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Informed Design of Educational Technologies in Higher Education

Book Description

During the last decade, the Internet has driven some of the most significant changes in higher education. Since information and communication technologies (ICTs) impact how we educate, teach, and learn, researchers, teachers, and other stakeholders in higher education must be prepared to meet students with uses of educational technology that are designed with reflection and research. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching presents recent and important theoretical and practical advances in educational technology design in higher education, examining their possibilities for enhancing teaching and learning. This volume includes discussions of technologies and applications grounded in legitimate learning theories and from an ethical perspective that emphasizes mutual understanding.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
    1. HOW DO WAVES SHAPE THE LITTORAL?
  7. Preface
    1. INTRODUCTION
    2. CONCLUSION
  8. Acknowledgment
  9. Section 1: Aspects of the Research Field
    1. Chapter 1: The Influence Upon Design of Differing Conceptions of Teaching and Learning with Technology
      1. Abstract
      2. INTRODUCTION AND BACKGROUND
      3. What Perceptions do teachers have of technology?
      4. Where does Agency reside?
      5. RELATIONSHIPS BETWEEN CONCEPTIONS OF AND APPROACHES TO TEACHING AND LEARNING WITH TECHNOLOGY
      6. Who has control in educational transactions?
      7. Changes in Higher Education: The Conflating and Confounding of Issues
      8. FURTHER RESEARCH DIRECTIONS
      9. Conclusion
    2. Chapter 2: The Outcomes-Based Approach
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE OUTCOMES-BASED APPROACH
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    3. Chapter 3: Instructional Design for Technology-Based Systems
      1. Abstract
      2. INTRODUCTION
      3. FOCUSING ON TECHNOLOGIES
      4. FUTURE RESEARCH DIRECTIONS
      5. Conclusion
    4. Chapter 4: The Next Generation
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: INSTITUTIONAL CHANGE
      4. NEXT GENERATION LEARNERS
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
  10. Section 2: Integrating Arenas Through Designed Learning and Teaching
    1. Chapter 5: Using Online Data for Student Investigations in Biology and Ecology
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. STUDENTS AS INVESTIGATORS
      5. RECOMMENDATIONS FOR INSTRUCTIONAL DESIGN
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 6: Towards an Activity-Driven Design Method for Online Learning Resources
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL ASSUMPTIONS
      4. THE SCHOOL LEADERSHIP COURSE CONTEXT
      5. THE DLP DESIGN APPROACHES
      6. ACTIVITY DESIGN IN LAMS
      7. TOWARDS THE ACTIVITY-DRIVEN DESIGN METHOD TO LAMS
      8. DISCUSSION
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
    3. Chapter 7: Informed Design of Educational Activities in Online Learning Communities
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. APPRENTICESHIP IN HIGHER EDUCATION
      5. DESIGNING FOR EDUCATIONAL ACTIVITIES
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    4. Chapter 8: Boundless Writing
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE TRANSACTIONAL APPROACH
      5. THE EDUCATIONAL SETTING OF THE SUPERVISION PROCESS: AN ILLUSTRATIVE THESIS COURSE
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    5. Chapter 9: Authentic Tasks Online
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TWO EXPERIENCES
      5. SERVICE AND DISTANCE: AN EXAMPLE
      6. SCENARIO-BASED IMPLEMENTATION
      7. COMPARING TWO ALTERNATIVES
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
  11. Section 3: Emerging Educational Technologies
    1. Chapter 10: Designing for Learning in Computer-Assisted Health Care Simulations
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INFORMING ANALYSIS AND DESIGN OF HEALTH CARE SIMULATION
      5. METHODICAL CONCERNS RELATED TO THE CHAPTER’S EMPIRICAL DATA
      6. LEARNING RADIOLOGY: EMPIRICAL FINDINGS
      7. DISCUSSION
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
