Education

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https://oerrepository.ntt.edu.vn/handle/298300331/502

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Đang hiển thị 1 - 20 trong tổng số 22

Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe
(BCcampus, 2008) Hirtz, Sandy; Harper, David G.
Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development. Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities. Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.
Writing Programs Worldwide: Profiles of Academic Writing in Many Places
(WAC Clearinghouse, 2012) Thaiss, Chris; Bräuer, Gerd; Carlino, Paula; Ganobcsik-Williams, Lisa; Sinha, Aparna
Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners. In these profiles, we see teachers and researchers relying on colleagues and on transnational scholarship to build initiatives that are both well suited to their specific environments and can serve as regional and often global models. Their struggles and achievements offer insights to colleagues in similar locales and across borders who seek to establish, enhance, and assess their own work as designers of writing programs. An introduction and three section essays by the editors illuminate themes that inform this collection. Growing networks of initiators and scholars and survey results from the International WAC/WID Mapping Project exemplify the argument of this collection for transnational exchange and collaboration.
Teaching Crowds: Learning and Social Media
(Athabasca University Press, 2014) Dron, Jon; Anderson, Terry
Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.
Foundational Practices of Online Writing Instruction
(WAC Clearinghouse, 2015) Hewett, Beth L.; DePew, Kevin Eric; Guler, Elif; Warner, Robbin Zeff
Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.
Mathematics for Elementary Teachers
(University of Hawaii Manoa, 2017) Manes, Michelle
This book will help you to understand elementary mathematics more deeply, gain facility with creating and using mathematical notation, develop a habit of looking for reasons and creating mathematical explanations, and become more comfortable exploring unfamiliar mathematical situations.
Vocational Teacher Education in Central Asia
(SpringerOpen, 2018) Drummer, Jens; Hakimov, Gafurjon; Joldoshov, Mamatair; Köhler, Thomas; Udartseva, Svetlana
This book is open access under a CC-BY license. This open access volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia.
Introduction to Curriculum for Early Childhood Education
(College of the Canyons, 2018) Paris, Jennifer; Beeve, Kristin; Springer, Clint
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: - Developing curriculum through the planning cycle - Theories that inform what we know about how children learn and the best ways for teachers to support learning - The three components of developmentally appropriate practice - Importance and value of play and intentional teaching - Different models of curriculum - Process of lesson planning (documenting planned experiences for children) - Physical, temporal, and social environments that set the stage for children’s learning - Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. - Planning for preschool-aged children in specific domains including + Physical development + Language and literacy + Math + Science + Creative (the visual and performing arts) + Diversity (social science and history) + Health and safety How curriculum planning for infants and toddlers is different from planning for older children Supporting school-aged children’s learning and development in out-of-school time through curriculum planning Making children’s learning visible through documentation and assessment
Efficacious Technology Management: A Guide for School Leaders
(Gary Ackerman, 2018) Ackerman, Gary
Introduction - Chapter 1: Information Technology, Society, and Schools - Chapter 2: Technology-Rich Teaching & Learning - Chapter 3: Access to Sufficient Computing Devices - Chapter 4: IT Networks - Chapter 5: Web Services - Chapter 6: Technology Support Systems - Chapter 7: Discourse, Design, Data - Chapter 8: Understanding Change ConclusionReferences
Hybrid-Flexible Course Design
(EdTech Books, 2019) Beatty, Brian
This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.
Teaching in a Digital Age: Guidelines for designing teaching and learning for a digital age
(2019) Bates, W. Tony
Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face. Although the book contains many practical examples, it is more than a cookbook on how to teach. It addresses the following questions: - is the nature of knowledge changing, and how do different views on the nature of knowledge result in different approaches to teaching? - what is the science and research that can best help me in my teaching? - how do I decide whether my courses should be face-to-face, blended or fully online? - what strategies work best when teaching in a technology-rich environment? - what methods of teaching are most effective for blended and online classes? - how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject? - how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload? - what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks? In summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. A framework and a set of guidelines are suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching. In the end, though, the book isn’t really about teachers and instructors, although you are the target group. It’s about you helping your students to develop the knowledge and skills they will need in a digital age: not so much digital skills, but the thinking and knowledge that will bring them success. For that to happen, though, your students need you to be on top of your game. This book is your coach.
Xây dựng và khai thác Tài nguyên giáo dục mở
(Đại học Quốc gia Hà Nội, 2019)
Gồm các bài tham luận của các nhà khoa học, chuyên gia từ nhiều lĩnh vực khác nhau nghiên cứu theo các chủ đề: tiếp cận giáo dục mở, chính sách và cấp phép mở, công nghệ, công cụ, thực trạng, kinh nghiệm triển khai tài nguyên giáo dục mở
Research Methods in Psychology
(Open Education, 2020) Jhangiani, Rajiv S.; Chang, I-chant A.; Cuttler, Carrie; Leighton, Dana C.
This fourth edition (published in 2019) was co-authored by Rajiv S. Jhangiani (Kwantlen Polytechnic University), Carrie Cuttler (Washington State University), and Dana C. Leighton (Texas A&M University—Texarkana) and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Revisions throughout the current edition include changing the chapter and section numbering system to better accommodate adaptions that remove or reorder chapters; continued reversion from the Canadian edition; general grammatical edits; replacement of “he/she” to “they” and “his/her” to “their”; removal or update of dead links; embedded videos that were not embedded; moved key takeaways and exercises from the end of each chapter section to the end of each chapter; a new cover design.
