Simonson / Michael / Schlosser Distance Learning

1. Auflage 2018
ISBN: 978-1-64113-342-5
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 73 Seiten

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learnin.

Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

Autoren/Hrsg.

Simonson, Michael

Simonson,

Michael,

Schlosser,

Charles,

Flores,

G., John

Inhaltsverzeichnis

1;Front Cover;1
2;Featured Articles;2
2.1;1;2
2.2;Expediting and Sustaining Change: Diffusing Innovation in Dynamic Educational Settings;2
2.2.1;13;2
2.3;Give to Teachers What Belongs to Teachers;2
2.3.1;21;2
2.4;Do UDOIT for Webcourses@UCF: Who Is Using It and Where?;2
2.4.1;27;2
2.5;A Critical Divide in Higher Education: Bridging the Gap Between Student Success and Organizational Leadership;2
2.5.1;37;2
2.6;Faculty Development: The Critical Element;2
2.6.1;41;2
2.7;Developing and Implementing an Online Course Framework;2
2.7.1;51;2
2.8;Digital Footprints: Creation, Implication, and Higher Education;2
2.8.1;55;2
2.9;Physical Therapy at a Distance;2
3;Columns;2
3.1;International schools in Asia are growing faster than any other market in the world, claiming 54% of international schools worldwide.;16
4;Expediting and Sustaining Change;6
4.1;Diffusing Innovation in Dynamic Educational Settings;6
4.1.1;Jeff Dungan and Jessica Hale;6
4.1.1.1;Introduction;6
4.1.1.2;School Leadership’s Role in Diffusing Innovations;7
4.1.1.3;Change Leaders and Opinion Leadership;8
4.1.1.3.1;Change Leaders;8
4.1.1.3.2;Opinion Leadership;9
4.1.1.4;School Practices That Promote Innovation;10
4.1.1.4.1;Characteristics That Foster Innovation in a School;11
4.1.1.4.2;Stages of Innovation Diffusion;11
4.1.1.5;Recommendations for Creating Innovative School Cultures;12
4.1.1.6;Conclusion;14
4.1.1.7;References;14
4.2;Get Your Copy Today—Information Age Publishing;17
5;Give to Teachers What Belongs to Teachers;18
5.1;Joana Fernandez and Senta Sellers;18
5.1.1;The NSU Alvin Sherman Library;18
5.1.2;Broward County and Public Cardholders;19
5.1.3;A Library Education Collection to Support the Fischler College of Education;19
5.1.4;The Education Collection and Academic Services;20
5.1.5;Public Access to Library Resources;20
5.1.6;Increase Usage of the Education Resources by the Public;21
5.1.7;Education LibGuide and Teacher Resources Website;21
5.1.8;Resources of Particular Interest;21
5.1.8.1;Lynda.com;22
5.1.8.2;Gale Science in Context and Credo Reference Center;22
5.1.8.3;The USC Shoah Foundation Visual History Archive;22
5.1.9;RILS Outreach to Public Teachers;23
5.1.10;What Is in the Future for This Project?;23
5.1.11;References;24
6;Do UDOIT for Webcourses@UCF;26
6.1;Who Is Using It and Where?;26
6.1.1;Karen Tinsley-Kim;26
6.1.1.1;UCF Online Background;26
6.1.1.2;Does This Equal Online Access?;26
6.1.1.3;Part of the Answer: UDOIT;28
6.1.1.4;What’s Happening in the United States and Abroad?;29
6.1.1.5;What’s Happening at UCF?;29
6.1.1.6;What’s the Plan Moving Forward?;30
6.1.1.7;References;31
7;A Critical Divide in Higher Education;32
7.1;Bridging the Gap Between Student Success and Organizational Leadership;32
7.1.1;Kathyleen Gamble Wyatt;32
7.1.1.1;Introduction;32
7.1.1.2;Background and Justification;32
7.1.1.2.1;Deficiencies in the Evidence;33
7.1.1.3;Methodology;33
7.1.1.4;Research Findings;34
7.1.1.4.1;Context of Findings;34
7.1.1.5;Implications;36
7.1.1.6;Future Direction of Research;36
7.1.1.7;Limitations;37
7.1.1.8;Conclusions;38
7.1.1.9;References;38
7.2;Get Your Copy Today—Information Age Publishing;41
7.2.1;At the university of Mississippi … the key to faculty development is clear: Instructional design is the critical element of faculty development.;44
8;Faculty Development;42
8.1;The Critical Element;42
8.1.1;Deborah Seepersaud;42
8.1.1.1;Introduction;42
8.1.1.1.1;1. faculty development for online instruction,;42
8.1.1.1.2;2. online course and program support, and;42
8.1.1.1.3;3. grants and awards.;42
