Distance Education and Educational Technology 2007-2008 (UK)

www.routledge.com/education Routledge Distance Education and Educational Technology

CONTENTS

Welcome to the Routledge Distance Education and Educational Technology catalogue where you will find our new titles for 2007 & 2008 together with key backlist titles.

Books by Gilly Salmon . . . . . . . . . . . . . . .4

I am delighted to announce the publication of preparing for blended e-learning by Littlejohn & Pegler and the educational potential of e-portfolios by Stefani, Mason and Pegler, both titles launch our NEW connecting with e-learning series (p.5) In addition, this year’s catalogue includes a wonderful array of titles added to our list through the acquisition of Lawrence Erlbaum Associates at the beginning of this year. Of particular note are new editions of two highly acclaimed handbooks, the Handbook of Distance Education, Second Edition edited by Michael Moore (May 2007) and the Handbook of Research on Educational Communications and Technology, Third Edition edited by J. Michael Spector (December 2007).

The Open and Flexible Learning Series . .1 Connecting with e-learning Series . . . . . .5 Practical Titles for Open and Distance Education and E-Learning . . . . . . . . . . . .6 Open and Distance Education and E-Learning Research . . . . . . . . . . . . . . . .13 Routledge Studies in Computer Assisted Language Learning Series . . . .20 ESL and Applied Linguistics Professional Series . . . . . . . . . . . . . . . . . .21 Routledge Studies in Distance Education Series . . . . . . . . . . . .21 World Review of Distance Education . .22 Journals . . . . . . . . . . . . . . . . . . . . . . . . . .23

This is a very exciting time as the Distance Education, Educational Technology, and e-Learning fields continue to grow in leaps and bounds! We remain committed to publishing cutting edge, up-to-date, high quality books for students, professionals, and researchers. Full information about all the books featured in this catalogue, as well as related titles, can be found at our website: www.routledge.com/education.

Author Index . . . . . . . . . . . . . . . . . . . . . .24

I am always pleased to receive feedback on my publishing program, as well as, ideas for new books. If you have any other comments or inquiries, please feel free to contact me at sarah.burrows@taylorandfrancis.com.

Editorial

Thank you for your continued interest in Routledge.

I look forward to lighting the way for all those traveling the e-learning road of education.

Margaret Savin Editorial Assistant Margaret.savin@taylorandfrancis.com

With best wishes,

Marketing

Sarah Burrows Acquisitions Editor Routledge Education 270 Madison Avenue New York, NY 10016

James Palser Marketing Executive - UK, Europe, Australia and rest of world James.palser@tandf.co.uk

Titles Index . . . . . . . . . . . . . . . . . . . . . . . .25 Order Form . . . . . . . . . . . . . .Centre Pages

CONTACT DETAILS Sarah Burrows Acquisitions Editor Sarah.burrows@taylorandfrancis.com

US Marketing Lori Kelly Marketing Manager, Education - US, Canada, and South America Lori.kelly@taylorandfrancis.com

THE OPEN AND FLEXIBLE LEARNING SERIES

The Open and Flexible Learning Series Series Editors: Fred Lockwood, Som Naidu and Tony Bates The leading series in the field. This internationally respected series offers practical advice and up to date insight into aspects of developing, teaching, learning and managing online and distance learning materials.

Contemporary Perspectives in E-Learning Research

NEW

Reconsidering Open and Distance Learning in the Developing World

Themes, Methods and Impact on Practice Edited by Gráinne Conole, The Open University, UK and Martin Oliver, Institute of Education, UK E-learning is at an exciting point in its development; this book aims to define e-learning as a field of research, highlighting the complex issues, activities and tensions that characterise the area.

Meeting Students’ Learning Needs David Kember, The Chinese University of Hong Kong Distance learning is now more prevalent in the developing world than ever before. This book reconsiders the suitability and success of established modes of distance learning for current contexts in the developing world.

It examines what adaptations are necessary to suit shifting needs including: • the move from elite to mass higher education

2006: 234x156: 288pp eBook: 0-203-96626-0 ISBN13: 978-0-203-96626-6 Hb: 0-415-39393-0 ISBN13: 978-0-415-39393-5: £85.00 Pb: 0-415-39394-9 ISBN13: 978-0-415-39394-2: £25.99

• increased emphasis on knowledge base economies • greater demand for lifelong learning and professional development • the effects of technical and societal changes

Interactions in Online Education

• demand for post-secondary education.

Implications for Theory and Practice

Drawing upon research into students conceptions of, and approaches to learning, this critical analysis of the state of open and flexible learning examines the characteristics, needs and learning approaches of students, considering whether or not current provision is successful, what changes are necessary, and, crucially, how student retention can be improved.

Edited by Charles Juwah, The Robert Gordon University, UK This groundbreaking study into the quality of interactivity in online learning covers both theory and the practical implications of all the issues and includes a collection of research and innovative case material drawn from international experts.

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2006: 234x156: 272pp eBook: 0-203-00343-8 ISBN13: 978-0-203-00343-5 Hb: 0-415-35741-1 ISBN13: 978-0-415-35741-8: £80.00 Pb: 0-415-35742-X ISBN13: 978-0-415-35742-5: £25.99

June 2007: 234x156: 224pp eBook: 0-203-96654-6 ISBN13: 978-0-203-96654-9 Hb: 0-415-40139-9 ISBN13: 978-0-415-40139-5: £75.00 Pb: 0-415-40140-2 ISBN13: 978-0-415-40140-1: £23.99

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THE OPEN AND FLEXIBLE LEARNING SERIES NEW

NEW

Online Education Using Learning Objects

Strategic Management of Distance Education

Edited by Rory McGreal, Athabasca University, Canada

Stephen Murgatroyd, Murgatroyed Communications and Consulting Inc, Canada

E-learning is integral to on-site education institutions worldwide, and the rapid explosion of interest in the subject means that this timely, cutting-edge book will be an instant and indispensable resource. Among educators, the development of reusable learning objects made accessible via the internet is ever more important to teaching and learning.

This book provides a comprehensive look at a state-of-the-art online education, and presents advice on the creation, adaptation and implementation of learning objects and metadata. Including articles written by some of the leading innovators in the field, this book takes the reader through: • designing effective learning objects • creating learning objects • transforming existing content into reusable learning objects • building a metadata management system.

This book will be essential reference material for learning technologists, course developers at learning institutions, postgraduate students, teachers and learners in the field of e-learning.

As organisations are increasingly required to be accountable for their performance, a strategic plan is seen as an essential pre-cursor to accountability measures. Executives and leaders in educational organisations need to be clear about the link between a strategic plan and outcomes. Strategic Management of Distance Education helps them to: • better understand strategic thinking • conduct an effective strategic planning process within their organisation • master some of the tools of strategic planning – scenario building, industry analysis, futures thinking • ensure that their organisation has effective strategic monitoring in place so that they can respond effectively to changes in the market for their services • understand the industry dynamics, including the way in which their competitors and likely to respond and the changing nature of technology.

Strategic Management of Distance Education will appeal to all those in positions of leadership or management in public and private educational institutions seeking to offer distance education programs as the core of their activity or as a key component of their activities.

March 2008: 234x156: 176pp Hb: 0-415-41046-0 ISBN13: 978-0-415-41046-5: £75.00 Pb: 0-415-41047-9 ISBN13: 978-0-415-41047-2: £22.99

April 2007: 234x156: 396pp Pb: 0-415-41660-4 ISBN13: 978-0-415-41660-3: £24.99

Designing Video and Multimedia for Open and Flexible Learning Jack Koumi, Freelance Consultant and Trainer, Rugby, UK This is a comprehensive, practical guide to the most effective use of video and multimedia in open and distance learning. Illustrated throughout, it considers pedagogic design principles for the highest quality learning material, covering: • what to teach on video and how to teach it • when to choose and how to use other media for teaching • a framework of pedagogic design principles for video and multimedia • practical development advice for interactive multimedia.

With insights into the comprehensive process of designing, developing and managing distance learning materials, this book will appeal to those involved in course development, educational video, audiovision and interactive multimedia design, as well as to students of general video and multimedia production.

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2006: 234x156: 256pp eBook: 0-203-96628-7 ISBN13: 978-0-203-96628-0 Hb: 0-415-38304-8 ISBN13: 978-0-415-38304-2: £80.00 Pb: 0-415-38303-X ISBN13: 978-0-415-38303-5: £25.99

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THE OPEN AND FLEXIBLE LEARNING SERIES Learning and Teaching with Technology

NEW

Total Quality Management of Distance Education

Principles and Practices

Nayantara Padhi, Indira Gandhi National Open University, India

Edited by Som Naidu, University of Melbourne, Australia Exploring the creative opportunities opened up by ICT in the modern classroom, this text presents an authoritative survey of ICT’s impact upon core teaching functions, and draws from the experiences of leading practitioners in the field.

In an increasingly competitive Higher Education environment, the issue of quality has influenced educational institutions throughout the world, and has been a central issue for practitioners, academics, and researchers in the field of education for several years.

Over time, the standards in which quality have been measured have shifted to an approach known as Total Quality Management (TQM). While there has been a growth in the general awareness of Total Quality Management, the application of TQM in Distance Education Institutions (DEIs) has been negligible.

Total Quality Management of Distance Education reviews the studies that have been conducted to measure the benefits of implementing Total Quality Management (TQM) in Higher Education Institutions and vocational institutions.

2005: 234x156: 356pp eBook: 0-203-41689-9 ISBN13: 978-0-203-41689-1 Hb: 0-7494-3776-6 ISBN13: 978-0-7494-3776-3: £85.00 Pb: 0-415-34610-X ISBN13: 978-0-415-34610-8: £26.99

March 2008: 224pp Hb: 0-415-96159-9 ISBN13: 978-0-415-96159-2: £75.00 Pb: 0-415-96160-2 ISBN13: 978-0-415-96160-8: £24.99

Mobile Learning A Handbook for Educators and Trainers Edited by Agnes Kukulska-Hulme, The Open University, UK and John Traxler, University of Wolverhampton, UK

2ND EDITION

Technology, E-Learning and Distance Education

This timely introduction to the emerging field of mobile learning uses case studies written by experts in the field to explain the technologies involved, their applications and the multiple effects on pedagogical and social practice.

