{"title":"Virtual Learning and Higher Education","authors":"D. Preston","doi":"10.1163/9789401201056","DOIUrl":"https://doi.org/10.1163/9789401201056","url":null,"abstract":"It is clear that the Internet and other global information infrastructures provide a major challenge to Higher Education. Questions such as: the extent to which education should become ‘virtual’, the actual cost and value of such innovation and to what degree such education suits its stakeholders (e.g. students) are now discussed the world over. These issues formed the focus for a conference held at Mansfield College, Oxford in September 2002 and this book contains the most rounded and challenging papers from that event. The book is divided into three main parts which consist of the following themes within Higher Education: current practical and planned uses for Virtual Learning; the future ‘Virtual’ vision; and the large questions that remain unanswered behind ‘Virtual Education’. The contributors range from the nerdy end of experimenters of futuristic innovative technologies via the practitioner middle of well-known organizers of existing virtual systems to the other extreme of the critical engagement of philosophers. This stimulating and important book is aimed at researchers of topics such as technology-driven Education, Philosophy, Innovation and Cultural Studies. It is also meant to appeal to anyone with interest in the impact that the technological virtual will have upon Higher Education in future.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"91 1","pages":"92-92"},"PeriodicalIF":0.0,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75721848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"E-tivities: The key to active online learning","authors":"Brent Muirhead","doi":"10.1108/et.2003.00445fad.002","DOIUrl":"https://doi.org/10.1108/et.2003.00445fad.002","url":null,"abstract":"E-tivities – the Key to Active on-Line Learning (G.Salmon, 2002) published by Routledge, is a comprehensive, informative and accessible text which addresses processes for promoting participation and active engagement in asynchronous on-line learning. In the university setting, and especially in the Gulf, where technology plays a hugely important role in the delivery of learning, this book holds a wealth of knowledge and practical advice for anyone enticed into taking on the essential role of e-moderator in an on-line learning environment. The text suggests a five stage framework for developing a systematic way of organizing successful and enjoyable on-line learning, which simply requires access to the Internet. The author claims that e-tivities are cheap, easy to run, and designed to be efficient. The framework can form the whole course, replace, or support all kinds of learning and teaching methods in any discipline and for any topic. The book is written and compiled by a member of faculty at the UK’s Open University Business School, and has arisen from action research in a bid to stimulate achievable actualization of enjoyable on-line learning activities. The book is a collection of evidence of processes involved in promoting participation and active engagement of learners in systematic ways, accompanied by pictorial representations of the processes, and examples of on-line communication which are given as highlighted examples in the text. Clearly this text is invaluable for anyone in the Gulf region who would like to learn how to avoid the pitfalls and learn from the merits of this systematic approach. As the author states, this book is written in the context of all the hype and failures of distance learning which provides a real niche for this understandable and highly practical book. The book is enticing and has the aim of encouraging the reader to become an action researcher and participant collaborator in the e-learning process.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79886568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A picture or a 1000 words?","authors":"Kate Hand","doi":"10.17718/TOJDE.70514","DOIUrl":"https://doi.org/10.17718/TOJDE.70514","url":null,"abstract":"Online learning has prompted an array of learning practices and techniques that have been transposed on to the Web. These techniques are now mixing more and more with multimedia such as video, sound and graphic enhancements. With the development of online courses, seminars, and virtual universities, moderators and trainers are now trying to make the experience more personable, so that we don’t all become anti-social extensions of the personal computer. Educators and designers of online courses have to use every tool available and try different methods to compensate for the social interaction of a face-to-face communication. I am not convinced that a photograph is actually an effective tool to add to this list. Rather than relying on old ideas, developers and educators need to address new solutions that meet the needs of the students. In a homogeneous small group, photographs may help the learners quickly feel comfortable. However, I would argue that this is not the best solution for every course. Educators and designers of online courses must be willing to adjust design and content for different learning styles, and use the Internet creatively to present a dynamic learning environment. And that’s MHO.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80155424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Encyclopedia of Educational Technology","authors":"Dorota Mularczyk","doi":"10.5860/choice.46-1840","DOIUrl":"https://doi.org/10.5860/choice.46-1840","url":null,"abstract":"BLOOM CREATED A LEARNING TAXONOMY IN 1956, and since that time we have learned more about the way that children learn. Teachers have also revised the way that they plan and implement instruction in the classroom. To keep the importance of Bloom's work relative to today's theories, Anderson and Krathwohl (2001) revised Bloom's original taxonomy by combining both the cognitive process, and knowledge dimensions. This new expanded taxonomy can help instructional designers and teachers to write and revise learning objectives.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90570358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Education and the future","authors":"F. Bennett","doi":"10.4018/978-1-7998-1542-6.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch009","url":null,"abstract":"How can educators prepare their students for the many changes brought about by the information explosion? It is taking longer for students to finish their undergraduate degrees; more women are successful with earning their degrees that are men. Occupations are disappearing and new ones appearing at increasing speed. Education is one approach, but a changed and more responsive education system will be necessary. Students must learn how to be lifelong learners and discover their interests and talents through aptitude testing followed by counseling. Though of great age, the lecture remains one of the best ways to transmit information and will likely last, but in a modified form. These changes will profoundly affect politics, economics, the environment, and other areas of our lives.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88206847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Computers as Tutors: Solving the Crisis in Education","authors":"C. Jesshope","doi":"10.5860/choice.37-2900","DOIUrl":"https://doi.org/10.5860/choice.37-2900","url":null,"abstract":"In this age of modern era, the use of internet must be maximized. Yeah, internet will help us very much not only for important thing but also for daily activities. Many people now, from any level can use internet. The sources of internet connection can also be enjoyed in many places. As one of the benefits is to get the on-line computers as tutors solving the crisis in education book, as the world window, as many people suggest.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90070893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}