Title: Media Convergence Handbook – Vol. 1: Journalism, Broadcasting, and Social Media Aspects of Convergence
2015 | ISBN: 3642544835 | English | 429 pages
The Media Convergence Handbook sheds new light on the complexity of media convergence and the related business challenges. Approaching the topic from a managerial, technological as well as end-consumer perspective, it acts as a reference book and educational resource in the field. Media convergence at business level may imply transforming business models and using multiplatform content production and distribution tools. However, it is shown that the implementation of convergence strategies can only succeed when expectations and aspirations of every actor involved are taken into account. Media consumers, content producers and managers face different challenges in the process of media convergence.
Volume I of the Media Convergence Handbook encourages an active discourse on media convergence by introducing the concept through general perspective articles and addressing the real-world challenges of conversion in the publishing, broadcasting and social media sectors.
Title: Media Convergence Handbook – Vol. 2: Firms and User Perspectives
2016 | ISBN: 364254486X | English | 473 pages
Volume II of the Media Convergence Handbook tackles these challenges by discussing media business models, production, and users’ experience and perspectives from a technological convergence viewpoint.
Title: Teaching Arts & Science With the New Social Media
English | 2011 | ISBN: 0857247816 | 405 pages
This book will cover a wide range of approaches to applying social media in teaching arts and science courses. The first part of the book, SOCIAL LEARNING AND NETWORKING APPROACHES TO TEACHING ARTS & SCIENCE, will cover collaborative social media in writing courses, the use of wikis as a platform for co-creation of digital content, and powerful data sharing. Part two, SOCIAL MEDIA PEDAGOGIES FOR THE FUTURE OF ARTS & SCIENCE LEARNING, explores the expansive vistas enabled by these new technologies. The use of content posting in public social media forums as an enabler of critical reflection is considered, as will the use of social media to augment face-to-face meetings. The third part, LEARNING ARTS & SCIENCE IN THREE-DIMENSIONAL VIRTUAL WORLDS, will look to the opportunities and downsides of this immersive technology. Design recommendations for instructors will be put forth. Part four, BLOGGING AND MICROBLOGGING IN A NEW EPOCH OF TEACHING ARTS & SCIENCE, will look at a welter of applications and implications for teaching practices. For example, the use of Twitter as a sandbox where students share ideas before arriving in class or as back-channels to classes is explored.
Title: New Literacies: Everyday Practices and Social Learning (3rd edition)
2011 | 296 Pages | ISBN: 0335242162
The new edition of this popular book takes a fresh look at what it means to think of literacies as social practices. The book explores what is distinctively ‘new’ within a range of currently popular everyday ways of generating, communicating and negotiating meanings. Revised, updated and significantly reconceptualised throughout, the book includes:
Closer analysis of new literacies in terms of active collaboration
A timely discussion of using wikis and other collaborative online writing resources
Updated and expanded accounts of digital remix and blogging practices
An explanation of social learning and collaborative platforms for social learning
A fresh focus on online social networking
A new batch of discussion questions and stimulus activities
The importance of social learning for becoming proficient in many new literacy practices, and the significance of new media for expanding the reach and potential of social learning are discussed in the final part of the book. New Literacies 3/e concludes by describing empirical cases of social learning approaches mediated by collaborative learning platforms.
This book is essential reading for students and academics within literacy studies, cultural or communication studies and education.
Title: Digital Literacies: Social Learning and Classroom Practices
English | 2009 | ISBN: 1847870376, 1847870384 | 184 pages
Digital technologies are an everyday part of life for students and this book explores the ways in which they can be used in schools. The authors provide insight into the research on digital technologies, stressing its relevance for schools, and suggest ways to develop new, more relevant pedagogies, particularly for social learning, literacy, and literate practices. With a practical focus, the examples and issues explored in this book will help you to analyze your own practice and to carry out your own small-scale research projects.
English | June 1, 2015 | ISBN: 1562869477 | 176 Pages
This ultimate roadmap covers the entire e-learning landscape. Why do we even need e-learning? What is an LMS? How do I write a storyboard? If you’re delving into e-learning and are coming up with more questions than answers, this guide is the high-level overview you’ve been looking for. In this book, e-learning development experts and educators Diane Elkins and Desiree Pinder deliver a comprehensive examination of the e-learning process from the ground up.
E-Learning Fundamentals provides the base of knowledge necessary to tackle everything from early concepts of e-learning down to its execution. Throughout, you’ll find vignettes that bring concepts to life as well as checklists and practical tools for designing and developing your first e-learning course.
In this book you will:
- dive into the basics of e-learning design and development
- explore the e-learning course design and development process—from analysis through evaluation
- learn to write and storyboard a course, construct test questions, choose media, put the course together, and establish a thorough review process.
