Title: Instructional Systems and Educational Technology
(Advances in Educational Technologies and Instructional Design) by Terry Kidd and Jr. Lonnie R. Morris
(Advances in Educational Technologies and Instructional Design) by Terry Kidd and Jr. Lonnie R. Morris
Engineering Education 4.0: Excellent Teaching and Learning in Engineering Sciences presents a collection of results from the interdisciplinary research project “ELLI” published by researchers at RWTH Aachen University, the TU Dortmund and Ruhr-Universität Bochum between 2011 and 2016. All contributions showcase essential research results, concepts and innovative teaching methods to improve engineering education. Further, they focus on a variety of areas, including virtual and remote teaching and learning environments, student mobility, support throughout the student lifecycle, and the cultivation of interdisciplinary skills.
Author: Tushar Chaudhuri
This book shares the collective experience of integrating electronic portfolios as assessment tools and as instruments for life-long learning in courses across various disciplines in higher education. It enables readers to trace the evolution of e-portfolios over the last ten years and to deal with the challenges faced by instructors and students when implementing e-portfolios in their respective courses. Further, the book suggests flexible ways of dealing with those challenges. It also highlights the relevance of electronic portfolios for the needs and demands of contemporary societies. As such, it speaks to a large target audience from a range of disciplines, roles and geographical contexts within the wider context of higher education in Asia and around the globe.
Author: Tracey Bretag
The book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to ˜cut and paste™, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ˜on the rise™. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address “ students copying sources without attribution “ has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.
This concise book teaches software professionals and software engineering students the full set of twenty software reading techniques to enhance their effectiveness in reviewing and inspecting software artifacts such as requirements specifications, designs, code files, and usability.
Software review and inspection is the best practice in software development whose purpose is to detect and fix problems early. Software professionals are trained to write software but not read and analyze software written by peers. As a result, individual reading skills vary widely. Because the effectiveness of software review and inspection is highly dependent on individual reading skills, differential outcomes among software readers vary by a factor of ten. Software Reading Techniques is designed to close that gap.
Dr Yang‐Ming Zhu’s depth of experience as a software architect, team leader, and scientist make him singularly well-equipped to bring software readers up to speed on all the techniques and tips for optimizing the effectiveness and efficiency of their software review and inspection skills.
What You’ll Learn
Who This Book Is For
Software Reading Techniques is for all software professionals and software engineering students and researchers.
This concise book shows readers how experiential learning can be used to overcome the challenges posed in applying and delivering information technology (IT) to their business needs through innovative, game-based approach.
Technology innovations and evolving business models are part of a rapid change that is forcing corporate and management professionals to learn, deploy, and adopt IT in new ways in order to maintain a competitive advantage. Many are doing this through experiential learning. You’ll begin by reviewing the basics of experiential learning and its relevance to IT, followed by six chapters that apply the hands-on concept through various scenarios.
Make IT Through Experiential Learning one of your valued resources today.
What You’ll Learn:
Who This Book Is For:
IT professionals, higher education students, and those engaged in training and organizational development.
Transformative Conversations offers guidance to help readers create and sustain Formation Mentoring Communities, where faculty, staff, and administrators can speak openly and honestly to the heart of their work as educators and human beings.
“In the ‘superstorm’ of writings about the crisis in higher education this little gem of a book stands out like a mindfulness bell. It calls us back to the only thing that truly matters”the energy and wisdom buried in the minds and hearts of dedicated educators.” ”Diana Chapman Walsh, president emerita, Wellesley College; trustee emerita, Amherst College; member of the MIT Corporation
“This book is revolutionary! It is about transforming the very essence of higher education through the power of authentic conversation, knowing that as the people within the institution evolve, the institution will transform.” ”Patricia and Craig Neal, The Art of Convening: Authentic Engagement in Meetings, Gatherings, and Conversations; founders, Heartland Inc.