A.W. Bates, University of British Columbia, Canada ’An attractive book, one that will cause your thoughts to be provoked and, after that, will be worth keeping on your audio-visual book shelf for many years of fruitful reference.’ – British Journal of Educational Technology This update to the award-winning first edition analyses the pros and cons of different media and focuses on general guidelines and basic principles, making the ideas in this guide transferable to future technologies.

2005: 234x156: 224pp eBook: 0-203-00342-X ISBN13: 978-0-203-00342-8 Hb: 0-415-35739-X ISBN13: 978-0-415-35739-5: £85.00 Pb: 0-415-35740-3 ISBN13: 978-0-415-35740-1: £25.99

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2005: 234x156: 256pp Hb: 0-415-28436-8 ISBN13: 978-0-415-28436-3: £85.00 Pb: 0-415-28437-6 ISBN13: 978-0-415-28437-0: £26.99 • AVAILABLE AS AN INSPECTION COPY

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BOOKS BY GILLY SALMON BESTSELLER 2ND EDITION

e-moderating The Key to Online Teaching and Learning Gilly Salmon, University of Leicester, UK ’Few writers can appeal to both academics and practitioners. Few writers can take complex subjects and open them out in away that is both clear and entertaining, Gilly Salmon managed both of these challenges in writing E-moderating.’

– Martyn Sloman, author of The E-learning Revolution

4TH EDITION

Learning in Groups A Handbook for Face-to-Face and Online Environments David Jaques, Independent Education Constultant, UK and Gilly Salmon, University of Leicester, UK ’What a great book! One of the all-time great writers on small group work joins forces with the queen of online learning. This book is readable, theoretically rigorous, practical, and excellently presented.’

– Trish Greenhalgh, University College London, UK This Handbook is a comprehensive guide for anyone involved in groupwork, with advice and practical exercises to develop group learning skills for learners and tutors. Thoroughly updated with valuable new material throughout on group learning and collaborating online.

Fully updated and expanded, the second edition of this online learning classic features new material on the latest research and practice in the field, fresh case studies and practitioners resources, and a brand new chapter on future e-learning scenarios.

2004: 234x156: 256pp Hb: 0-415-33543-4 ISBN13: 978-0-415-33543-0: £85.00 Pb: 0-415-33544-2 ISBN13: 978-0-415-33544-7: £25.99 • AVAILABLE AS AN INSPECTION COPY

BESTSELLER

e-tivities The Key to Active Online Learning Gilly Salmon, University of Leicester, UK ’Another classic how-to book from an expert in the field.

This book will provide ideas and stimuli to online tutors everywhere. It is a hype-free zone, full of practical, tried and tested approaches to engaging learners in online discussion.’

– Professor Robin Mason

2006: 246x189: 360pp eBook: 0-203-01645-9 ISBN13: 978-0-203-01645-9 Hb: 0-415-36527-9 ISBN13: 978-0-415-36527-7: £90.00 Pb: 0-415-36526-0 ISBN13: 978-0-415-36526-0: £24.99 • AVAILABLE AS AN INSPECTION COPY

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This best-selling guide to techniques that enable teachers and learners to use technologies happily and successfully is packed with tried and tested ideas, illustrations and case studies, to help teachers personalise and customize e-learning.

2002: 234x156: 238pp eBook: 0-203-64638-X ISBN13: 978-0-203-64638-0 Pb: 0-7494-3686-7 ISBN13: 978-0-7494-3686-5: £25.99

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Gilly Salmon is one of the pioneers of good online teaching. She joined the University of Leicester in the UK in 2004 as Professor of E-learning and Learning Technologies to head the Beyond Distance Research Alliance, after fifteen years with the Open University Business School.

She is the author of a number of best-selling titles, including e-moderating and e-tivities and was awarded a National Teaching Fellowship in 2006.

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CONNECTING WITH E-LEARNING SERIES

NEW SERIES

connecting with e-learning series Series Editors: Allison Littlejohn and Chris Pegler

Underpinned by theory but maintaining an emphasis on practice the new connecting with e-learning series offers relevant guides for both newcomers to teaching and experienced teachers who are developing their practice online. Drawing on the experiences of expert practitioners, each book is immediately accessible and provides the core skills and knowledge teachers in higher education need when introducing blended and e-learning into their teaching.

NEW

NEW

The educational potential of e-portfolios

Preparing for blended e-learning Allison Littlejohn, Glasgow Caledonian University, UK and Chris Pegler, Institute of Technology, Open University, UK

Supporting Personal Development and Reflective Learning

Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning.

Lorraine Stefani, University of Auckland, New Zealand, Robin Mason, The Open University, UK and Chris Pegler, Institute of Technology, Open University, UK E-portfolios are a valuable learning and assessment tool.

They can serve as an administrative tool to manage and organise work, to present course assignments and act as the medium for learners to record their learning goals, outcomes and achievements. They encourage personal reflection and involve the exchange of ideas and feedback.

Using technology in this way supports students’ abilities in using and exploiting technology for professional and personal purposes, enabling any time, any place learning and peer learning and facilitating the provision of tutor feedback.

This is a comprehensive, practical guide for lecturers and staff developers who need to know more about the development of purposeful e-portfolios for supporting students in reflecting on their learning.

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April 2007: 216x138: 200pp eBook: 0-203-96129-3 ISBN13: 978-0-203-96129-2 Hb: 0-415-41213-7 ISBN13: 978-0-415-41213-1: £75.00 Pb: 0-415-41214-5 ISBN13: 978-0-415-41214-8: £17.99

Beginning by exploring the meaning of ’e-learning’, it supports tutors in identifying how they plan to use technology to support courses that blend online and face-to-face interactions.

Illustrated by a range of case of studies, the book covers: • designing quality, appropriate effective and online learning • efficient and sustainable e-learning activity • providing appropriate feedback to learners • devising student activities and sourcing learning resources • managing online and offline interactions Packed with practical advice and ideas, this book provides the core skills and knowledge that teachers in HE and FE need when starting out and further developing their teaching course design for blended and online learning.

April 2007: 216x138: 272pp eBook: 0-203-96132-3 ISBN13: 978-0-203-96132-2 Hb: 0-415-40360-X ISBN13: 978-0-415-40360-3: £75.00 Pb: 0-415-40361-8 ISBN13: 978-0-415-40361-0: £22.99

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PRACTICAL TITLES FOR OPEN AND DISTANCE EDUCATION AND E-LEARNING NEW

NEW

Virtual Learning Environments Using, Choosing and Developing your VLE

Rethinking Pedagogy for a Digital Age

Martin Weller, The Open University, UK

Designing and Delivering E-Learning

Virtual learning environments are widely spread in higher education, yet they are often under utilised by the institutions that employ them. This book addresses the need to move beyond thinking about the VLE simply in terms of the particular package that an institution has adopted, and viewing it as a significant educational technology that will shape much of the teaching and learning process in the coming years.

Helen Beetham, University of Bristol, UK and Rhona Sharpe, Oxford Brookes University, UK

Considering how virtual learning environments can be successfully deployed and used for effective teaching, it sets out a model for effective use, focussing on pedagogic application rather than a specific technology, and seeks to provide a bridge between pedagogical approaches and the tools educators have at their disposal.

It contains essential advice for those choosing a VLE and encourages all those involved in the deployment of a VLEs to use them more productively in order to create engaging learning experiences.

February 2007: 234x156: 192pp eBook: 0-203-96434-9 ISBN13: 978-0-203-96434-7 Hb: 0-415-41430-X ISBN13: 978-0-415-41430-2: £75.00 Pb: 0-415-41431-8 ISBN13: 978-0-415-41431-9: £24.99

NEW

e-Schooling Global Messages from a Small Island

Incorporating a variety of contexts – face-to-face, self-directed, blended and distance learning modes – this book examines different perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner focused and accessible. It considers key topics including: • specific activities for achieving learning outcomes • classifies and clarifies technologies’ uses for learning and role in educational design • current systems and future developments • learners’ competencies and approaches • designing for mobile technologies • practitioner development • sustainability, organisational barriers and learning communities.

Illustrated by case studies from the disciplines and with a helpful appendix of tools and resources for researchers, practitioners and teachers, this book is an essential guide to effective design and implementation of sound e-learning activities.

April 2007: 234x156: 288pp eBook: 0-203-96168-4 ISBN13: 978-0-203-96168-1 Hb: 0-415-40873-3 ISBN13: 978-0-415-40873-8: £75.00 Pb: 0-415-40874-1 ISBN13: 978-0-415-40874-5: £24.99

Roger Austin, University of Ulster, UK and John Anderson E-schooling: Global Messages from a Small Island looks at how an entire school system is starting to transform learning through ICT. Based on evaluation of ICT work in a wide range of schools in Northern Ireland, asking what it takes to change learning through technology in what we call 'e-schooling'.

The book sets out to analyze and suggest answers to two key questions: • Can the intervention of government and the forging of strategic alliances with providers of education and of technology bring about systemic change?

• Without radical reform of curriculum, assessment and learning are computers any more than a frill?

The authors, an education technology strategist and inspector, and a teacher education specialist, map out the complexities for those involved in teaching, training and evaluating in what is probably one of the most far reaching changes to education ever seen.

This book puts the spotlight on the costs and benefits of e-schooling and asks some hard-hitting questions of those involved in educating young people in schools at the start of the twenty first century.

