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Introduction
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
1. Chapter 1
2. Introduction
3. 1.1 Structural changes in the economy: the growth of a knowledge society
4. 1.2 The skills needed in a digital age
5. 1.3 Should education be tied directly to the labor market?
6. 1.4 Change and continuity
7. 1.5 The impact of expansion on teaching methods
8. 1.6 Changing students, changing markets for higher education
9. 1.7 From the periphery to the center: how technology is changing the way we teach
10. 1.8 Navigating new developments in technology and online learning
11. Scenario B: A pre-dinner party discussion
12. 2.1 Art, theory, research, and best practices in teaching
13. 2.2 Epistemology and theories of learning
14. 2.3 Objectivism and behaviorism
15. 2.4 Cognitivism
16. 2.5 Constructivism
17. 2.6 Connectivism
18. 2.7 Is the nature of knowledge changing?
19. 2.8 Summary
20. Scenario C: A stats lecturer fights the system
21. 3.1 Five perspectives on teaching
22. 3.2 The origins of the classroom design model
23. 3.3 Transmissive lectures: learning by listening
24. 3.4 Interactive lectures, seminars, and tutorials: learning by talking
25. 3.5 Learning by doing: Experiential learning
26. 3.6 Learning by doing: Apprenticeship
27. 3.7 Learning by being: The nurturing and social reform models of teaching:
28. 3.8 Main conclusions
29. Scenario D: Developing historical thinking
30. 4.1 Online learning and teaching methods
31. 4.2 Old wine in new bottles: classroom-type online learning
32. 4.3 The ADDIE model
33. 4.4 Online collaborative learning
34. 4.5 Competency-based learning
35. 4.6 Communities of practice
36. Scenario E: ETEC 522: Ventures in e-Learning
37. 4.7 "Agile" Design: flexible designs for learning
38. 4.8 Making decisions about teaching methods
39. 5.1 Brief history
40. 5.2 What is a MOOC?
41. 5.3 A Taxonomy of MOOCs
42. 5.4 Strengths and weaknesses of MOOCs
43. 5.5 Political, social and economic drivers of MOOCs
44. 5.6 Why MOOCs are only part of the answer
45. Scenario F: How to cope with being old
46. 6.1 Integrating design principles within a rich learning environment
47. 6.2 What is a learning environment?
48. 6.3 Learner characteristics
49. 6.4 Managing content
50. 6.5 Developing skills
51. 6.6 Learner support
52. 6.7 Resources
53. 6.8 Assessment of learning
54. 6.9 Culture and learning environments
55. 6.10 Conclusions
56. 7.1 Choosing technologies for teaching and learning: the challenge
57. 7.2 A short history of educational technology
58. 7.3 Media or technology?
59. 7.4 Assessing media affordances: the SAMR model
60. 7.5 Broadcast vs communicative media
61. 7.6 The time and space dimensions of media
62. 7.7 Media richness
63. 7.8 Understanding the foundations of educational media
64. 8.1 Thinking about the pedagogical differences of media
65. 8.2 Text
66. 8.3 Audio
67. 8.4 Video
68. 8.5 Computing
69. 8.6 Social media
70. 8.7.a Emerging technologies: serious games and gamification
71. 8.7.b. Emerging technologies: virtual and augmented reality
72. 8.7c Emerging technologies: artificial intelligence
73. 8.7.d Emerging technologies: conclusion and summary
74. 8.8 A framework for analysing the pedagogical characteristics of educational media
75. 9.1 Models for media selection
76. 9.2 Students
77. 9.3 Ease of Use
78. 9.4 Cost
79. 9.5 Teaching and media selection
80. 9.6 Interaction
81. 9.7 Organizational issues
82. 9.8 Networking (and novelty)
83. 9.9 Security and privacy
84. 9.10 Deciding
85. 10.1 The continuum of technology-based learning
86. 10.2 Comparing modes of delivery
87. 10.3 Which mode? Student needs
88. 10.4 Choosing between face-to-face and online teaching on campus
89. 10.5 The future of the campus
90. Scenario H: Watershed management
91. 11.1 Open learning
92. 11.2 Open educational resources (OER)
93. 11.3 Open textbooks, open research and open data
94. 11.4 Open pedagogy
95. 11.5 The implications of ‘open’ for course and program design: towards a paradigm shift?
96. 12.1 What do we mean by quality when teaching in a digital age?
97. 12.2 Nine steps to quality teaching in a digital age
98. 12.3 Step One: Decide how you want to teach
99. 12.4 Step two: what kind of course or program?
100. 12.5 Step three: work in a team
101. 12.6 Step four: build on existing resources
102. 12.7 Step five: master the technology
103. 12.8 Step six: set appropriate learning goals
104. 12.9 Step seven: design course structure and learning activities
105. 12.10 Step eight: communicate, communicate, communicate
106. 12.11 Step nine: evaluate and innovate
107. 12.12 Building a strong foundation of course design
108. 13.1 Are you a super-hero?
109. 13.2 The development and training of teachers and instructors in a digital age
110. 13.3 Learning technology support
111. 13.4 Conditions of employment
112. 13.5 Team teaching
113. 13.6 An institutional strategy for teaching in a digital age
114. 13.7 Building the future
115. Scenario I: Stopping the flu
116. S: Who are your students?
117. E: Ease of use
118. C: What is the cost in money and time?
119. T: Teaching and other pedagogical factors
120. I: Interaction
121. O: Organisational issues
122. N: Networking
123. S: Security and privacy
124. A review from a faculty perspective: Professor James Mitchell
125. A review from an open and distance education perspective: Sir John Daniel
126. A review from a digital education perspective: Digital Education Strategies, Ryerson University
127. MERLOT II Peer Review
128. Appendix 4: Feedback on Activity 1.8 Main conclusions from Chapter 1
129. Appendix 4: Feedback on Activity 7.1 How many technologies can you see in Figure 7.1?
130. Appendix 4: Feedback on Activity 7.5 Broadcast or communicative
Appendix
Bibliography
Index
I would like to thank Tony Bates for creating this text. I have adapted and modified parts of this text.
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Teaching in a Digital Age - Second Edition Copyright © 2019 by Anthony William (Tony) Bates is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.