8.1.1.2;Academic Outreach and Faculty Development;43
8.1.1.3;Academic Outreach Support;43
8.1.1.4;Grants;43
8.1.1.5;Reference;44
8.1.1.5.1;Technology Integration Learning Community (TILC)—an online professional learning community where members teach each other about the latest and greatest technological tools and share ideas for integration into the curriculum.;55
9;Developing and Implementing an Online Course Framework;46
9.1;Jennifer Reeves, Jason Karp, Gabriela Mendez, Elda Veloso, Maureen McDermott, Jia Borror, and Berta Capo;46
9.1.1;Introduction;46
9.1.2;The ASSURE Model: Technology Integration in Classroom Instruction;47
9.1.2.1;1. Analyze learners: Online learners seeking a graduate degree;;48
9.1.2.2;2. State course objectives: Integrate technology and transform our courses (Note: The TOCF focuses on general objectives that can be applied to any course. When applying the TCOF to a course, instructors would state the specific course learning objec...;48
9.1.2.3;3. Select strategies and resources:;48
9.1.2.4;4. Utilize resources: 21st century tools;;48
9.1.2.5;5. Require learner participation: Discussions, synchronous chats, blogs, videos, peer review, asynchronous activities; and;48
9.1.2.6;6. Evaluate and revise: assessments, videos, student surveys; lesson is improved based on the evaluative feedback.;48
9.1.3;Online Course Framework;48
9.1.4;Course Overview;48
9.1.4.1;Communication;50
9.1.4.2;Activities: Collaboration and Interaction;50
9.1.4.3;Content Presentation;52
9.1.4.4;Assessment;53
9.1.5;Important Considerations;54
9.1.6;Summary;54
9.1.7;References;54
10;Digital Footprints;56
10.1;Creation, Implication, and Higher Education;56
10.1.1;Maureen McDermott;56
10.1.1.1;Introduction;56
10.1.1.2;Digital Footprints: Passive Versus Active;56
10.1.1.3;Implications for Online Learning Environments;57
10.1.1.4;Generating Active Digital Footprints to Gain/Maintain Employment;58
10.1.1.5;Conclusion;59
10.1.1.6;References;59
10.1.1.6.1;“I chose the hybrid program … because of its comprehensive curriculum, and flexibility. For 3 weeks, the program consists of watching lectures and practicing skills at home. Then for 1 week, we are on campus taking exams and having patient experi...;61
11;Physical Therapy at a Distance;60
11.1;The Student Experience;60
11.1.1;Eunice Luyegu;60
11.1.1.1;Introduction;60
12;Tips for Success;62
12.1;The Online Instructor’s (Short) Guide to Making Assignment Descriptions More Transparent;62
12.1.1;Natalie B. Milman;62
12.1.1.1;What Is a Transparent Assignment Description?;63
12.1.1.1.1;Online Assignments Checklist;63
12.1.1.2;References;64
13;“I Get By With a Little Help From … My Supervisor”;66
13.1;The Art of Giving and Incorporating Classroom Feedback;66
13.1.1;Errol Craig Sull and Kathy Embry;66
13.1.1.1;How to Give Teaching Feedback;67
13.1.1.1.1;Feedback, Critique, and Coaching are Opportunities to Communicate With Faculty;67
13.1.1.1.2;Faculty Want to Hear They Are Doing a Great Job at all Times;67
13.1.1.1.3;Don’t Forget to Tell Faculty They Are Doing a Great Job!;68
13.1.1.2;How to Use Teaching Feedback;68
13.1.1.2.1;Rule #1: Always Incorporate Feedback!;68
13.1.1.2.2;Be Sure to Ask for Clarification and/or Explanation of What You Don’t Understand;69
13.1.1.2.3;Look at Less-Than-Stellar Feedback as an Opportunity to Improve—Not as an Arrow to the Heart!;69
13.1.1.2.4;Make Certain you Have Up-to- Date Performance Guidelines;69
13.1.1.2.5;Always Go Beyond Performance Guidelines Expectations;69
13.1.1.2.6;When You Need to Go Outside of Performance Guidelines, First Explain the Reason to Your Supervisor;70
14;Ask Errol!;72
14.1;Errol Craig Sull;72
14.1.1;Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com;75
15;Engagement;77
15.1;Michael Simonson;77
15.1.1;Engagement of a learner is defined as emotional and intellectual involvement or commitment—the participation in learning activities via interaction with others in meaningful ways.;76
16;Back Cover;78