del esclavo Akwasi, lleva una vida protegida en la plantación de su madre y de su padre adoptivo. Pese a los orígenes poco claros de la joven, los muchachos de la isla beben los vientos por ella. Deirdre, sin embargo, no siente el menor interés por ninguno de ellos hasta que el joven médico Victor Dufresne pide su mano. Tras una espléndida ceremonia nupcial, la pareja de recién casados zarpa hacia Saint-Domingue, en La Española. Los sucesos que allí acontecerán transformarán sus vidas por completo… «Como era la primera vez que navegaba, Deirdre observó llena de emoción que el barco zarpaba y se dirigía a alta mar mientras la orilla de Jamaica se iba haciendo más diminuta hasta desaparecer en el horizonte. Victor la había rodeado con el brazo para consolarla, pero para Deirdre era más fuerte el ansia de aventura que la pena por la despedida. Pasó el día en cubierta y celebró la presencia de los delfines que acompañaban la embarcación. -Delante de La Española también verás ballenas -anunció Victor-. Van para celebrar la boda. Por fortuna son pacíficas. En caso contrario habría que tenerles miedo, son casi tan grandes como nuestro barco. -¡Qué bonito que todos celebren las bodas! -exclamó Deirdre riendo-. Ay, Victor, desde que estoy contigo tengo la impresión de que toda mi vida es una gran fiesta.»
Porque te quiero: Educar con amor y mucho más
by Carlos Goñi Zubieta Pilar Guembe MañeruTodos los padres quieren a sus hijos, pero no todos saben quererlos. Hay que saber administrar el amor: amar con cabeza, que no significa quererlos menos, sino al contrario, supone un plus afectivo por nuestra parte. En esta tarea no se puede ir con tiento sino que hay que derrochar cariño por los cuatro costados, pero sin malgastarlo, o lo que es lo mismo, sin gastarlo mal.Malgastar el amor que damos a nuestros hijos significa no invertirlo adecuadamente, canjearlo por un activo atractivo pero ineficaz. Quererlos es fácil, lo hacemos de forma natural, pero lo que ellos necesitan es que se les quiera bien, que se invierta ese capital inmenso en una cuenta a largo plazo que reporte los intereses no en los padres sino en los hijos.El libro de Pilar y Carlos da muchas pistas para afrontar los pequeños retos cotidianos tan decisivos en la educación de los hijos. Estructurado en cuatro partes (Porque quiero que seas independiente, Porque quiero que seas capaz, Porque quiero que seas tú, Porque quiero que seas feliz), aporta ideas muy prácticas para que los padres no caigamos en errores tan inconscientes como habituales (Situaciones a evitar).Pilar y Carlos (Pamplona, 1963) están casados y son padres de Adrián y Paula. Llevan más de 20 años dedicados a la enseñanza, durante los cuales han acumulado mucha experiencia tanto en el trato con padres como con alumnos. Pilar es pedagoga y trabaja como profesora y orientadora. Carlos es doctor en filosofía y escritor. Juntos imparten conferencias y asesoran en temas educativos. Escriben artículos en diferentes medios y son autores de No se lo digas a mis padres y No me ralles, donde afrontan los conflictos más comunes entre los adolescentes. En este libro se centran en la etapa más decisiva en la educación de los hijos (desde los 0 a los 12 años). Quieren motivar a los padres a educar con amor y mucho más?
Programa Taldeka para la convivencia escolar
by Luis De la Herrán GascónEste programa de convivencia escolar pretende ser un material de referencia flexible y adaptable a la realidad de cada centro educativo. El Taldeka (agrupados) de Luis de la Herrán Gascón, es un programa integrador e integral. Las familias, el profesorado y el personal no docente son parte indispensable para propiciar una convivencia escolar en armonía.El diálogo, la comunicación efectiva, la participación democrática, el aprendizaje experiencial y la inteligencia emocional son los valores que soportan las actividades y experiencias que proponemos. Desde las herramientas que nos ofrece la gestión alternativa de conflictos, como la mediación, el world café o los diálogos apreciativos, se presentan actividades creativas de prevención e intervención en conflictos, algunas tan arriesgadas como efectivas.Los cuestionarios Taldeka de evaluación nos ayudarán a conocer, antes y después de la puesta en marcha de las actividades, la opinión de los protagonistas sobre la situación actual de cada centro. El profesorado encontrará en este libro ideas sugerentes, el alumnado actividades que mejorarán sus lazos de unión, las familias propuestas innovadoras; y el personal no docente y de servicios, su voz y su voto en la convivencia escolar hasta ahora negada.Luis de la Herrán Gascón psicólogo por la Universidad de Deusto, especialista en Psicología Clínica. Máster en terapia de conducta, trabaja como psicólogo clínico desde 1997 en el Centro Delta Psicología. Es miembro de la Comisión de Psicología Clínica y de la Salud del Colegio Oficial de Psicólogos de Bizkaia, terapeuta acreditado por la Asociación Española de Psicología conductual y miembro de la Sociedad Española para el avance de la psicología clínica y de la salud. Mediador en empresas y organizaciones. Máster en mediación y gestión de conflictos por la Universidad Autónoma de Barcelona. Director técnico en Zubika Mediación S. Coop. Pequeña.
Sita's Story
by Jacqueline Suthren HirstSeries Editor: Professor Julius Lipner, The Divinity School, University of Cambridge "Sita" is an ideal, an inspiration, an icon. Aimed primarily at high school students, this book may surprise many adults with its balanced, contemporary interpretation from one of the greatest cultural epics of all time, the Ramayana. This is the first volume in 'INDIC VALUES SERIES' published in collaboration with the Divinity School, Cambridge University.