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August 2007: 246x174 Pb: 1-84312-380-0 ISBN 13: 978-1-84312-380-4: £18.99

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PRACTICAL TITLES FOR OPEN AND DISTANCE EDUCATION AND E-LEARNING NEW

NEW

The e-Learning Handbook

Project Managing E-Learning

Designing Distributed Learning

A Handbook for Successful Design, Delivery and Management

Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and Islands Millennium Institute, UK Based on new research and extensive questionnaires to practitioners worldwide, this book presents a six stage course design process to help educators make appropriate choices in preparing courses for distributed learning. It provides the reader with a background to engage with the subject through highlighting the most relevant, interesting, and challenging aspects of the concept and provides practical for successful design and delivery of learning. Key aspects of designing learning covered include: • challenges of student-centred learning and outcome-based learning in different contexts • student engagement and conveying difficult concepts • delivering content in various formats: text, audio and video • specific medias: blogging, podcasting, webcasting

Maggie McVay Lynch, Portland State University, USA and John Roecker, Project Management Institute, USA Project Managing E-learning provides an essential framework, based on the globally accepted IPECC model, for planning, designing, delivering, managing and evaluating e-learning projects successfully. It focuses on practical, easy-to-understand methods and offers applications of project management principles in the real world. Illustrated by case studies of projects undertaken in business and academia it provides a step-by-step guide and highlights where projects typically fail.

• implentation, evaluation, induction and training.

Each chapter begins with a definition and conceptualisation of the process, provides examples of how the process steps may vary dependent on organization or project size and discusses the typical problems organisations face when performing steps in the project management process.

Illustrated by short descriptive case studies, it also highlights contact addresses, websites, and further reading to help readers find resources and enhance their design.

Covering all of the essentials as well as cutting-edge technology, it guides designers and managers through all stages of implementing and managing a project.

This practical guide will to help all those involved in the design and delivery of online learning in HE and FE make the best choices when preparing courses for distributed learning.

The practical framework and sound advice offered in Project Managing E-learning is essential reading for all those who want to successfully implement and manage high quality e-learning in both academic and corporate training settings on time and to budget.

• organisation and access constraints including costs and local facilities

March 2008: 234x156: 256pp Hb: 0-415-42606-5 ISBN13: 978-0-415-42606-0: £75.00 Pb: 0-415-42607-3 ISBN13: 978-0-415-42607-7: £22.99

May 2007: 234x156: 208pp eBook: 0-203-94699-5 ISBN13: 978-0-203-94699-2 Hb: 0-415-77219-2 ISBN13: 978-0-415-77219-8: £75.00 Pb: 0-415-77220-6 ISBN13: 978-0-415-77220-4: £22.99

Learning Online A Guide to Success in the Virtual Classroom Maggie McVay Lynch, Portland State University, USA Series: Routledge Study Guides

’Anyone considering continuing his or her studies online would do well to consider the issues addressed in this book and make careful note of the hints and suggestions for effective online learning ... [It] also provides tutors, administrators and developers, with important insights into the challenges faced by online learners. It is a relevant source book for any staff development programme on online learning and teaching.’

– Debra Marsh, eLearning Consultant, Escalate website Both current and prospective online learners will benefit from this practical book, which is filled with clear, detailed assistance for learning online.

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2004: 216x138: 232pp eBook: 0-203-35345-5 ISBN13: 978-0-203-35345-5 Hb: 0-415-70005-1 ISBN13: 978-0-415-70005-4: £70.00 Pb: 0-415-70000-0 ISBN13: 978-0-415-70000-9: £16.99

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PRACTICAL TITLES FOR OPEN AND DISTANCE EDUCATION AND E-LEARNING Studying Using the Web

NEW

The Student’s Guide to Using the Ultimate Information Resource

Being an E-learner in Health and Social Care

Brian Clegg, Editor of the successful www.popularscience.co.uk book review website, and a Fellow of the Royal Society of Arts Series: Routledge Study Guides Anyone can type a few keywords into a search engine. But that’s only the beginning. With Studying Using the Web you can find the right material, check its authenticity, transform it into your own original work and keep up-to-date on essential topics.

The book is about how to find the right information, and making the most of it. It shows you how to: • know what to look for • make the best use of search facilities • gather pictures, sounds and more • make use of the human side of the internet • learn how to test information with a trust CSI kit • collect and structure your information effectively • make text your own • keep up to date.

You could stay jogging round the information track. But think how much better you could do with the right technology and skills to harness a leading-edge study machine. Move into the study fast track now.

2006: 216x138: 176pp eBook: 0-203-96709-7 ISBN13: 978-0-203-96709-6 Hb: 0-415-40372-3 ISBN13: 978-0-415-40372-6: £70.00 Pb: 0-415-40374-X ISBN13: 978-0-415-40374-0: £12.99 • AVAILABLE AS AN INSPECTION COPY

A Student’s Guide Julie Santy, University of Hull, UK and Liz Smith, University of Hull, UK ’The promise of online learning and networking for personal and professional development in health and social care is strong. But the practicality, experience and scalability is so far patchy. Julie Santy and Liz Smith offer us real and direct hype-reduction. We can climb out of our shakiness, fear even, of the cost-benefit drivers and arrive slap bang in the knowledge age. We can engage in e-learning and look to the outcomes in terms of our patients and our clients. Read and go internet-forth - here you have a great contribution to e-partaking. Pitch in!’

– Gilly Salmon, Professor of E-learning and Learning Technologies, University of Leicester, UK E-learning is a new, exciting and increasingly popular way of learning for health and social care professionals, both in the pre- and post-qualification stages. However, many people are apprehensive about what it involves and whether they will be able to study effectively in this way.

This book is designed to help students and their tutors to become acquainted with the issues and methods around being an online learner in health and social care. It gives practical advice and provides guidance on developing skills and attitudes for successful online learning within health and social care.

Being an E-Learner in Health and Social Care is essential reading for all students undertaking online courses or continuing professional development in nursing, public health, social work, social care and health psychology.

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April 2007: 234x156: 192pp eBook: 0-203-96175-7 ISBN13: 978-0-203-96175-9 Hb: 0-415-40141-0 ISBN13: 978-0-415-40141-8: £65.00 Pb: 0-415-40142-9 ISBN13: 978-0-415-40142-5: £17.99 • AVAILABLE AS AN INSPECTION COPY

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PRACTICAL TITLES FOR OPEN AND DISTANCE EDUCATION AND E-LEARNING E-learning: The Key Concepts Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and Islands Millennium Institute, UK Series: Routledge Key Guides E-Learning has long been touted as the brave new frontier of education, offering fresh challenges to teachers, students and, indeed, the whole of the education system. Addressing this, E-Learning: The Key Concepts is the perfect reference for anyone seeking to navigate the myriad of names, concepts and applications associated with this new era of teaching, training and learning.

E-Learning and Disability in Higher Education Accessibility Research and Practice Jane Seale, University of Southampton, UK Most practitioners know that they should make e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be done. E-Learning and Disability in Higher Education evaluates current practice and provision and explores the tools, methods and approaches available for improving accessible practice.

Taking the reader from A to Z through a range of topics including blogging, course design, plagiarism, search engines and Virtual Learning Environments (VLEs), this timely work features:

Examining the social, educational and political background behind making e-learning accessible in higher and further education, this book considers the role of and provides advice for, the key stake-holders involved in e-learning provision: lecturers, learning technologists, student support services, staff developers and senior managers.

• full cross-referencing

Key topics covered include:

• a substantial introduction exploring the development of the field and putting modern-day challenges in context

• the opportunites that e-learning can offer students with disabilities

• extensive guides to further reading.

• the impact of accessibility legislation, guidelines and standards on current e-learning practices

The only text of its kind to provide concise and user-friendly definitions of the crucial terms used in this growing field, this is a highly useful resource for online course co-ordinators, undergraduate students taking online courses, students on masters-level online learning courses, and trainers.

2006: 216x138: 200pp eBook: 0-203-09948-6 ISBN13: 978-0-203-09948-3 Hb: 0-415-37306-9 ISBN13: 978-0-415-37306-7: £55.00 Pb: 0-415-37307-7 ISBN13: 978-0-415-37307-4: £13.99 • AVAILABLE AS AN INSPECTION COPY

• the reliability and validity of accessibility related evaluation and repair tools • practical guidelines for ’best practice’ in providing accessible e-learning experiences.

E-Learning and Disability in Higher Education is valuable reading for all practitioners and researchers involved in the design and delivery of accessible e-learning in higher, further and distance education.

2006: 234x156: 248pp eBook: 0-203-96959-6 ISBN13: 978-0-203-96959-5 Hb: 0-415-38309-9 ISBN13: 978-0-415-38309-7: £80.00 Pb: 0-415-38310-2 ISBN13: 978-0-415-38310-3: £23.99 • AVAILABLE AS AN INSPECTION COPY

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PRACTICAL TITLES FOR OPEN AND DISTANCE EDUCATION AND E-LEARNING FORTHCOMING in 2008

NEW

3RD EDITION

Plagiarism, the Internet and Student Learning

A Handbook for Teaching and Learning in Higher Education

Improving Academic Integrity

Enhancing Academic Practice

Wendy Sutherland-Smith, Monash University, Australia

Edited by Heather Fry, Imperial College London, UK, Steve Ketteridge and Stephanie Marshall, Foundation for Higher Education, UK

There is increased pressure on faculty to both deter and deal with incidents of plagiarism in higher education, often through tightly constructed plagiarism policies and by instructing students in referencing skills. Yet these measures only partly address the problem: this book challenges teachers to examine their own beliefs and practices in assessing work as plagiarised.

Praise for previous edition: ‘This book should be essential reading for all new staff engaged in supporting teaching and learning within higher education.’ – Journal of Higher and Further Education This best-selling Handbook has become one of the most popular – and influential – books for those developing their expertise and understanding of teaching in higher education.