Teaching and learning paradigms have attracted increased attention especially in the last decade. Immense developments of different ICT technologies and services have paved the way for alternative but effective approaches in educational processes. Many concepts of the agent technology, such as intelligence, autonomy and cooperation, have had a direct positive impact on many of the requests imposed on modern e-learning systems and educational processes. This book presents the state-of-the-art of e-learning and tutoring systems and discusses their capabilities and benefits that stem from integrating software agents. We hope that the presented work will be of a great use to our colleagues and researchers interested in the e-learning and agent technology.
Title: E-Learning: Engineering, On-Job Training and Interactive Teaching Second Edition
Editors: Anderson Silva, Elvis Pontes, Adilson Guelfi and Sergio Takeo Kofuji
This book provides information on the On-Job Training and Interactive Teaching for E-learning.Adaptive E-learning was proposed to be suitable for students with unique profiles, particular interests, and from different domains of knowledge, so profiles may consider specific goals of the students, as well as different preferences, knowledge level, learning style, rendering psychological profile, and more. Another approach to be taken into account today is the self-directed learning. The book is divided into four sections. The first section covers motivations to be considered for E-learning while the second section presents challenges concerning E-learning in areas like Engineering, Medical education and Biological Studies. New approaches to E-learning are introduced in the third ection, and the last section describes the implementation of E-learning Environments.
Part 1 Motivations for the Online Learning
- Courseware Adaptation to Learning Styles and Knowledge Level
- Assisted On Job Training
- Self-Directed Learning Readiness Factors in Physicians for Implementing E-Learning in the Continuing Medical Education Programs
- Learning Performance and Satisfaction on Working Education
- Facts and Fiction: Lessons from Research on Faculty Motivators and Incentives to Teach Online
Part 2 E-Learning for Engineering, Medical Education and Biological Education
- E-Learning in Mechatronic Systems Supported by Virtual Experimentation
- The Use of Mathematical Formulae in an E-Learning Environment
- E-Learning Usage During Chemical Engineering Courses
- Interactive WhiteBoard: Effective Interactive Teaching Strategy Designs for Biology Teaching
- Medical Education for YouTube Generation
Part 3 New Approaches
- Personalized Learning in Hypermedia Environments
- A New Scientific Formulation of Tajweed Rules for E-Learning of Quran Phonological Rules
Part 4 Implementation of E-Learning Environments
- A New Management Role – A Precondition for Successful E-Learning Implementations
Title: eLearning: Theories, Design, Software and Applications Second Edition
Author: Patrizia Ghislandi
This book investigates the eLearning in its many different facets in four sections: Theories, Design, Software, and Application.
The term was coined when electronics, with the personal computer, was very popular and internet was still at its dawn. It is a very successful term, by now firmly in schools, universities, and SMEs education and training. Just to give an example 3.5 millions of students were engaged in some online courses in higher education institutions in 2006 in the USA1.eLearning today refers to the use of the network technologies to design, deliver, select, manage and broaden learning and the possibilities made available by internet to offer to the users synchronous and asynchronous learning, so that they can access the courses content anytime and wherever there is an internet connection.
Part 1 Theories
- New e-Learning Environments: e-Merging Networks in the Relational Society
- Knowledge Building in E-Learning
- E-Learning and Desired Learning Outcomes
Part 2 Design
- Innovative E-Learning Solutions and Environments for Small and Medium Sized Companies (SMEs)
- Reciprocal Leading: Improving Instructional Designs in E-Learning
- ad Astra: A Rubrics’ Set for Quality eLearning Design
Part 3 Software
- Learning Objects and Their Applications
- Evolutive Platform – A Genetic E-Learning Environment
- A Multimedia Integrated Framework for Learning Management Systems
- Ontology Alignment OWL-Lite
Part 4 Application
- Developing an Online/Onsite Community of Practice to Support K-8 Teachers’ Improvement in Nature of Science Conceptions
- E-Learning in the Modern Curriculum Development
- Open Web-Based Virtual Lab for Experimental Enhanced Educational Environment
Title: Higher Education Institutions and Learning Management Systems: Adoption and Standardization
English | ISBN: 1609608844 | 2011 | 398 pages
E-learning plays a significant role in education, and its importance increases day by day. Learning environments can take a myriad of distinct forms. Learning management systems (LMS) have emerged as an important platform to support effective learning environments. Learning management systems are used throughout higher education institutions (HEI) and the need to know and understand its adoption and usage arises. However, there is a lack of information about how LMS are being used, which are the most adopted, whether there is a country adoption standard and which countries use more LMS.
Higher Education Institutions and Learning Management Systems: Adoption and Standardization provides insights concerning the use of learning management systems in higher education institutions and aims to increase understanding of LMS adoption and usage, providing relevant academic work, empirical research findings and an overview of LMS usage in higher education institutions all over the world.
Title: Beyond the Textbook: Using Trade Books and Databases to Teach Our Nation’s History, Grades 7-12
English | 2013 | ISBN: 1610690370 | 156 pages
During a time of standards-based instruction, Beyond the Textbook: Using Trade Books and Databases to Teach Our Nation’s History, Grades 7“12 will fill the gap in today’s middle and high school classrooms to simultaneously engage students in effective literacy skill exercises and teach our nation’s history. Authored by three experienced former public school teachers, these ready-made lesson plans for classroom teachers and school librarians make planning easy for implementation in a social studies, history, or English classroom.