    2. Chapter 11: The Impact of Instructional Simulation Use on Teaching and Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. CASE DESCRIPTION
      6. FINDINGS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
    3. Chapter 12: 3D Virtual Worlds in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. RELATED WORK
      4. CASE STUDY: BUILDING VIRTUAL RESEARCH COMMUNITIES
      5. CASE STUDY: SUPPORTING DISTRIBUTED TEAM-WORKING
      6. CASE STUDY: THE UNIVERSITY OF PLYMOUTH (UOP) SEXUAL HEALTH SIM
      7. TECHNOLOGICAL FUTURE OF 3D VIRTUAL WORLDS
      8. OVERALL REFLECTIONS
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
    4. Chapter 13: Debating Across Borders
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. Applying Theory in the Design Process
      5. ADDRESSING THE SOCIAL PROCESSES IN THE STUDENT GROUP: THE FIVE STAGE MODEL OF CSCL
      6. ADDRESSING THE PROBLEMS OF MOTIVATION AND COMPLEX SYSTEMS: ACTIVITY THEORY
      7. CASE OF STUDY: DESIGNING
      8. APPLICATIONS OF ECOLOGY OF LANGUAGE LEARNING IN THE DESIGN
      9. APPLICATIONS OF THE FIVE STAGE MODEL IN THE DESIGN
      10. APPLICATIONS OF ACTIVITY THEORY IN THE DESIGN
      11. SUMMARY OF HOW THE THEORIES CONTRIBUTED TO THE DESIGN
      12. EVALUATING THE FIRST ITERATION OF THE COURSE
      13. OBSERVATIONS, REFLECTIONS AND INFORMAL FEEDBACK
      14. DISCUSSION: LESSONS LEARNT
      15. FUTURE RESEARCH DIRECTIONS
      16. CONCLUSION
      17. APPENDIX 1: POST COURSE QUESTIONNAIRE
    5. Chapter 14: Designing Learning Ecosystems for Mobile Social Media
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL BACKGROUND
      4. EXPERIENTIAL LEARNING ACTIVITIES IN HIGHER EDUCATION
      5. DESIGNING AND ANALYZING LEARNING ACTIVITIES
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    6. Chapter 15: Mobile Learning in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. DEFINITIONS OF MOBILE LEARNING
      4. THEORETICAL DIMENSIONS OF MOBILE LEARNING
      5. MOBILE LEARNING IN HIGHER EDUCATION
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    7. Chapter 16: Designing for Active Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. STUDY
      5. EVALUATION
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
  12. Section 4: Informed Design Models and Educational Technology
    1. Chapter 17: Fostering NCL in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. A FOCUS ON HOW TO INTEGRATE NBET IN UNIVERSITY TEACHERS’ PRACTICE
      5. AN INNOVATIVE APPROACH TO TEACHER TRAINING IN EDUCATIONAL TECHNOLOGY INSTRUCTIONAL DESIGN
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 18: Social Network Informed Design for Learning with Educational Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. A SOCIAL NETWORK PERSPECTIVE ON LEARNING
      4. LEARNING AND NETWORKS
      5. INFORMAL LEARNING NETWORKS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    3. Chapter 19: Designing a Model for Enhanced Teaching and Meaningful E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL BACKGROUND
      4. RESEARCH STRATEGY AND QUESTIONS
      5. RESULTS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    4. Chapter 20: An Ecological Approach to Instructional Design
      1. ABSTRACT
      2. INTRODUCTION
      3. FRAMEWORK
      4. THE MICROSYSTEM: THE LEARNER’S EXPERIENCE
      5. DESIGN DECISIONS FOR THE MESOSYSTEM AND EXOSYSTEM
      6. PUTTING THE ECOLOGICAL APPROACH IN PRACTICE
      7. DESIGN OF COMPLEX ENVIRONMENTS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
    5. Chapter 21: Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TECHNOLOGY FOR UNIVERSITY TEACHING AND LEARNING
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
  13. Section 5: Changing Educational Practices Through Informed Choices of Design
    1. Chapter 22: The Design of Learning Materials within Small Scale Projects
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE CASE STUDY
      5. ISSUES, PROBLEMS, AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 23: Instructional Technical and Pedagogical Design
      1. Abstract
      2. INTRODUCTION
      3. Background
      4. CONTEXT
      5. RESULTS OF EVALUATION
      6. Further Research Directions
      7. Conclusion
    3. Chapter 24: Priorities in the Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDIES
      5. FUTURE DIRECTIONS
      6. CONCLUSION
  14. About the Contributors