The combination of accessible and authoritative guidance, advice and good practice, combined with a firm foundation in the relevant pedagogic principles and research, makes this an essential book for higher education professionals. It provokes thought, gives rationales and examples, encourages reflection and development, and prompts action. It has contributions from learning experts, a wealth of case studies and opportunities to reflect on practice.

This Handbook is sensitive to the competing demands of teaching, research and scholarship, academic management, and, for many, maintenance of standing and provision of service in a profession but the focus is firmly on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity the fully updated and expanded, edition includes new material on e-learning, lecturing to large groups, formative and summative assessment, and supervising research students.

September 2008: 246x189: 464pp Hb: 0-415-43463-7 ISBN13: 978-0-415-43463-8: £90.00 Pb: 0-415-43464-5 ISBN13: 978-0-415-43464-5: £25.00 • AVAILABLE AS AN INSPECTION COPY

This book examines the complexity of plagiarism in practice, from both the teachersí and studentsí perspectives, considers the evolution of plagiarism and its impact in diverse cultural settings and offers a model to more effectively deal with the tension between plagiarism policy and classroom practice.

With a particular focus on Internet plagiarism and the booming anti-plagiarism software market, the author examines how policies differ across countries including Australia, Canada, China, New Zealand, the UK and USA. Teachers explain their definitions of plagiarism, describe particular cases of plagiarism arising in their classrooms, share their experiences of pursuing cases of plagiarism through formal and informal channels and the outcomes of their actions both for themselves and their students.

Combining theoretical understandings with a practical model of plagiarism this book aims to explain why and how plagiarism developed. It offers a new way to conceptualise plagiarism and provides a framework for professionals dealing with plagiarism in higher education.

March 2008: 234x156: 176pp Hb: 0-415-43292-8 ISBN13: 978-0-415-43292-4: £70.00 Pb: 0-415-43293-6 ISBN13: 978-0-415-43293-1: £22.99

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PRACTICAL TITLES FOR OPEN AND DISTANCE EDUCATION AND E-LEARNING NEW

NEW

Problem Based Online Learning

SUPPORTED BY HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND

Maggi Savin-Baden, Coventry University, UK This book provides highly grounded research based ways for those wanting to change problem-based learning modules and programmes from face to face to online approaches, as well as those who have developed e-learning components but who want to adopt problem-based methods.

Providing an overview of the current state of problem based learning online, it examines why we are moving from fact to face to online provision, considers existing forms of provision, outlines common mistakes and strategies to avoid future problems, and shows how to effectively facilitate learning.

Illustrated by mini case studies and examples of international projects, it provides guidance on effective design, online collaboration and group dynamics, and explores the common, and complex, decisions faced when choosing which form of problem based learning to adopt.

January 2008: 234x156: 196pp Hb: 0-415-43787-3 ISBN13: 978-0-415-43787-5: £75.00 Pb: 0-415-43788-1 ISBN13: 978-0-415-43788-2: £22.99

NEW

Teaching and Learning in Transnational Higher Education Offshore and international students Edited by Michelle Wallace and Lee Dunn both at Southern Cross University, Australia This book provides theoretical perspectives and practical guidelines for professionals involved in the delivery of programmes for transnational students, in line with that of the Higher Education Policy Institute. Including; increased transnational provision including e-learning and offshore campuses, the rise of professional subjects, and the internationalization of science.

It focuses upon the current and emerging issues in transnational teaching and learning, discusses the implications for learners in transnational higher education.

Teaching and Learning in Transnational Education provides sounds theory and practical advice for HE administrators and managers involved in running offshore programmes and managing increased cultural diversity within universities, and provides educational developers and HE lecturers with practical advice on improving the experience of the international students.

The e-Revolution and Post-Compulsory Education Using e-Business Models to Deliver Quality Education Edited by Jos Boys, London Metropolitan University, UK and Peter Ford, Nottingham University, UK Moving debates about ICT and higher education beyond a simple focus on e-learning, this book takes into consideration the provision of post-secondary education as a whole.

Discussing what is meant by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education, this book: • examines emerging technologies and provides examples of what an e-institution for education might look like • explores what can be learnt from e-business in re-defining the relationships between enterprises and their users and in developing processes to improve services and competitive advantage • considers how to improve administrative efficiency, implement faster access and response to information, enhance skills and knowledge development and improve the student experience • examines technological innovation and integration, leadership styles, risk assessment and cost-benefit type analyses, re-designing existing organisational frameworks, techniques for overcoming barriers to change and successfully implementing change and the types of technologies required for an e-integrated educational provision.

In a highly competitive educational marketplace, institutions need to react to and embrace new technologies to provide rich and competitive learning environments for the students of tomorrow. The discussion and guidance in this book is essential reading for all leaders, managers and heads of e-learning in higher and further education.

December 2007: 234x156: 160pp Hb: 0-415-41986-7 ISBN13: 978-0-415-41986-4: £75.00 Pb: 0-415-41987-5 ISBN13: 978-0-415-41987-1: £22.99

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January 2008: 234x156: 224pp Hb: 0-415-42053-9 ISBN13: 978-0-415-42053-2: £75.00 Pb: 0-415-42054-7 ISBN13: 978-0-415-42054-9: £22.99

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11

PRACTICAL TITLES FOR OPEN AND DISTANCE EDUCATION AND E-LEARNING NEW

NEW

Economics of Distance and Online Learning

Reading the Web

Theory, Practice and Research

Maya B. Eagleton, University of Arizona, USA and Elizabeth Dobler, Emporia State University, USA

William Bramble, University of New Mexico and Santosh Panda, Indira Gandi National Open University, India This book provides a comprehensive overview of the organisational models of distance and online learning from an international perspective and from the point of view of economic planning, costing and management decision-making. The book points to directions for the further research and development in this area, and will promote further understanding and critical reflection on the part of administrators, practitioners and researchers of distance education. The experiences and perspectives in distance education in the US are balanced with those in other areas of the world.

January 2008: 234x156: 272pp Hb: 0-415-96388-5 ISBN13: 978-0-415-96388-6: £70.00 Pb: 0-415-96389-3 ISBN13: 978-0-415-96389-3: £21.99

Strategies for Internet Inquiry

Series: Solving Problems in Teaching of Literacy Packed with ideas and instructional activities that cut across all content areas, this engaging book provides a comprehensive framework for promoting vital Web literacy skills in grades 3–8. Teacher-friendly special features include helpful graphics, sidebars, practical tips, and nearly 100 reproducibles.

Using a research-based, classroom-tested model of Internet inquiry, the authors explain the ’whats,’ ’whys,’ and ’how-tos’ of helping diverse learners: • Locate useful information sources on the Web

NEW

• Navigate the contents of a website

Integrating Literacy and Technology

• Critically evaluate what they read online

Effective Practice for Grades K-6

• Express new knowledge in their own words.

Series: Tools for Teaching Literacy An accessible resource for busy teachers, this informative book sets the stage for using technology effectively in the literacy classroom. The authors take the reader step by step through the ongoing cycle of planning, teaching, and assessment in a technology-rich environment. They demonstrate how to use the Internet and reading and writing software not only to teach core literacy skills, but also to help children develop new reading and communication competencies for the digital age. Vivid classroom examples illustrate specific strategies for explicit instruction, teacher modeling, think-alouds, and interactive demonstration.

The book also offers tools and tips to support professional development, including reproducible materials for use by individual teachers or study groups.

June 2007: 246x174: 146pp Hb: 1-59385-453-6 ISBN13: 978-1-59385-453-9: £28.50 Pb: 1-59385-452-8 ISBN13: 978-1-59385-452-2: £13.50

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The authors’ website (www.ReadingTheWeb.net) features additional helpful materials: Web links keyed to each chapter, copies of the reproducibles in the book, a complete reference list, and more.

February 2007: 246x174: 301pp Hb: 1-59385-361-0 ISBN13: 978-1-59385-361-7: £34.00 Pb: 1-59385-217-7 ISBN13: 978-1-59385-217-7: £21.00

E-literature for Children Enhancing Digital Literacy Learning Len Unsworth, University of New England, Australia These practical ideas, suggestions and real-life experiences will help you to understand the differences and similarities of the literary experience for children through classic, modern and leading-edge narratives in both book and computer formats.

2005: 234x156: 192pp eBook: 0-203-41295-8 ISBN13: 978-0-203-41295-4 Hb: 0-415-33329-6 ISBN13: 978-0-415-33329-0: £85.00 Pb: 0-415-33330-X ISBN13: 978-0-415-33330-6: £23.99

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Susan Watts Taffe and Carolyn B. Gwinn, Educational Researcher and Consultant, USA

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• Synthesize the results of an Internet inquiry

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OPEN AND DISTANCE EDUCATION AND E-LEARNING RESEARCH The Young Person’s Guide to the Internet

NEW

The Essential Website Reference Book for Young People, Parents and Teachers

Globalisation and Pedagogy

Kate Hawthorne, Hatricks Public Relations Ltd, UK and Daniela Sheppard, Webmaster Web Editor and Internet Researcher, UK ’This excellent book describes over 1600 websites of interest to young people, parents and teachers. Whether it’s Art, Science, Education, Travel or Politics, there are so many fascinating sites listed here that you will never be stuck for a new avenue to explore.’

– Jeremy Nicholls, SEN Magazine In this easy-to-use reference, over 1600 websites have been carefully researched and selected with educational and recreational needs in mind. Sorted into thirty categories including all National Curriculum subjects, the book provides brief descriptions of each website and the resources you can expect to find there.

Some of the wide-ranging categories include art, attractions, careers and students, environment, film, TV and radio, reference and revision. The format is unique and simple, making this a perfect resource for young people, parents and teachers and an excellent support tool for schools and libraries.

