Pedagogical models the discipline of online teaching / Michael F. Shaughnessy and Susan Fulgham, editors.

Format:

Book

Contributor:

Shaughnessy, Michael F.

Fulgham, Susan.

Series:

Education in a competitive and globalizing world series.

Computer science, technology and applications.

Education in a competitive and globalizing world

Computer science, technology, and applications

Language:

English

Subjects (All):

Web-based instruction.

Internet in education.

Computer-assisted instruction.

Distance education.

Physical Description:

1 online resource (248 p.)

Edition:

1st ed.

Other Title:

Pedagogical models : the discipline of online teaching

Place of Publication:

[Hauppauge], NY : Nova Science Publishers, c2011.

Language Note:

English

Summary:

In this era of expanding technology innovations, online learning opportunities are evident in both private and public educational institutions. Educators are presenting content digitally to students with a number of applications provided by their institutions. This book provides a multifaceted look at online instruction.

Contents:

Intro

Library of Congress Cataloging-in-Publication Data

Contents

Preface

Introduction

Engaging the Student: Learning for Life

Teaching at a Distance

Course Design

Ask the Students to Discuss Relevant Experiences

Completing a Sentence

Students Interview and Introduce each other

Write a Collaborative Story

Asking Students to Write Short Descriptions about Themselves

Establishing the Right Tone

How to Stimulate Sustained Engagement and Participation in Online Discussion

Suggestions for Overcoming Lack of Participation

Ask the Right Questions

Try to Avoid Possible Misinterpretation

Try to Show that you are Listening and that you Care

If a Student is Late in Responding

Some Innovative Learning Activities

Group Work

Role Playing

Holding a Debate

Online Guest Lecturers

Virtual Field Trips and other Web Research

Portfolios

References

A Pedagogical Model for Abstract Concepts: Blending Discourse and Experience

Abstract

Current Concerns in Online Education

Extending Teaching Methods

Limited Authenticity and Engagement

Multicultural Perspectives on Technology

Data Collection

Course Description

Offline Engagement

Conclusion

On-Line Pedagogy: Illuminating the Tension Between Technology and Imagination

Imagination in Communication Technologies: Pushing the Limits

Why Do We Want Imagination in Online Courses?

McLuhan's Four Laws

Not a Conclusion, but a Possibility

The Role of Motivation in Teacher Education Classes

Motivation in Educational Settings

Intrinsic and Extrinsic Motivation

Motivation Surveys at University of Guam

Instructional Design for Online Courses

Why Plan for Teaching at a Distance?.

Principles of Instructional Design Systems

Systematic Process

Planning for Instruction at a Distance

Issues to Address in the Planning Process

Who are the Learners?

Analyze the General Abilities of the Class

Analyze Potential for Learner Interactivity

Understand Learner Characteristics

Help Learners Understand the Context of the Learning Experience

Goals and Objectives for Instruction

What Teaching Strategies and Media should be used?

Media Selection

Visualizing Information

What is the Learning Environment?

Technology

Planning to Teach on the World Wide Web

Best Practices in Course Design For Distance Education

Effective Distance Education- A Synopsis of what we know (Schlosser and Simonson, 2004)

Recommendations for Distance Delivered Instruction - the Unit-Module-Topic Model

Summary

About the Author

Not your Typical Bling-Bling: The Best Accessory for Distance Learning is High Quality Pedagogy

Background

Fragile Academic Success

Pedagogy or Technological Bling-Bling?

Recommendation: Merge the Pedagogy with the Technology

Pedagogy of Online Instruction

Complexity

Philosophy of Education and Style of Instruction

Theoretical Underpinnings

Guidelines for Online Learning

Creating an Critical Community of Inquiry

Active, Appropriate Practice

Experiential Learning

Guided Learning

Feedback

Collaboration

Interpersonal Communication

Learner Centered/Student Responsibility

Self-Motivated Learning

Consistent Instructional Elements

Conclusions

Designing Online Environments for Diversity and Equity, or 150 Design Strategies for Inclusion

A Design Journey

Why we Should Care

Learning Communities in Tertiary Education

Educating for World Citizenship.

User-Centred Design: A Framework for Inclusion

Cultural Issues in Learning and Implications for Design

Issues of Inequality of Access

Implications for Planning and Design

Accessibility issues for the Disabled

Implications: Accessible Design is Good Design

Three Final Points

Issues for Intercultural Learning Communities

Thirty Checks for Evaluating Texts

Cultural Models

Hofstede's Cultural Dimensions

Hall and Context

A Survey of Related Research

Implications: Designing for Equity through Cultural Models

Final Words

Gender-Related Issues

Implications for Equitable Online Learning

Fifteen Inclusive Strategies to Promote Gender Equity

Readability

Final Thoughts

Twenty-Seven Tips for Evaluating Sites for Multicultural Principles

Our Responsibility

A Few Useful Sites

Accessibility

Good Design

Equity and Diversity

Short Biography

Katy Campbell, Ph.D.

Effective Learning with Video, Audio and Simulations

The Value of Media

Instructional usage of Video and Audio

Video

Audio

Interactive Media: Simulations

A Simulation Portrait

Cognitive Apprenticeship

Prior Knowledge Effects

Conclusions for the Future

Applying Pedagogy during Game Development to Optimize Game-Based Learning

Levels of Application

Fundamental Components of Interactive Entertainment

Applying Pedagogy During the Game Development Process

The Concept Development Phase

Define Learning Goals and Subordinate Skills and Knowledge

Characterize Learners

Characterize Learning and Performance Context.

Select Basic Instructional Approach

Pre-Production Phase

Generate, Cluster, and Sequence Objectives

Delineate Learner Assessment Methods

Apply Grounded Strategies and Events.

Begin Formative Evaluations

Production Phase

Complete Formative Evaluations

Interplay Instructional Strategy: Engaging Learners with Interactive Entertainment Conventions

Part I: Mediating Entertainment and Education

Part II: Interplay Conventions

Interplay of Story Pathos, Play Participatory, and Game Procedural

Story Pathos and Elements

Play Participatory and Elements

Game Procedural and Elements

Part III: Interplay Instructional Strategy

Interplay Instructional Events

Story Events

Event 1: Expose

Event 6: Sharing

Play Events

Event 2: Inquire

Event 3: Discover

Game Events

Event 4: Create

Event 5: Experiment

Assessment and Feedback

Case Study: "Measure Me"

Answering Story Questions

Answering Play Questions

Answering Game Questions

Part IV: Experience Arc

Experience Arc Structure

Act I: Beginning

Act II: Middle

Act III: End

Case Study: Digital Media Production

Local Boy Screws up (Hook/Story/Expose)

Big Dreams, Impossible odds (Beginning/Play/Inquire)

You are all Fired! Start over (Inciting Incident, Play, Explore)

The Comeback Champs (Middle, Game, Discover)

The Showdown at the OK Coral (Climax, Game, Experiment)

Living Large (Closure, Story, Share)

Part V: Summary and Conclusions

The Future of Distance Education: A Research and Development Agenda

A Critique of the Present

The New Media Revolution

Today's Information-Rich Environment

Today's Learning Management Systems (Lms)

Learning Management Systems of the Future

Theoretical Foundations

Instructional Design Models in the Age of Dynamic Systems

Organizational Ramifications

Index.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-61122-153-6

OCLC:

847646601