2
Index
This section is under construction (up to and including Chapter 3.6 completed)
Because this book is exported in different versions, I have indexed by Chapter and Section with a direct url, so Lectures: origin 3.3.2 refers to Chapter 3, Section 3.2. The url will take you to the front page of the Chapter, from where you can scroll down to the relevant section or sub-section. For those with a pdf or print-on-demand versions, I have also included the page number (Lectures, origin: 3.3.2, p.76)
Adjuncts – see Teachers
Alexander the Great, 3.4.2 , p.83
Alberta, 1.7.3, p.34
Apprenticeship, 3.5, pp.86-90
affordances, 3.5.5, p.89
attrition, 3.5.5, p. 90
higher education, 3.1, p. 72; 3.5.3, p.88-89
master practitioners, 3.5.2, p.88; 3.5.4, p.89
online, 3.5.4, p.89
Aristotle,3.4.2, p.83-84
Artificial intelligence,
cognitivism, 2.4.2, p.49
Assessment
computer-based, 1.7.4, p.35; Scenario D, p.71
experiential learning, 3.6.4, p.98
peer, 1.7.4, p.35
Association for Experiential Learning, 3.6.2, p. 91
Behaviourism, 2.3.3, p.47; 3.8.1.1, p.104
Best practices
definition, 2.1, p.42
Blended learning
definition, 1.7.2, p.33;
experiential learning, 3.6.4, pp.96-98
Big data,
and epistemology, 2.7.1, p.60
Bologna, 3.3.2, p. 76
Brain research, 2.5.3, p.51
Britain – see United Kingdom
British Columbia Institute of Technology, 1.6.2, p.30
British Columbia, 1.7.3, p.34; 3.5.5, p.90
California
community college system, 1.7.1, p.33
Cambridge University, 3.4.2, p.84; 3.6.3, p.93
Canadian Border Service Agents, 3.6.4, p.97
Carnegie unit, 3.3.6, p.80
Case-based learning, 3.6.3, pp.94-95
Change, 1.4, pp. 23-25
Class size: 1.5, pp.26-27
Clickers, 3.3.4, p.78
Cognitive overload, 3.6.2, p.94
Cognitivism, 2.4, pp.49-52
Completion rates
apprenticeship, 3.5.5, p.90
MOOCs, 1.7.4, p.35
Computer-aided instruction,2.3.3, p. 47
Concordia University, 3.6.2, p.92
Conference Board of Canada, 1.2, p.18
Connectivism, 2.6, pp.56-58;
discussion, 3.4.1, p. 82
social reform, 3.7.3, p. 101
Constructivism, 2.5, pp.53-55; 3.4.1, p. 82; 3.4.2, p.84
Council of Ontario Universities, 1.6.2, p.30
Creative Commons, 1.7.3, p.34
Dialogue, 3.4.2, p. 84
Diversity – see Learners
Discussion, 3.4.1, p. 82
experiential learning, 3.6.4, p.97
Emergency management, 3.6.4 , pp.97-98
Empire State College, 3.7.1, p.101
Epistemology
Definition, 2.2.1, p.44
Dinner party, 2. Scenario C, p.40
Pragmatism, 3.8.1.1, p.104
Technology, 2.7.1, pp.59-60
E-portfolios
experiential learning, 3.6.4, p.97
Experiential learning, 3.6, pp.91-99
apprenticeship, 3.5, pp.86-90
e-portfolios, 3.6.4, p.96
flight simulators, 3.6.4, p.97
online, 3.6.4, p.96-98
strengths and weaknesses, 3.6.5, p.98
Faculty development,
Challenges: 1.8, p.36
MOOCs, 1.7.4, p.35
Flight simulators, 3.6.4, p.97
Flipped learning
experiential learning, 3.6.4, p.96
Harvard University,
MOOCs, 1.7.4, p.35
Henry of Germany, 3.3.2, p.76-77
Huxley, Thomas, 2.2.1, p.44; 3.6.3, p.93
Hybrid learning – see Blended Learning
Imperial College, 3.6.3, p.93
Inquiry-based learning, 3.6.3, p.96
Instructional design
cognitivism, 2.4. pp.49-52
Instructors – see Teachers
Intelligent tutoring systems,
cognitivism, 2.5.3, p.51
Interaction, 3.4.1, p. 82
Justice Institute of British Columbia, 3.6.4, pp.97-98
Knowledge,
academic, 1.4, p.24; 2.7, pp.61-64; 3.4.1, p. 82
applied, 2.7.4, p.62
commodification, 2.7.2, p.61
construction, 3.4.1, p. 82
management, 1.2, p.19; 2.7.2, p.61; 2.7.4, p.63; 3.3.7, p.80
see also Epistemology
Laboratories, 3.5.1, p.86; 3.6.3, p.92-93
Learners:
digital natives, 1.6.3, pp.30-31
diversity, 1.6.1, pp.29-30
lifelong learners: 1.6.2, pp.30-31
Learning
deep, 3.4.1, p. 82
meaningful, 3.4.1, p. 82
rote, 3.4.1, p. 82
surface, 3.4.1, p. 82
Learning objectives,
behaviourism, 2.3.3, p.47
cognitivism, 2.5.3, p.51
Lecture, 3.3-3.4, pp.76-85
affordances, 3.3.3, p.76; 3.3.5, p.79; 3.3.7, p.81
definitions, 3.3.1, p.76
epistemology, 3.8.1, p. 104
interactive, 3.4, pp. 82-85