2005: 246x174: 224pp eBook: 0-203-50915-3 ISBN13: 978-0-203-50915-9 Pb: 0-415-34505-7 ISBN13: 978-0-415-34505-7: £16.99 • AVAILABLE AS AN INSPECTION COPY

2ND EDITION

Space, Place and Identity Richard Edwards, University of Stirling, UK and Robin Usher, Royal Melbourne Institute of Technology University, Australia With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book.

The authors examine a number of questions posed by the rapid march of globalisation, incuding: • What is the role of the teacher, and how do we teach in the context of globalisation?

• What curriculum is appropriate when people and ideas become more mobile?

• How do the technologies of the internet and mobile phone impact upon what is learnt and by whom?

The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.

August 2007: 234x156: 200pp eBook: 0-203-94500-X ISBN13: 978-0-203-94500-1 Hb: 0-415-42895-5 ISBN13: 978-0-415-42895-8: £80.00 Pb: 0-415-42896-3 ISBN13: 978-0-415-42896-5: £22.99

NEW

Pedagogy and Learning with ICT Researching the Art of Innovation

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Bridget Somekh, Manchester Metropolitan University, UK Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period.

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June 2007: 234x156: 224pp eBook: 0-203-94700-2 ISBN13: 978-0-203-94700-5 Hb: 0-415-40983-7 ISBN13: 978-0-415-40983-4: £75.00 Pb: 0-415-40982-9 ISBN13: 978-0-415-40982-7: £22.99

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13

OPEN AND DISTANCE EDUCATION AND E-LEARNING RESEARCH Technology and the Politics of Instruction

NEW 2ND EDITION

Jan Nespor, Virginia Polytechnic Institute and State University, USA

Educational Technology A Definition with Commentary Edited by Al Januszewski, SUNY Potsdam, USA and Michael Molenda Indiana University, USA Sponsored by the Association for Educational Communications and Technology (AECT), this book presents a definition of the field of study and practice known as educational technology or instructional technology. It reflects the collaborative efforts of all members of the AECT Definition and Terminology Committee.

The revised volume begins with the statement of the definition itself (chapter one), followed by commentary chapters on each of the key terms and concepts contained in the definition (chapters two-nine). Chapter ten provides historical context for the current definition by reviewing salient elements of prior AECT definitions.

Chapter eleven discusses ethical considerations and chapter twelve concludes by discussing ramifications of the current definition for academic programs in educational technology.

This book is appropriate for anyone working in the field of educational technology: students, instructors, researchers and in-service providers.

August 2007: 234x156: 384pp Hb: 0-8058-5860-1 ISBN13: 978-0-8058-5860-0: £70.00 Pb: 0-8058-5861-X ISBN13: 978-0-8058-5861-7: £21.99

In this study of computermediated instruction (CMI) Jan Nespor traces the varying material and organizational entanglements of a constantly reconfiguring network of people, things, categories, and ideas that are sometimes loosely, sometimes tightly entangled in forms of CMI. Nespor unfolds how the different forms and meanings of CMI policy and practice were constructed over time, across departments, and in relation to students academic trajectories. Tying together a range of issues usually separated in discussions of instructional technology and examining often slighted topics. This book questions the common vocabulary for making sense of CMI and contributes to educational change theory by showing how CMI has evolved both from the top-down and the bottom-up.

This book is intended primarily for scholars and students in the fields of educational and more broadly organisational change, the politics and sociology of education, curriculum theory, higher education, and educational administration, and will also interest instructional technologists and technology developers.

Invisible Technology, Visible Impact

2006: 234x156: 208pp Hb: 0-8058-5817-2 ISBN13: 978-0-8058-5817-4: £36.95 Pb: 0-8058-5818-0 ISBN13: 978-0-8058-5818-1: £13.95 • AVAILABLE AS AN INSPECTION COPY

Edited by Mark van ’t Hooft and Karen Swan, both at Kent State University, USA

Transnational Education

Digital technology has radically altered the way in which we live and work, but has not had a substantial impact on education.

Ubiquitous Computing in Education explores the educational potential of ubiquitous computing initiatives that make digital tools available to students and teachers.

2006: 234x156: 408pp Hb: 0-8058-5735-4 ISBN13: 978-0-8058-5735-1: £61.50 Pb: 0-8058-5736-2 ISBN13: 978-0-8058-5736-8: £30.95 • AVAILABLE AS AN INSPECTION COPY

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Issues and Trends in Offshore Higher Education Grant McBurnie, Office of International Development, Australia and Christopher Ziguras, RMIT University, Australia Transnational Education presents a global perspective on the development of international online education, partner-supported transnational programs and international branch campuses. It provides a comprehensive and analytical account of the active role some universities are playing on the international stage and offers valuable guidance on future trends in the sector.

2006: 234x156: 192pp eBook: 0-203-96835-2 ISBN13: 978-0-203-96835-2 Hb: 0-415-37267-4 ISBN13: 978-0-415-37267-1: £80.00

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OPEN AND DISTANCE EDUCATION AND E-LEARNING RESEARCH Student Engagement in Campus-Based and Online Education

Adult Learning in the Digital Age

University Connections

Neil Selwyn, Cardiff University, UK, Stephen Gorard, University of York, UK and John Furlong, University of Oxford, UK

Hamish Coates, Australian Council for Educational Research, Australia

Information Technology and the Learning Society

This engaging book sheds light on the ways in which adults in the twenty-first century interact with technology in different learning environments. Based on one of the first large-scale academic research projects in this area, the authors present their findings and offer practical recommendations for the use of new technology in a learning society. They invite debate on:

Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education.

2006: 234x156: 224pp eBook: 0-203-96946-4 ISBN13: 978-0-203-96946-5 Hb: 0-415-39395-7 ISBN13: 978-0-415-39395-9: £80.00

Learning Cities, Learning Regions, Learning Communities Lifelong Learning and Local Government Norman Longworth, University of Stirling, UK This book explores the mental and social landscape of the city of today and tomorrow; the way in which people think, interact, work together, learn and live with and among each other. Written to address the urgent need for a guide to the principles and practices of lifelong learning, the topics covered include: • an introduction to the idea of learning cities • policies and strategies for the learning city, including examples form around the world • how to activate learning, involve stakeholders and encourage citizen participation in a learning city or region.

Written by one of the world’s foremost thinkers in the field, this book is highly readable and easily accessible to anyone interested in the issues addressed. Workers in local, regional and national government, academics and students of lifelong learning, in addition to anyone with an interest in the future of cities and communities will find this a truly invaluable resource and guide to a way of thinking that many see as the way to a better tomorrow.

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• the drawbacks and limits of ICT in adult education • what makes a lifelong learner • the wider social, economic, cultural and political realities of the information age and the learning society.

Adult Learning in the Digital Age addresses key questions and provides a sound empirical foundation to the existing debate, highlighting the complex realities of the learning society and e-learning rhetoric. It tells the story of those who are excluded from the learning society, and offers a set of strong recommendations for practitioners, policy-makers, and politicians, as well as researchers and students.

2005: 234x156: 248pp eBook: 0-203-00303-9 ISBN13: 978-0-203-00303-9 Hb: 0-415-35698-9 ISBN13: 978-0-415-35698-5: £80.00 Pb: 0-415-35699-7 ISBN13: 978-0-415-35699-2: £24.99

Technology, Literacy, Learning A Multimodal Approach Carey Jewitt, University of London, UK This book sets out a framework for rethinking the three key areas of schooling that are most affected by technology’s impact on education today: knowledge as curriculum, learning and pedagogy, and literacy across the curriculum.

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2005: 234x156: 192pp eBook: 0-203-96410-1 ISBN13: 978-0-203-96410-1 Hb: 0-415-34549-9 ISBN13: 978-0-415-34549-1: £80.00

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2006: 234x156: 248pp eBook: 0-203-96745-3 ISBN13: 978-0-203-96745-4 Hb: 0-415-37174-0 ISBN13: 978-0-415-37174-2: £80.00 Pb: 0-415-37175-9 ISBN13: 978-0-415-37175-9: £24.99 • AVAILABLE AS AN INSPECTION COPY

• why ICTs are believed to be capable of affecting positive change in adult learning

15

OPEN AND DISTANCE EDUCATION AND E-LEARNING RESEARCH Approaches to Developing Accessible Learning Experiences

Web-Based Learning

Conceptualising Best Practice

Edited by Harold F. O’Neil, University of Southern California/CRESST, USA

Edited by Jane Seale, University of Southampton, UK

Theory, Research, and Practice

This book explores the state of the art in the use of technology in education from a learning perspective and is designed for professionals in educational technology, assessment, evaluation, vocational/technical, school administrators and educational psychology communities.

For the past five to ten years researchers have been developing tools and guidelines for developing accessible e-learning experiences for students with disabilities. Despite this, very few practitioners in higher education are confident that they know how to develop accessible e-learning experiences. This is prompting researchers to work with practitioners in order to develop meaningful approaches to addressing accessibility; ones that facilitate the development of a clear conceptualisation of why and how practice can be changed to meet the varied needs of students.

This book describes these approaches and explores the extent to which they might challenge current thinking and understanding.

This book was previously published as a special issue of Alt-J.

2006: 234x156: 448pp Hb: 0-8058-5100-3 ISBN13: 978-0-8058-5100-7: £67.50

2006: 246x174: 160pp Hb: 0-415-41149-1 ISBN13: 978-0-415-41149-3: £70.00

Virtual Decisions

NEW

Digital Simulations for Teaching Reasoning in the Social Sciences and Humanities

Tracking Learning in Students’ Multimodal Texts Shirley Palframan, Institute of Education, University of London, UK

Edited by Steve Cohen and Kent E. Portney both at Tufts University, USA, Dean Rehberger, Michigan State University, USA and Carolyn Thorsen, Boise State University, USA This text focuses on the special issues related to the use of digital technologies in teaching the complex nature of social decisions with particular attention to the use of digital role-play simulations as a means to accomplish this.

