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e-Módulo Básico (Intermediário): eDisciplinas na Educação Remota (1ª edição)

Início
Ambientes
2020
FMRP
CDDE
e-MB.int.20.001
S1 Introdução
Exemplo: Teaching in a Digital Age

Exemplo: Teaching in a Digital Age

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Appendix 4: Independent commissioned reviews

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Cover
Title Page
Copyright
Table Of Contents
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
Chapter 1: Fundamental Change in Education
1.1 Structural changes in the economy: the growth of a knowledge society
1.2 The skills needed in a digital age
1.3 Should education be tied directly to the labour market?
1.4 Change and continuity
1.5 The impact of expansion on teaching methods
1.6 Changing students, changing markets for higher education
1.7 From the periphery to the center: how technology is changing the way we teach
1.8 Navigating new developments in technology and online learning
Chapter 2: The nature of knowledge and the implications for teaching
Scenario C: A pre-dinner party discussion
2.1 Art, theory, research, and best practices in teaching
2.2 Epistemology and theories of learning
2.3 Objectivism and behaviourism
2.4 Cognitivism
2.5 Constructivism
2.6 Connectivism
2.7 Is the nature of knowledge changing?
2.8 Summary
Chapter 3: Methods of teaching: campus-focused
Scenario D: A stats lecturer fights the system
3.1 Five perspectives on teaching
3.2 The origins of the classroom design model
3.3 Transmissive lectures: learning by listening
3.4 Interactive lectures, seminars, and tutorials: learning by talking
3.5 Apprenticeship: learning by doing (1)
3.6 Experiential learning: learning by doing (2)
3.7 The nurturing and social reform models of teaching: learning by feeling
3.8 Main conclusions
Chapter 4: Methods of teaching with an online focus
Scenario E: Developing historical thinking
4.1 Online learning and teaching methods
4.2 Old wine in new bottles: classroom-type online learning
4.3 The ADDIE model
4.4 Online collaborative learning
4.5 Competency-based learning
4.6 Communities of practice
Scenario F: ETEC 522: Ventures in e-Learning
4.7 'Agile' Design: flexible designs for learning
4.8 Making decisions about teaching methods
Chapter 5: MOOCs
5.1 Brief history
5.2 What is a MOOC?
5.3 Variations in MOOC designs
5.4 Strengths and weaknesses of MOOCs
5.5 Political, social and economic drivers of MOOCs
5.6 Why MOOCs are only part of the answer
Scenario G: How to cope with being old
Chapter 6: Understanding technology in education
6.1 Choosing technologies for teaching and learning: the challenge
6.2 A short history of educational technology
6.3 Media or technology?
6.4 Broadcast vs communicative media
6.5 The time and space dimensions of media
6.6 Media richness
6.7 Understanding the foundations of educational media
Chapter 7: Pedagogical differences between media
7.1 Thinking about the pedagogical differences of media
7.2 Text
7.3 Audio
7.4 Video
7.5 Computing
7.6 Social media
7.7 A framework for analysing the pedagogical characteristics of educational media
Chapter 8: Choosing and using media in education: the SECTIONS model
8.1 Models for media selection
8.2 Students
8.3 Ease of Use
8.4 Cost
8.5 Teaching and media selection
8.6 Interaction
8.7 Organisational issues
8.8 Networking
8.9 Security and privacy
8.10 Deciding
Chapter 9: Modes of delivery
9.1 The continuum of technology-based learning
9.2 Comparing delivery methods
9.3 Which mode? Student needs
9.4 Choosing between face-to-face and online teaching on campus
9.5 The future of the campus
Chapter 10: Trends in open education
Scenario H: Watershed management
10.1 Open learning
10.2 Open educational resources (OER)
10.3 Open textbooks, open research and open data
10.4 The implications of 'open' for course and program design: towards a paradigm shift?
Chapter 11: Ensuring quality teaching in a digital age
11.1 What do we mean by quality when teaching in a digital age?
11.2 Nine steps to quality teaching in a digital age
11.3 Step One: Decide how you want to teach
11.4 Step two: what kind of course or program?
11.5 Step three: work in a team
11.6 Step four: build on existing resources
11.7 Step five: master the technology
11.8 Step six: set appropriate learning goals
11.9 Step seven: design course structure and learning activities
11.10 Step eight: communicate, communicate, communicate
11.11 Step nine: evaluate and innovate
11.12 Building a strong foundation of course design
Chapter 12: Supporting teachers and instructors in a digital age
12.1 Are you a super-hero?
12.2 The development and training of teachers and instructors in a digital age
12.3 Learning technology support
12.4 Conditions of employment
12.5 Team teaching
12.6 An institutional strategy for teaching in a digital age
12.7 Building the future
Scenario J: Stopping the flu
Appendix 1: Building an effective learning environment
A.1 Integrating design principles within a rich learning environment
A.2 What is a learning environment?
A.3 Learner characteristics
A.4 Managing content
A.5 Developing skills
A.6 Learner support
A.7 Resources
A.8 Assessment of learning
A.9 Culture and learning environments
A.10 Building the foundation of good design
Appendix 2: Questions to guide media selection and use
S: Who are your students?
E: Ease of use
C: What is the cost in money and time?
T: Teaching and other pedagogical factors
I: Interaction
O: Organisational issues
N: Networking
S: Security and privacy
Appendix 3 Online learning quality standards, organisations and research
Appendix 4: Independent commissioned reviews
The independent review process
A review from a faculty perspective: Professor James Mitchell
A review from an open and distance education perspective: Sir John Daniel
A review from a digital education perspective: Digital Education Strategies, Ryerson University
Feedback on Activities
Activity 1.8 Main conclusions from Chapter 1
Activity 6.1 How many technologies can you see in Figure 6.1?
Activity 6.3 How would you classify the following (either medium or technology)?
Activity 6.4 Broadcast or communicative
Bibliography
Index

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