The book covers topics from Native Americans to the Louisiana Purchase, offering evidence-based reading strategies throughout that can hold adolescents’ attention and develop their vocabulary and comprehension. Each chapter will include bibliographic information; suggested grade level; Information Literacy and National Social Studies Standards; before, during, and after reading strategies; database integration for classroom use; and suggested readalikes. Users will find the standards and evidenced-based research perfectly applicable in today’s classrooms.
Author: Jill Barshay
Even proponents of educational technology admit that a lot of software sold to schools isn’t very good. But they often highlight the promise of so-called “adaptive learning” software, in which complex algorithms react to how a student answers questions, and tailor instruction to each student. The computer recommends different lessons to different students, based upon what they already know and what they still need to work on.
Wonderful in theory, but does it work in practice?
The Bill & Melinda Gates Foundation sought to find out, and gave money to 14 colleges and universities to test some of the most popular “adaptive learning” software in the marketplace, including products from a Pearson-Knewton joint venture, from a unit of McGraw-Hill Education called ALEKS and from the Open Learning Initiative. Most of the universities combined the software with human instruction, but a few courses were delivered entirely online. Almost 20,000 college students and 300 instructors participated in the experiment over the course of three terms between 2013 and 2015. It’s probably the largest and most rigorous study of adaptive learning to date. Then Gates hired SRI International, a nonprofit research institute, to analyze the data. (The Gates Foundation is among the funders of the Hechinger Report.)
What SRI found was sobering. In most cases, students didn’t get higher grades from using adaptive-learning software, nor were they more likely to pass a course than in a traditional face-to-face class. In some courses the researchers found that students were learning more from adaptive-learning software, but even in those cases, the positive impact tended to be “modest”. (Lessons Learned From Early Implementations of Adaptive Courseware: almap_final_report)
“I wouldn’t characterize our report as cynical, just cautious,” said Barbara Means, director of the Center for Technology in Learning at SRI International and one of three authors of the report.
Although the study was conducted exclusively at colleges and universities, Means said she suspects researchers would find similar results with adaptive software used at elementary, middle and high schools.
Means emphasized that it was an analysis of the technology available back in 2013, and that better products have come to market since. “It shouldn’t be regarded as though this is the last word. It’s just a very early snapshot,” Means added.
Still, two important lessons emerged from the report, which may continue to apply even as the software improves.
1. The software in and of itself isn’t a magical teacher
“Every piece of learning software I’ve ever studied gets positive effects in some places and not others,” said Means. “When you try to understand why that is, you find out that students and instructors used it in very different ways.”
When instructors use the same language that’s used in the software during the face-to-face instruction, it’s more potent. It also matters when teachers look at the data that the software is generating, and spend class time reinforcing ideas that were troublesome after students used the software. And on a most basic level, students need incentives to use the software. Sometimes, the instructor just says, go use it, but doesn’t monitor whether students log in or not. Not surprisingly, usage is low or sporadic. “Sometimes instructors give students the impression that what they do in the courseware doesn’t matter,” said Means.
The research also highlighted that the technology was more effective when the professor or the university completely redesigned the course around it. One example is flipping the classroom, where lectures are delivered online and the entire classroom time is spent in smaller groups with instructors who can review difficult problems, or conduct a socratic dialogue.
Another example is to use the technology to allow students to skip some prerequisite hurdles. Students still had to learn the material, but it could be taught online, by the adaptive-learning courseware, to fill in holes while the student was learning in a more advanced class. That can help students graduate on time within four years.
“We can’t expect all the power to be in a piece of software. Because we know it’s not,” said Means.
2. Universities aren’t monitoring whether the technology they’re using is working
In conducting the study, Means frequently found that colleges and universities weren’t prepared to measure student learning in a way that would stand up to academic scrutiny. To measure how much students are learning, you need to know what students knew before they started a course. You can’t just compare student grades in an adaptive-learning class with those in a traditional class because you might have stronger students in one of them. It was a particular problem to compare different semesters, because students who fail an introductory course in the fall often retake it in the spring, and the spring classes were filled with students who struggle more.
A lot of the data collected in the study couldn’t be analyzed because it was hard to make apples-to-apples comparisons.
“I think education institutions making major changes in the instruction, such as a reliance on adaptive courseware, have a responsibility to be monitoring the effectiveness of what they’re doing,” Means said. “And then try to improve it, in a kind of continuous improvement framework that you would see in some of the leading companies in any field.
“They don’t really know if what they’re doing is a change for the better, or not,” she said. “Given the cost of higher education today, which we all know a lot about, students and the public really have a right to expect this kind of attention to the quality of the product.”
This is not just in the public interest. SRI is also in the business of selling analytical tools to universities. But if universities were to start tracking student learning, it might eliminate the need for “snapshot” reports like this, which quickly become obsolete.