This book is the first to foreground issues of learning and assessment in relation to multimodality – the variety of ways students experience communication outside of school, for example, interactive websites and chat rooms.

It explores the use of social semiotic theories in interpreting evidence of learning across the modes: visual texts, writing, speech and gesture. Using examples from secondary science and history it shows how particular students responded to what they were taught, and how they re-constructed curriculum knowledge in line with their own experiences and interest; in short, how they learnt.

This book demonstrates a new methodology for identifying and interpreting evidence of learning in students’ multimodal texts. Here, students’ responses are juxtaposed with teaching input in such a way that representational choices are made explicit and the transformation of knowledge clearly visible. Anyone concerned with the exciting possibilities that multimodal approaches offer in the classroom will find this book fascinating reading.

January 2008: 234x156: 224pp Hb: 0-415-41111-4 ISBN13: 978-0-415-41111-0: £70.00

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With the advent of new technologies for delivering multimedia simulations to students, and advanced graphics capabilities to create life-like decision environments, digital role-play simulations are increasingly available for K-12 and higher education teachers to use in the classroom.

This book helps both users and developers make intelligent choices about the value added by using simulations, technology, and media to teach reasoning in social sciences and humanities classrooms.

2005: 234x156: 280pp Hb: 0-8058-4994-7 ISBN13: 978-0-8058-4994-3: £48.95 Pb: 0-8058-4995-5 ISBN13: 978-0-8058-4995-0: £15.50 • AVAILABLE AS AN INSPECTION COPY

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Knowledge Making in the Classroom

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OPEN AND DISTANCE EDUCATION AND E-LEARNING RESEARCH Cognition, Education, and Communication Technology

NEW

Edited by Peter Gürdenfors and Petter Johansson, both at Lund University, Sweden

Handbook of Distance Education

2ND EDITION

This book presents some of the recent theoretical developments in the cognitive and educational sciences and the implications for the use of ICT in the organization of school and university education.

Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. It provides perspectives on the learning processes that can be used as a foundation for constructing pedagogically valuable tools based on ICT. 2005: 234x156: 312pp Hb: 0-8058-4279-9 ISBN13: 978-0-8058-4279-1: £48.95 Pb: 0-8058-4280-2 ISBN13: 978-0-8058-4280-7: £21.50 • AVAILABLE AS AN INSPECTION COPY

The second edition of this award-winning book continues the mission of its predecessor, to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past quarter century. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology.

This volume will be of interest to anyone engaged in distance education at either the K-12 or college level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments.

Libr@ries

April 2007: 246x174: 720pp Hb: 0-8058-5847-4 ISBN13: 978-0-8058-5847-1: £105.00

Changing Information Space and Practice Edited by Cushla Kapitzke, University of Queensland, Australia and Bertram C. Bruce, University of Illinois at Urbana-Champaign, USA ’That information is the vital element in a ’new’ politics and economy linking space, knowledge, and capital is the central theme and premise of this provocative and compelling [volume] ... This is a vital collection to be read not only by teachers, libraries, and academics of all persuasions, but also, more broadly, by the general reading public.’

– Michael A. Peters, University of Glasgow, From the Foreword This volume examines the social, cultural, and political implications of the shift from print-based libraries to digital libraries – how library as place and library as space may be both contradictory and complimentary.

2006: 234x156: 360pp Hb: 0-8058-5481-9 ISBN13: 978-0-8058-5481-7: £73.50

Edited by Michael Grahame Moore, Pennsylvania State University, USA

NEW

Ten Steps to Complex Learning A Systematic Approach to Four-Component Instructional Design Jeroen J.G. van Merriënboer and Paul A. Kirschner both at the Open Univeristy of the Netherlands Ten Steps to Complex Learning presents in ten steps a path from a training problem to a training solution in a way that students, practitioners (both instructional designers and teachers) and researchers can understand and use.

Practitioners in the field of instructional design may use this book as a reference guide to support their design of courses, materials, and/or environments for complex learning. Students in the field of instructional design should use this book to broaden their knowledge of the design of training programs for complex learning.

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April 2007: 234x156: 320pp Hb: 0-8058-5792-3 ISBN13: 978-0-8058-5792-4: £75.00 Pb: 0-8058-5793-1 ISBN13: 978-0-8058-5793-1: £23.99

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17

OPEN AND DISTANCE EDUCATION AND E-LEARNING RESEARCH NEW

NEW

Finding Your Online Voice

Video Research in the Learning Sciences

Stories Told by Experienced Online Educators Edited by J. Michael Spector, Florida State University, USA Finding Your Online Voice offers a thought-provoking discussion of innovative approaches to technology-based distance education. Editor J. Michael Spector focuses on how highly experienced teachers conceptualize and organize online classes. Best practices and guidelines for effective online teaching as well as a set of instructor skills specific to online learning environments are featured in the volume.

Distinguished researchers recount stories from a richly detailed, personal viewpoint on topics such as: • teaching orientations and philosophies • approaches to learning and instruction • orientation to and uses of technology • models and methods of technology-based teaching • reflections and self-assessments.

This work is appropriate for professors, students, and professional practitioners working in the areas of distance education and educational technology. It is intended as a primary resource in courses on technology integration.

February 2007: 234x156: 232pp Pb: 0-8058-6228-5 ISBN13: 978-0-8058-6228-7: £21.99

NEW

Design and Development Research

Edited by Ricki Goldman, New York University, USA, Roy Pea and Brigid Barron, Stanford University, USA and Sharon J. Derry, University of Wisconsin/Madison, USA Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their own work, is to help usher in video scholarship and supportive technologies, and to mentor video scholars, so that video research will meet its maximum potential to contribute to the growing knowledge base about teaching and learning. This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments - whether classrooms or other contexts – and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching.

Video Research in the Learning Sciences is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching. Visit the Web site affiliated with this book: http://www.videoresearch.org June 2007: 234x156: 544pp Hb: 0-8058-5359-6 ISBN13: 978-0-8058-5359-9: £100.00 Pb: 0-8058-5360-X ISBN13: 978-0-8058-5360-5: £36.95

Methods, Strategies, and Issues Rita C. Richey Wayne State University, USA and James D. Klein, Arizona State University, USA This volume thoroughly discusses methods and strategies appropriate for conducting design and development research. Rich with examples and explanations, the book describes actual strategies that researchers have used to conduct two major types of design and development research: 1) product and tool research and 2) model research. Common challenges confronted by researchers in the field when planning and conducting a study are explored and procedural explanations are supported by a wide variety of examples taken from current literature.

Samples of actual research tools are also presented.

Design and Development Research is appropriate for both experienced researchers and those preparing to become researchers. It is intended for scholars interested in planning and conducting design and development research, and is intended to stimulate future thinking about methods, strategies, and issues related to the field.

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March 2007: 234x156: 200pp Hb: 0-8058-5731-X ISBN13: 978-0-8058-5731-3: £75.00 Pb: 0-8058-5732-X ISBN13: 978-0-8058-5732-0: £20.99

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OPEN AND DISTANCE EDUCATION AND E-LEARNING RESEARCH Collaborative Learning, Reasoning, and Technology

NEW 3RD EDITION

Handbook of Research on Educational Communications and Technology Edited by J. Michael Spector, M. David Merrill and Marcy P. Driscoll, all at Florida State University, USA and Jeroen van Merrienboer, Open University of the Netherlands Series: AECT Series Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fifty-six chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues.

This handbook is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them.

December 2007: 276x219: 936pp Hb: 0-8058-5849-0 ISBN13: 978-0-8058-5849-5: £105.00 Pb: 0-415-96338-9 ISBN13: 978-0-415-96338-1: £50.00

Edited by Angela M. O’Donnell and Cindy E. Hmelo-Silver both at Rutgers, The State University of New Jersey, USA and Gijsbert Erkens, Utrecht University, the Netherlands Series: Rutgers Invitational Symposium on Education Series This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts.

Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors well known for their contributions to research on technology learning environments.

2005: 234x156: 368pp Hb: 0-8058-4778-2 ISBN13: 978-0-8058-4778-9: £76.50

International Handbook of Literacy and Technology Volume II Edited by Michael C. McKenna, University of Virginia, USA Linda D. Labbo, University of Georgia, USA, Ronald D. Kieffer, Ohio Northern University, USA and David Reinking, Clemson University, USA

Innovations in Instructional Technology Essays in Honor of M. David Merrill

This Handbook provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances.

Edited by J. Michael Spector, Florida State University, USA, Celestia Ohrazda, Syracuse University, USA, Andrew Van Schaack and David A. Wiley both at Utah State University, USA Innovations in Instructional Technology is a collection of original essays written by leading scholars and practitioners who have worked with and been inspired by Professor M. David Merrill. The chapters in this book represent a sampling of key innovations in the instructional technology field and include knowledge of how people learn, how people solve problems, how designers conceptualize learning spaces, how teachers implement learning activities, and how evaluators assess outcomes.

2006: 246x174: 440pp Hb: 0-8058-5087-2 ISBN13: 978-0-8058-5087-1: £76.50 Pb: 0-8058-5088-0 ISBN13: 978-0-8058-5088-8: £30.95 • AVAILABLE AS AN INSPECTION COPY

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2005: 234x156: 384pp Hb: 0-8058-4836-3 ISBN13: 978-0-8058-4836-6: £67.50

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ROUTLEDGE STUDIES IN COMPUTER ASSISTED LANGUAGE LEARNING SERIES

Routledge Studies in Computer Assisted Language Learning Series

NEW

The Path of Speech Technologies in Computer-Assisted Language Learning Melissa Holland, US Army Research Lab, USA

NEW

Errors and Intelligence in Computer-Assisted Language Learning Parsers and Pedagogues Trude Heift, Simon Fraser University, Canada and Mathias Schulze, University of Waterloo, Canada This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in CALL. It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and/or graduate students who study CALL, SLA, language pedagogy, applied linguistics, computational linguistics or artificial intelligence as well as researchers with a background in any of these fields.

