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

Feedback

MOOCs, 1.7.4, p.35

Flight simulators3.6.4,  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

Workers, nature of: 1.1.3, p15; 1.3, pp.21-22