Introduction to Political Science Research Methods: An Open Education Resource Textbook
(The Academic Senate for California Community Colleges, 2020) Lee, Charlotte; Vue, Kau; Bozonelos, Dino; Omae, Masa; Cauchon, Steven
Introduction to Political Science Research Methods, 1st edition, is an Open Education Resource Textbook that surveys the research methods employed in political science. The textbook includes chapters that cover: history and development of the empirical study of politics; the scientific method; theories, hypotheses, variables, and units; conceptualization, operationalization and measurement of political concepts; elements of research design including the logic of sampling; qualitative and quantitative research methods and means of analysis; and research ethics.
Social Science Research: Principles, Methods, and Practices
(University of South Florida, 2020) Bhattacherjee, Anol
This book is designed to introduce doctoral and graduate students to the process of scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any course on research methods. The contents and examples are designed for anyone interested in behavioral research (not just information systems people), and so, the book should appeal to most business programs, social sciences, education, public health, and related disciplines.
Teaching Early and Elementary STEM
(2021) Lange, Alissa; Robertson, Laura; Price, Jamie; Craven, Amie
This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to teaching and pedagogy. This text arose out of our Early/Elementary STEM Collaboration project, which started in 2017 with the intention of increasing the quality of teacher preparation in STEM across early childhood and elementary education. The team is composed of math and science education professors, classroom in-service teachers, and pre-service teachers in pre-school through fifth grade. We are driven by the values of collaboration, strengths-based approaches to teaching and learning, constructivist philosophy of teaching and learning, and applied STEM experiences to increase access and equity. Our model of preparing pre-service teachers has been published elsewhere in more detail (Robertson, Nivens, & Lange, 2019)
Teaching in the University: Learning from Graduate Students and Early Career Faculty
(College of Agriculture and Life Sciences in affiliation with Virginia Tech Publishing, 2022) Westfall-Rudd, Donna M.; Elliott-Engel, Jeremy; Vengrin, Courtney
Teaching in the University: Learning from Graduate Students and Early Career Faculty provides insight and strategies for successful teaching, advising, and mentoring postsecondary students. In particular, the authors offer support and encouragement for implementing student-centered teaching practices relevant to college classrooms. This book is designed for new university teaching faculty and graduate teaching assistants looking for innovative teaching resources. As an Open Educational Resource (OER), this textbook provides university instructors free access to high-quality teaching materials based on the experiences of fellow new instructors. Twenty contributors and two co-editors from the current students and alumni of university teaching scholars programs offer this resource for fellow faculty and graduate students to improve instruction and engagement. Each chapter comes from the experiences and expertise of these talented individuals who speak directly to their peers.
Outdoor Play Resource Guide: ECE
(2022) Cameron, Erin; Danko, Dawn
The following resource is a compilation of current literature that captures the importance and benefits of outdoor, nature-based play in early childhood education programming, and highlights the role of risky play in children’s development. Outdoor play in natural settings provides opportunities for both healthy development and is a potential means to address childcare shortages.
Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth & Age 5
(2023) Schull, Christine
This open resource textbook Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5 is designed for early childhood teacher educators and professionals. This resource focuses on philosophies and strategies for supporting young learners' language development, reading, and writing within early learning settings.
Introduction to Psychology
(LOUIS: The Louisiana Library Network, 2023) Spielman, Rose M.
Is Psychology a science? What do our dreams really mean? What causes and treats mental illness? What factors are involved in human behavior? This text aims to answer these questions along with many others. A comprehensive review of the behavior or humans as well as other animals will be provided through each chapter. Topics such as learning, memory, emotions, behavioral disorders, and personality will be explored. The purpose of this text is to provide you with general information in Psychology, which will contribute to your overall body of knowledge. Upon successful completion of this course, the student will be able to: Describe ethical principles that guide psychologists in research and therapy. Describe Psychology as a science and identify research methods in Psychology. Summarize historical and contemporary theoretical perspectives in Psychology. Identify factors in physiological and psychological processes involved in human behavior. Describe relations among individuals, groups, and society utilizing discipline-specific terminology.
The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning
(2024) Whittington, M. Susie; Rudd, Rick; Jack, Elliot
The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning is a 240-page methods of teaching book. Specifically, it is a collection of thoughts, best practices, strategies, and techniques for planning, delivering, and assessing teaching and learning. This resource is assembled from among the best teaching professors in agricultural communication, education, and leadership in America. The authors offer the opportunity to build confidence in planning, delivering, and assessing the depths of the variables inherent in learning for secondary and postsecondary educators in both formal and nonformal educational environments. You will quickly grasp the four fundamental keys of solid, basic, time-tested formal and nonformal teaching: Laying the Foundation, Connecting with Students, Designing Instruction, and Applying Learning. These keys are shared with you through the unique voices of the authors to provide a multiperspective approach to teaching.

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