March 2007: 272pp eBook: 0-203-01221-6 ISBN13: 978-0-203-01221-5 Hb: 0-415-36191-5 ISBN13: 978-0-415-36191-0: £60.00

This collection examines the promise and limitations for computer-assisted language learning of emerging speech technologies: speech recognition, text-to-speech synthesis, and acoustic visualization. Using pioneering research from contributors based in the US and Europe, this volume illustrates the uses of each technology for learning languages, the problems entailed in their use, and the solutions evolving in both technology and instructional design. To illuminate where these technologies stand on the path from research toward practice, the book chapters are organized to reflect five stages in the maturation of learning technologies: basic research, analysis of learners’ needs, adaptation of technologies to meet needs, development of prototypes to incorporate adapted technologies, and evaluation of prototypes. The volume demonstrates the progress in employing each class of speech technology while pointing up the effort that remains for effective, reliable application to language learning.

November 2007: 234x156: 256pp Hb: 0-415-96076-2 ISBN13: 978-0-415-96076-2: £60.00

NEW

Changing Language Education Through CALL

Learner Autonomy and CALL Environments Klaus Schwienhorst The book describes, in theory and through the presentation of empirical research, how we can develop learner autonomy and work towards reflective and communicative learners that are not afraid to experiment with language and language learning in CALL environments.

July 2007: 192pp eBook: 0-203-01220-8 ISBN13: 978-0-203-01220-8 Hb: 0-415-36190-7 ISBN13: 978-0-415-36190-3: £65.00

.....

Edited by Randall P. Donaldson, and Margaret A. Haggstrom both at Loyola College, Maryland, USA This practical text brings together sixteen internationally respected experts in second-language acquisition and computer technologies, focusing on the languagelearning process and the teacher’s role in facilitating this through the use of CALL. 2006: 234x156: 304pp eBook: 0-203-00842-1 ISBN13: 978-0-203-00842-3 Hb: 0-415-36187-7 ISBN13: 978-0-415-36187-3: £65.00

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21

ESL and Applied Linguistics Professional Series

Routledge Studies in Distance Education Series Series Editors: Desmond Keegan and Alan Tait

CALL Dimensions Options and Issues in Computer-Assisted Language Learning Mike Levy, Griffith University, Australia and Glenn Stockwell, Waseda University, Tokyo, Japan This volume gives language teachers, software designers, and researchers who wish to use technology in second or foreign language education the information they need to absorb what has been achieved so far and to make sense of it. It is designed to enable the kind of critical reading of a substantial literature that leads to a balanced and detailed knowledge of the field. Chapter by chapter, the book builds, through description, analysis, examples, and discussion, a detailed picture of modern CALL.

A new series of up-to-date volumes detailing research and practice in this fast expanding area of education. Written by leading authorities the books deal with central aspects of this rapidly evolving field.

2ND EDITION

Open and Distance Learning in the Developing World Hilary Perraton, Von Hügel Institute, St Edmund’s College Cambridge, UK Series: Routledge Studies in Distance Education This revised and updated edition of Open and Distance Learning in the Developing World sets the expansion of distance education in the context of general educational change and explores its use for basic and non-formal education, schooling, teacher training and higher education.

2006: 234x156: 328pp Hb: 0-8058-5633-1 ISBN13: 978-0-8058-5633-0: £55.50 Pb: 0-8058-5634-X ISBN13: 978-0-8058-5634-7: £19.95 • AVAILABLE AS AN INSPECTION COPY

Engaging with a range of topics, this comprehensive overview includes new material on:

CALL Research Perspectives Edited by Joy L. Egbert and Gina Mikel Petrie both at Washington State University, USA CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of computer-enhanced language learning.

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2005: 234x156: 216pp Hb: 0-8058-5137-2 ISBN13: 978-0-8058-5137-3: £36.50 Pb: 0-8058-5138-0 ISBN13: 978-0-8058-5138-0: £15.50 • AVAILABLE AS AN INSPECTION COPY

• non-formal education: mass-communication approaches to education about HIV/AIDS and recent literacy work in India, South Africa, and Zambia • schooling: new research projects in open schooling in Asia and subsaharan Africa, and interactive radio instruction in South Africa • the impact of new technology and globalisation: learning delivered through the internet and mobile learning • the political economy: international agencies, the role of private sector, and funding.

With its critical appraisal of the facts and examination of data about effectiveness, this book provides answers to problems and poses key questions for the consideration of policy makers, educational practitioners and all professionals involved in implementing and delivering sustainable open and distance learning.

2006: 234x156: 256pp eBook: 0-203-98386-6 ISBN13: 978-0-203-98386-7 Hb: 0-415-39397-3 ISBN13: 978-0-415-39397-3: £65.00 Pb: 0-415-39398-1 ISBN13: 978-0-415-39398-0: £22.99

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WORLD REVIEW OF DISTANCE EDUCATION Published in association with The Commonwealth of Learning VOLUME 6

VOLUME 4

Strategies for Sustainable Open and Distance Learning

Policy for Open and Distance Learning

World Review of Distance Education and Open Learning

World Review of Distance Education and Open Learning Edited by Helen Lentell and Hilary Perraton ’As an academic working in a distance education institution, I found each part provided food for thought and reflection [ ... ] The book fulfils its intention of highlighting arrangements for open and distance learning that work, and barriers that might impede the continuing progress of the sector.’

– Dr Robyn Smyth, The Teaching and Learning Centre, University of New England, Australia in BJET

Andrea Hope, Shue Yan College, Hong Kong and Patrick Guiton With scarce material available in the field, this volume examines the nature of sustainability in open and distance learning in order to provide a guide to successful implementation. It is published in association with the Commonwealth of Learning.

2005: 234x156: 208pp eBook: 0-203-53720-3 ISBN13: 978-0-203-53720-6 Hb: 0-415-34525-1 ISBN13: 978-0-415-34525-5: £85.00 Pb: 0-415-34526-X ISBN13: 978-0-415-34526-2: £23.99 • AVAILABLE AS AN INSPECTION COPY

This book considers the questions that planners and policy makers in open and distance learning need to address at any level of education.

2003: 234x156: 288pp eBook: 0-203-46440-0 ISBN13: 978-0-203-46440-3 Hb: 0-415-26306-9 ISBN13: 978-0-415-26306-1: £90.00 Pb: 0-415-26307-7 ISBN13: 978-0-415-26307-8: £27.99 • AVAILABLE AS AN INSPECTION COPY

VOLUME 5

Vocational Education and Training through Open and Distance Learning World Review of Distance Education and Open Learning Louise Moran and Greville Rumble Aids senior institutional managers and policy makers to understand and appreciate the role distance education can play in increasing skills levels in young people and the existing workforce, the challenges in using educational technologies, and distance education to deliver vocational education and training, how to devise effective policies to meet these challenges.

2004: 234x156: 256pp eBook: 0-203-53719-X ISBN13: 978-0-203-53719-0 Hb: 0-415-34523-5 ISBN13: 978-0-415-34523-1: £85.00 Pb: 0-415-34524-3 ISBN13: 978-0-415-34524-8: £28.99 • AVAILABLE AS AN INSPECTION COPY

VOLUME 3

Teacher Education Through Open and Distance Learning World Review of Distance Education and Open Learning Edited by Bernadette Robinson and Colin Latchem ’This book is both an excellent introduction to distance learning and a rich resource for those in that field as well as for those in the fields of teacher education and online learning.’

– Teacher Education Through Open and Distance Learning This book describes and analyses the ways in which these methods and technologies are used for initial teacher training and continuing professional development, training principals and school managers and those who provide non-formal adult and community education. It also provides a valuable discussion of the policy-making, management, technology, costing, evaluation and quality assurance aspects of this work.

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2002: 234x156: 272pp eBook: 0-203-01869-9 ISBN13: 978-0-203-01869-9 Hb: 0-415-36955-X ISBN13: 978-0-415-36955-8: £85.00 Pb: 0-415-36956-8 ISBN13: 978-0-415-36956-5: £27.99 • AVAILABLE AS AN INSPECTION COPY

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JOURNALS

ALT-J: Research in Learning Technology www.informaworld.com/ALTJ

Communication Education www.informaworld.com/rced

Communication Teacher www.informaworld.com/rcmt

Computer Assisted Language Learning www.informaworld.com/CALL

Computer Science Education www.informaworld.com/CSE

Distance Education www.informaworld.com/DistanceEducation

Educational Media International www.informaworld.com/EMI

Educational Technology Abstracts www.informaworld.com/ETA

Innovations in Education and Teaching International www.informaworld.com/IETI

Interactive Learning Environments www.informaworld.com/ILE

Learning, Media and Technology www.informaworld.com/LMAT

Open Learning: The Journal of Open and Distance Learning www.informaworld.com/OPL

Technical Education & Training Abstracts www.informaworld.com/TEaTA

Technology, Pedagogy and Education www.informaworld.com/TPE

For further information on the Journals listed please contact:

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Sophie Caples Sophie.Caples@tandf.co.uk

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AUTHOR INDEX A

K

S

Austin, Roger . . . . . . . . . . . . . . . . . . . . .6

Kapitzke, Cushla . . . . . . . . . . . . . . . . .17 Keegan, Desmond . . . . . . . . . . . . . . .21 Kember, David . . . . . . . . . . . . . . . . . . .1 Ketteridge, Steve . . . . . . . . . . . . . . . . .10 Kieffer, Ronald D. . . . . . . . . . . . . . . . .19 Kirschner, Paul A. . . . . . . . . . . . . . . . .17 Klein, James D. . . . . . . . . . . . . . . . . . .18 Koumi, Jack . . . . . . . . . . . . . . . . . . . . . .2 Kukulska-Hulme, Agnes . . . . . . . . . . . . .3