origin, 3.3.2, p. 76
research on, 3.3.3, p.78
technology, 3.3.3, p.78; 3.3.4, p.79
theatres, 3.3.4, p.78
transmissive, 3.3, pp. 76-81
Learner-centred teaching
nurturing and social reform, 3.7.4, p.102
Learning environments
nurturing, 3.7.1, p.100
Libraries
3.3.2, p.76
Lifelong learners – see Learners
London University, 3.6.3, p.93
Loyalist College, 3.6.4, p.97
Maastricht, 3.6.3, p.94
Massachusetts Institute of Technology
MOOCs, 1.7.4, pp.34-35
OpenCourseWare, 1.7.3, p.34
McMaster University, 3.6.3, p.93
Media
and epistemology, 2.7.1, p.60; 2.7.3, p.62-63
MIT – see Massachusetts Institute of Technology
Mobile phones
lectures, in, 3.3.4, p.79
Modelling – see Teaching methods
MOOCs (Massive Open Online Courses)
cMOOCs, 2.6.3, pp.57-58
definition, 1.7.4, pp.34-35
social reform, 3.7.3, p.101
Motivation, 3.4.1, p. 82
Multiple choice tests, 2.3.3, p.47
Networking, 3.4.1, p. 82
Nurturing, 3.7, pp.100-103
strength and weaknesses, 3.7.5, p.102-103
Objectivism, 2.3, pp.46-48
OECD, 1.1, p.15
Online learning
enrolments, 1.7.1, p.33
Ontario, 1.1, pp.15-16; 1.5, p.28
Open educational resources – see Open Learning
Open enrolment, 1.7.4, pp.34-35
Open learning
definition, 1.7.3, p.34
open content, 3.3.7, p. 80
open educational resources, 1.7.3, p.34
open textbooks, 1.7.3; p.34
Oral learning
3.3.2, p. 76
Oxford University, 3.4.2, p.84; 3.6.3, p.93
Plato, 3.4.2, p.84
Powerpoint
lectures, in, 3.3.4, p.78
Praxis, 3.6.4, p.98
Problem-based learning, 3.6.2, pp.93-94
cognitivism, 2.4.2, p.51
constructivism, 2.5.2, pp.54-55
experiential learning, 3.6.5, p.98
Project-based learning, 3.6.3, p.95
Remote labs
experiential learning, 3.6.4, p.97
Research
experiential learning, 3.6.5, p.98
Royal School of Mines, 3.6.3, p.93
Ryerson University, 3.6.2, p. 91
Saskatchewan, 1.7.3, p.34
Scenarios
A. A University Professor Faces Change (front matter), p.viii
B. There is no Scenario B (this was removed because permission to use was refused by the subject of the scenario)
C. A Pre-Dinner Party discussion (Chapter 2), pp.40-41
Science, 3.6.3 , p.92-93
Second Life, 3.6.4, p.97
Selection of media
epistemology, 3.8.1.2, p.104
Seminars, 3.4, pp. 82-85
definition, 3.4.2, p. 83
Simon Fraser University, 3.6.1
Simulations,
emergency management, 3.6.4, p.98
flight simulators, 3.6.4, p.97
Skills
digital age skills, 1.2, pp.17-20; 2.7.6, p.64
experiential learning, 3.6.4, p.98
knowledge management, 2.7.4. p.63
psycho-motor, 3.5.1, p.86
teaching methods, 3.8.2, p.104
Social media,
experiential learning, 3.6.4, p.97
Social reform, 3.7, pp.100-103
Socrates, 3.4.2, p.83-84
Stanford University,
MOOCs, 1.7.4, p.34
Statistics
Scenario D, p.71
Students – see Learners
Tablets, 3.3.4, p.78
Teachers:
contract instructors, 1.5, p.27
presence, 3.4.1, p. 82
role in cMOOCs, 2.6.3, p.58
teaching assistants: 1.5, p.27;
Teacher:student ratios – see Class size
Teaching load – see Class size
Teaching machines, 2.3.3, p.47
Teaching methods, Chapters 3-5, pp. 71-188
apprenticeship, 3.5, pp.86-90
classroom design, 3.2-3.4, p.74-85
modelling, 3.3.5, pp. 79; 3.5.1, pp.86-87; 3.5.5, pp.89-90
seminars, 3.4, pp. 82-85
transmissive lectures, 3.3, pp.76-81
See also under individual teaching methods
Teaching practice, 3.5.1, p.86
Text
and epistemology, 2.7.1, p.60
Theories of Learning, Chapter 2, pp.38-68
and epistemology, 2.2.1, p.44;, 2.8, p.66
Tutorials, 3.4.2, pp.83-84
Twitter,
lectures, in, 3.3.4, p.78
United Kingdom
university expansion, 1.6.4, p.31
Universities, purpose of, 1.4; p.24
University of British Columbia, 1.6.2, p.30; 1.7.2, p.33
University of Manitoba, 1.7.4, p.34
University of Michigan, 3.6.3, p.94
University of Ottawa, 1.7.2, p.33
University of Waterloo, 3.6.2, p.91
Vancouver Community College, 3.5.4, p.89
Video
lectures, 1.7.4, p.35
Virtual reality, 3.6.4, p.97
Vocational training
apprenticeship, 3.5, pp.86-90
Web conferencing
experiential learning, 3.6.4, p.97
Wilberforce, Samuel, 2.2.1, p.44
Writing, see Text