Contents

  1. Scenario A: A university professor addresses change

  2. About the book - and how to use it

  3. About the author

  4. Translations

  5. Other books by the author

  6. Updates and revisions

  7. Chapter 1: Fundamental Change in Education

    1. 1.1 Structural changes in the economy: the growth of a knowledge society

    2. 1.2 The skills needed in a digital age

    3. 1.3 Should education be tied directly to the labour market?

    4. 1.4 Change and continuity

    5. 1.5 The impact of expansion on teaching methods

    6. 1.6 Changing students, changing markets for higher education

    7. 1.7 From the periphery to the center: how technology is changing the way we teach

    8. 1.8 Navigating new developments in technology and online learning

  8. Chapter 2: The nature of knowledge and the implications for teaching

    1. Scenario C: A pre-dinner party discussion

    2. 2.1 Art, theory, research, and best practices in teaching

    3. 2.2 Epistemology and theories of learning

    4. 2.3 Objectivism and behaviourism

    5. 2.4 Cognitivism

    6. 2.5 Constructivism

    7. 2.6 Connectivism

    8. 2.7 Is the nature of knowledge changing?

    9. 2.8 Summary

  9. Chapter 3: Methods of teaching: campus-focused

    1. Scenario D: A stats lecturer fights the system

    2. 3.1 Five perspectives on teaching

    3. 3.2 The origins of the classroom design model

    4. 3.3 Transmissive lectures: learning by listening

    5. 3.4 Interactive lectures, seminars, and tutorials: learning by talking

    6. 3.5 Apprenticeship: learning by doing (1)

    7. 3.6 Experiential learning: learning by doing (2)

    8. 3.7 The nurturing and social reform models of teaching: learning by feeling

    9. 3.8 Main conclusions

  10. Chapter 4: Methods of teaching with an online focus

    1. Scenario E: Developing historical thinking

    2. 4.1 Online learning and teaching methods

    3. 4.2 Old wine in new bottles: classroom-type online learning

    4. 4.3 The ADDIE model

    5. 4.4 Online collaborative learning

    6. 4.5 Competency-based learning

    7. 4.6 Communities of practice

    8. Scenario F: ETEC 522: Ventures in e-Learning

    9. 4.7 'Agile' Design: flexible designs for learning

    10. 4.8 Making decisions about teaching methods

  11. Chapter 5: MOOCs

    1. 5.1 Brief history

    2. 5.2 What is a MOOC?

    3. 5.3 Variations in MOOC designs

    4. 5.4 Strengths and weaknesses of MOOCs

    5. 5.5 Political, social and economic drivers of MOOCs

    6. 5.6 Why MOOCs are only part of the answer

    7. Scenario G: How to cope with being old

  12. Chapter 6: Understanding technology in education

    1. 6.1 Choosing technologies for teaching and learning: the challenge

    2. 6.2 A short history of educational technology

    3. 6.3 Media or technology?

    4. 6.4 Broadcast vs communicative media

    5. 6.5 The time and space dimensions of media

    6. 6.6 Media richness

    7. 6.7 Understanding the foundations of educational media

  13. Chapter 7: Pedagogical differences between media

    1. 7.1 Thinking about the pedagogical differences of media

    2. 7.2 Text

    3. 7.3 Audio

    4. 7.4 Video

    5. 7.5 Computing

    6. 7.6 Social media

    7. 7.7 A framework for analysing the pedagogical characteristics of educational media

  14. Chapter 8: Choosing and using media in education: the SECTIONS model

    1. 8.1 Models for media selection

    2. 8.2 Students

    3. 8.3 Ease of Use

    4. 8.4 Cost

    5. 8.5 Teaching and media selection

    6. 8.6 Interaction

    7. 8.7 Organisational issues

    8. 8.8 Networking

    9. 8.9 Security and privacy

    10. 8.10 Deciding

  15. Chapter 9: Modes of delivery

    1. 9.1 The continuum of technology-based learning

    2. 9.2 Comparing delivery methods

    3. 9.3 Which mode? Student needs

    4. 9.4 Choosing between face-to-face and online teaching on campus

    5. 9.5 The future of the campus

  16. Chapter 10: Trends in open education

    1. Scenario H: Watershed management

    2. 10.1 Open learning

    3. 10.2 Open educational resources (OER)

    4. 10.3 Open textbooks, open research and open data

    5. 10.4 The implications of 'open' for course and program design: towards a paradigm shift?

  17. Chapter 11: Ensuring quality teaching in a digital age

    1. 11.1 What do we mean by quality when teaching in a digital age?

    2. 11.2 Nine steps to quality teaching in a digital age

    3. 11.3 Step One: Decide how you want to teach

    4. 11.4 Step two: what kind of course or program?

    5. 11.5 Step three: work in a team

    6. 11.6 Step four: build on existing resources

    7. 11.7 Step five: master the technology

    8. 11.8 Step six: set appropriate learning goals

    9. 11.9 Step seven: design course structure and learning activities

    10. 11.10 Step eight: communicate, communicate, communicate

    11. 11.11 Step nine: evaluate and innovate

    12. 11.12  Building a strong foundation of course design

  18. Chapter 12: Supporting teachers and instructors in a digital age

    1. 12.1 Are you a super-hero?

    2. 12.2 The development and training of teachers and instructors in a digital age

    3. 12.3 Learning technology support

    4. 12.4 Conditions of employment

    5. 12.5 Team teaching

    6. 12.6 An institutional strategy for teaching in a digital age

    7. 12.7 Building the future

    8. Scenario J: Stopping the flu

  19. Appendix 1: Building an effective learning environment

    1. A.1 Integrating design principles within a rich learning environment

    2. A.2 What is a learning environment?

    3. A.3 Learner characteristics

    4. A.4 Managing content

    5. A.5 Developing skills

    6. A.6 Learner support

    7. A.7 Resources

    8. A.8 Assessment of learning

    9. A.9 Culture and learning environments

    10. A.10 Building the foundation of good design

  20. Appendix 2: Questions to guide media selection and use

    1. S: Who are your students?

    2. E: Ease of use

    3. C: What is the cost in money and time?

    4. T: Teaching and other pedagogical factors

    5. I: Interaction

    6. O: Organisational issues

    7. N: Networking

    8. S: Security and privacy

  21. Appendix 3 Online learning quality standards, organisations and research
  22. Appendix 4: Independent reviews

    1. The independent review process

    2. A review from a faculty perspective: Professor James Mitchell

    3. A review from an open and distance education perspective: Sir John Daniel

    4. A review from a digital education perspective: Digital Education Strategies, Ryerson University

    5. MERLOT II Peer Review

  23. Feedback on Activities

    1. Activity 1.8 Main conclusions from Chapter 1

    2. Activity 6.1 How many technologies can you see in Figure 6.1?

    3. Activity 6.3 How would you classify the following (either medium or technology)?

    4. Activity 6.4 Broadcast or communicative

  24. Bibliography