Salmon, Gilly . . . . . . . . . . . . . . . . . . . . .4 Santy, Julie . . . . . . . . . . . . . . . . . . . . . .8 Savin-Baden, Maggi . . . . . . . . . . . . . .11 Schaack, Andrew van . . . . . . . . . . . . .19 Schulze, Mathias . . . . . . . . . . . . . . . . .20 Schwienhorst, Klaus . . . . . . . . . . . . . .20 Seale, Jane . . . . . . . . . . . . . . . . . . . .9, 16 Selwyn, Neil . . . . . . . . . . . . . . . . . . . .15 Sharpe, Rhona . . . . . . . . . . . . . . . . . . . .6 Sheppard, Daniela . . . . . . . . . . . . . . . .13 Smith, Liz . . . . . . . . . . . . . . . . . . . . . . .8 Somekh, Bridget . . . . . . . . . . . . . . . . .13 Spector, J. Michael . . . . . . . . . . . .18, 19 Stefani, Lorraine . . . . . . . . . . . . . . . . . .5 Stockwell, Glenn . . . . . . . . . . . . . . . . .21 Sutherland-Smith, Wendy . . . . . . . . . .10 Swan, Karen . . . . . . . . . . . . . . . . . . . .14

B Barron, Brigid . . . . . . . . . . . . . . . . . . .18 Bates, A.W. . . . . . . . . . . . . . . . . . . . . . .3 Bates, Tony . . . . . . . . . . . . . . . . . . . . . .1 Beetham, Helen . . . . . . . . . . . . . . . . . . .6 Boys, Jos . . . . . . . . . . . . . . . . . . . . . . .11 Bramble, William . . . . . . . . . . . . . . . . .12 Bruce, Bertram C. . . . . . . . . . . . . . . . .17

C Clegg, Brian . . . . . . . . . . . . . . . . . . . . .8 Coates, Hamish . . . . . . . . . . . . . . . . . .15 Cohen, Steve . . . . . . . . . . . . . . . . . . . .16 Conole, Gráinne . . . . . . . . . . . . . . . . . .1

D Derry, Sharon J. . . . . . . . . . . . . . . . . .18 Dobler, Elizabeth . . . . . . . . . . . . . . . . .12 Donaldson, Randall P. . . . . . . . . . . . . .20 Dunn, Lee . . . . . . . . . . . . . . . . . . . . . .11

E Eagleton, Maya B. . . . . . . . . . . . . . . .12 Edwards, Richard . . . . . . . . . . . . . . . . .13 Egbert, Joy L. . . . . . . . . . . . . . . . . . . .21 Erkens, Gijsbert . . . . . . . . . . . . . . . . . .19

F Ford, Peter . . . . . . . . . . . . . . . . . . . . .11 Fry, Heather . . . . . . . . . . . . . . . . . . . .10 Furlong, John . . . . . . . . . . . . . . . . . . .15

L Labbo, Linda D. . . . . . . . . . . . . . . . . .19 Latchem, Colin . . . . . . . . . . . . . . . . . .22 Lentell, Helen . . . . . . . . . . . . . . . . . . .22 Levy, Mike . . . . . . . . . . . . . . . . . . . . . .21 Littlejohn, Allison . . . . . . . . . . . . . . . . . .5 Lockwood, Fred . . . . . . . . . . . . . . . . . . .1 Longworth, Norman . . . . . . . . . . . . . .15 Lynch, Maggie McVay . . . . . . . . . . . . .7

M Marshall, Stephanie . . . . . . . . . . . . . . .10 Mason, Robin . . . . . . . . . . . . . . . .5, 7, 9 McBurnie, Grant . . . . . . . . . . . . . . . . .14 McGreal, Rory . . . . . . . . . . . . . . . . . . . .2 McKenna, Michael C. . . . . . . . . . . . . .19 Merrienboer, Jeroen J.G. van . . . . . . .17 Molenda, Michael . . . . . . . . . . . . . . . .14 Moore, Michael Grahame . . . . . . . . .17 Moran, Louise . . . . . . . . . . . . . . . . . . .22 Murgatroyd, Stephen . . . . . . . . . . . . . .2

N Naidu, Som . . . . . . . . . . . . . . . . . . . .1, 3 Nespor, Jan . . . . . . . . . . . . . . . . . . . . .14

T Taffe, Susan Watts . . . . . . . . . . . . . . .12 Tait, Alan . . . . . . . . . . . . . . . . . . . . . . .21 Thorsen, Carolyn . . . . . . . . . . . . . . . . .16 Traxler, John . . . . . . . . . . . . . . . . . . . . .3

U Unsworth, Len . . . . . . . . . . . . . . . . . .12 Usher, Robin . . . . . . . . . . . . . . . . . . . .13

W Wallace, Michelle . . . . . . . . . . . . . . . .11 Weller, Martin . . . . . . . . . . . . . . . . . . . .6 Wiley, David A. . . . . . . . . . . . . . . . . . .19

Z Ziguras, Christopher . . . . . . . . . . . . . .14

O

G Goldman, Ricki . . . . . . . . . . . . . . . . . .18 Gorard, Stephen . . . . . . . . . . . . . . . . .15 Guiton, Patrick . . . . . . . . . . . . . . . . . .22 Gurdenfors, Peter . . . . . . . . . . . . . . . .17 Gwinn, Carolyn B. . . . . . . . . . . . . . . .12

O'Donnell, Angela M. . . . . . . . . . . . . .19 Ohrazda, Celestia . . . . . . . . . . . . . . . .19 Oliver, Martin . . . . . . . . . . . . . . . . . . . .1 O'Neil, Harold F. . . . . . . . . . . . . . . . . .16

P H Haggstrom, Margaret A. . . . . . . . . . .20 Harris, Phillip . . . . . . . . . . . . . . . . .14, 19 Hawthorne, Kate . . . . . . . . . . . . . . . . .13 Heift, Trude . . . . . . . . . . . . . . . . . . . . .20 Hmelo-Silver, Cindy E. . . . . . . . . . . . .19 Holland, Melissa . . . . . . . . . . . . . . . . .20 Hooft, Mark van 't . . . . . . . . . . . . . . .14 Hope, Andrea . . . . . . . . . . . . . . . . . . .22

Padhi, Nayantara . . . . . . . . . . . . . . . . . .3 Palframan, Shirley . . . . . . . . . . . . . . . .16 Panda, Santosh . . . . . . . . . . . . . . . . . .12 Pea, Roy . . . . . . . . . . . . . . . . . . . . . . .18 Pegler, Chris . . . . . . . . . . . . . . . . . . . . .5 Perraton, Hilary . . . . . . . . . . . . . . .21, 22 Petrie, Gina Mikel . . . . . . . . . . . . . . . .21 Portney, Kent E. . . . . . . . . . . . . . . . . .16

R

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Rehberger, Dean . . . . . . . . . . . . . . . . .16 Reinking, David . . . . . . . . . . . . . . . . .19 Rennie, Frank . . . . . . . . . . . . . . . . . .7, 9 Richey Rita C. . . . . . . . . . . . . . . . . . . .18 Robinson, Bernadette . . . . . . . . . . . . .22 Roecker, John . . . . . . . . . . . . . . . . . . . .7 Rumble, Greville . . . . . . . . . . . . . . . . .22

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Januszewski, Al . . . . . . . . . . . . . . . . . .14 Jaques, David . . . . . . . . . . . . . . . . . . . .4 Jewitt, Carey . . . . . . . . . . . . . . . . . . . .15 Johansson, Petter . . . . . . . . . . . . . . . . .17 Juwah, Charles . . . . . . . . . . . . . . . . . . .1

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TITLES INDEX A

H

Adult Learning in the Digital Age . . . .15 AEC Series . . . . . . . . . . . . . . . . . . . . . .19 ALT-J: Research in Learning Technology . .23 Approaches to Developing Accessible Learning Experiences . . . . . . . . . . . .16

Handbook for Teaching and Learning in Higher Education, A . . . . . . . . . . .10 Handbook of Distance Education . . . . .17 Handbook of Research on Educational Communications and Technology . .19

B

I

Being an E-learner in Health and Social Care . . . . . . . . . . . . . . . . . . . . .8

Innovations in Education and Teaching International . . . . . . . . . . .23 Innovations in Instructional Technology . .19 Integrating Literacy and Technology . .12 Interactions in Online Education . . . . . .1 Interactive Learning Environments . . . .23 International Handbook of Literacy and Technology . . . . . . . . . . . . . . . .19

C CALL Dimensions . . . . . . . . . . . . . . . . .21 CALL Research Perspectives . . . . . . . . .21 Changing Language Education Through CALL . . . . . . . . . . . . . . . . .20 Cognition, Education, and Communication Technology . . . . . . . .17 Collaborative Learning, Reasoning, and Technology . . . . . . . . . . . . . . . .19 Communication Education . . . . . . . . .23 Communication Teacher . . . . . . . . . . .23 Computer Assisted Language Learning . .23 Computer Science Education . . . . . . . .23 Connecting with E-Learning Series . . . .5 Contemporary Perspectives in E-Learning Research . . . . . . . . . . . . . .1

D Design and Development Research . . .18 Designing Video and Multimedia for Open and Flexible Learning . . . . . . . .2 Distance Education . . . . . . . . . . . . . . .23

K

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V Video Research in the Learning Sciences . . . . . . . . . . . . . . . . . . . . . .18 Virtual Decisions . . . . . . . . . . . . . . . . .16 Virtual Learning Environments . . . . . . . .6 Vocational Education and Training through Open and Distance Learning . . . . . . . .22

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R Reading the Web . . . . . . . . . . . . . . . . .12 Reconsidering Open and Distance Learning in the Developing World . . .1

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