“This is a radical story about how to create a more intimate and relational culture inside the halls of higher education…. for those who long for higher education to return from the abyss of siloed isolation to its original charter as a cooperative learning institution committed to developing the whole person in service of the common good.” ”Peter Block, Flawless Consulting and Abundant Community
Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. The Handbook on Measurement, Assessment, and Evaluation in Higher Education provides higher education administrators, student affairs personnel, institutional researchers who generate and analyze data, and faculty with an integrated handbook of theory, method, and application. This valuable resource brings together applied terminology, analytical perspectives, and methodological advances from the fields of measurement, assessment, and evaluation to facilitate informed decision-making in higher education.
Contributing Authors are world-renowned scholars across the fields of measurement, assessment, and evaluation, including: Robert E. Stake, Trudy W. Banta, Michael J. Kolen, Noreen M. Webb, Kurt Geisinger, Robert J. Mislevy, Ronald K. Hambleton, Rebecca Zwick, John Creswell, and Margaret D. LeCompte.
Depth of Coverage includes classroom assessment and student outcomes; assessment techniques for accountability and accreditation; test theory, item response theory, validity and reliability; qualitative, quantitative and mixed-methods evaluation; context and ethics of assessment.
Questions and Exercises follow each Section to reinforce the valuable concepts and insights presented in the preceding chapters.
Bridging the gap between practice in higher education with advances in measurement, assessment, and evaluation, this book enables educational decision-makers to engage in more sound professional judgment. This handbook provides higher education administrators with both high-level and detailed views into contemporary theories and practices, supplemented with guidance on how to apply them for the benefit of students and institutions.
Title: Fail U.: The False Promise of Higher Education
ISBN: 1250071593 | 2016 | 288 pages
The cost of a college degree has increased by 1,125% since 1978•four times the rate of inflation. Total student debt has surpassed $1.3 trillion. Nearly two thirds of all college students must borrow to study, and the average student graduates with more than $30,000 in debt. Many college graduates under twenty-five years old are unemployed or underemployed. And professors•remember them?•rarely teach undergraduates at many major universities, instead handing off their lecture halls to cheaper teaching assistants.
So, is it worth it? Thats the question Charles J. Sykes attempts to answer in Fail U., exploring the staggering costs of a college education, the sharp decline in tenured faculty and teaching loads, the explosion of administrative jobs, the grandiose building plans, and the utter lack of preparedness for the real world that many now graduates face. Fail U. offers a different vision of higher education; one that is affordable, more productive, and better-suited to meet the needs of a diverse range of students•and one that will actually be useful in their future careers and lives.The False Prove.
Author: William G. Bowen
ISBN: 0691165599, 0691159300 | 2014 | 2013 pages
Two of the most visible and important trends in higher education today are its exploding costs and the rapid expansion of online learning. Could the growth in online courses slow the rising cost of college and help solve the crisis of affordability? In this short and incisive book, William G. Bowen, one of the foremost experts on the intersection of education and economics, explains why, despite his earlier skepticism, he now believes technology has the potential to help rein in costs without negatively affecting student learning. As a former president of Princeton University, an economist, and author of many books on education, including the acclaimed bestseller The Shape of the River, Bowen speaks with unique expertise on the subject.
Surveying the dizzying array of new technology-based teaching and learning initiatives, including the highly publicized emergence of “massive open online courses” (MOOCs), Bowen argues that such technologies could transform traditional higher education–allowing it at last to curb rising costs by increasing productivity, while preserving quality and protecting core values. But the challenges, which are organizational and philosophical as much as technological, are daunting. They include providing hard evidence of whether online education is cost-effective in various settings, rethinking the governance and decision-making structures of higher education, and developing customizable technological platforms. Yet, Bowen remains optimistic that the potential payoff is great.
Based on the 2012 Tanner Lectures on Human Values, delivered at Stanford University, the book includes responses from Stanford president John Hennessy, Harvard University psychologist Howard Gardner, Columbia University literature professor Andrew Delbanco, and Coursera cofounder Daphne Koller.