Routledge Education
New Titles and Key Backlist
Educational Technology
2008/2009
www.routledge.com/education
Highlights
WELCOME TO THE 2008
EDUCATIONAL TECHNOLOGY CATALOGUE
CONTENTS Page 1
Page 2
Page 13
Page 14
Practical Titles for Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Educational Technology Research . . . . . . . . . . . .8 Practical Titles for e-Learning . . . . . . . . . . . . . .11 Connecting with e-Learning . . . . . . . . . . . . . .18 Books by Gilly Salmon . . . . . . . . . . . . . . . . . . .19 Open and Flexible Learning . . . . . . . . . . . . . . .20 Practical Titles for Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . .23 Open and Distance Learning . . . . . . . . . . . . . .24 Routledge Studies in Computer Assisted Language Learning . . . . . . . . . . . . .26 Routledge Studies in Distance Education . . . . . . . . . . . . . . . . . . . .28 World Review of Distance Education . . . . . . . .28 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Order Form . . . . . . . . . . . . .Centre of Catalogue
Trade customers’ representatives, agents and distribution For a list of all trade customers’ representatives, agents and distributors for UK, Rest of World, North America and South America visit: http://www.routledge.com/representatives
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CONTACT DETAILS EDITORIAL Sarah Burrows Acquisitions Editor sarah.burrows@taylorandfrancis.com
MARKETING AnnHelen Parker Marketing Manager (UK, Europe and Rest of World) annhelen.parker@tandf.co.uk
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Lori Kelly Marketing Manager (The Americas) lori.kelly@taylorandfrancis.com
PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY NEW FOR 2009
NEW
Instructional-Design Theories and Models, Volume III
Online Social Networking on Campus
Building a Common Knowledge Base
Ana M. Martínez Alemán, Boston College, USA and Katherine Lynk Wartman
Understanding what Matters in Student Culture
Edited by Charles Reigeluth, Indiana University, USA and Alison Carr-Chellman, Pennsylvania State University, USA Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education. March 2009: 254x156: 459pp Hb: 978-0-8058-6456-4: £27.99 eBook: 978-1-4106-1884-9
US $50.00
In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. It is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students’ use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. February 2009: 234x156: 184pp Hb: 978-0-415-99019-6: £75.00 Pb: 978-0-415-99020-2: £20.99 eBook: 978-0-203-88496-6
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PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY
NEW
Teaching English Language Learners through Technology Tony Erben, University of Tampa, USA, Ruth Ban, Barry University, Miami Shores, USA and Martha Casta-eda, Miami University, USA In Teaching English Language Learners through Technology, the authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access – whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction. August 2008: 246x174: 256pp Hb: 978-0-415-95767-0: £75.00 Pb: 978-0-415-95768-7: £18.99 eBook: 978-0-203-89442-2
Technology-Mediated Learning Environments for Young English Learners Connections In and Out of School Edited by L. Leann Parker, University of California, Berkeley, USA This book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors’ consideration of ways that technology outside of school can benefit these students’ English-language development in school. The central chapters are counter pointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning. Technology-Mediated Learning Environments for Young English-Language Learners is targeted to researchers, educators, and policymakers in the areas of elementary education, after-school learning, second-language teaching and learning, English language and literacy development, and reading.
US $135.00
US $34.95
2007: 234x156: 336pp Hb: 978-0-8058-6232-4: £65.00 Pb: 978-0-8058-6233-1: £21.99 eBook: 978-1-4106-1615-9
NEW
US $105.00
US $39.95
Economics of Distance and Online Learning Theory, Practice and Research Edited by William Bramble, University of New Mexico, USA and Santosh Panda, Indira Gandhi National Open University, India This book provides a comprehensive overview of the organizational 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. March 2008: 234x156: 312pp Hb: 978-0-415-96388-6: £70.00 Pb: 978-0-415-96389-3: £22.99
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PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY 2ND EDITION
Ten Steps to Complex Learning
Educational Technology
A Systematic Approach to Four-Component Instructional Design
A Definition with Commentary
Jeroen J.G. van Merrienboer and Paul A. Kirschner, both at Open University of the Netherlands
Edited by Al Januszewski, SUNY Potsdam, USA, Michael Molenda, Indiana University, USA and Phillip Harris, AECT, Bloomington, USA
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.
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. This book is appropriate for anyone working in the field of educational technology: students, instructors, researchers and in-service providers. 2007: 234x156: 384pp Hb: 978-0-8058-5860-0: £70.00 Pb: 978-0-8058-5861-7: £21.99
2007: 234x156: 320pp Hb: 978-0-8058-5792-4: £75.00 Pb: 978-0-8058-5793-1: £24.50
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Teaching Teachers to Use Technology Kulwadee Kongrith and D. Lamont Johnson
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The Digital Pencil One-to-One Computing for Children Edited by Jing Lei, Syracuse University, USA, Paul Conway, University College, Cork, Ireland and Yong Zhao, Michigan State University, USA This book takes a serious historical and international look at the ’digital pencil’ movement to equip every student with a computing device with wireless connection. Using an ecological perspective as an overarching framework, and drawing on their own studies and available literature that illuminate the issues related to one-to-one computing, the authors present well-reasoned discussions about a set of complex and critical issue facing policy makers, educators, students, parents, and the general public. 2007: 234x156: 272pp Hb: 978-0-8058-6060-3: £37.50 eBook: 978-1-4106-1431-5
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Though teachers may have access to the newest technology, they often avoid it because they don’t understand it or know how to use it to their best advantage. Teaching Teachers to Use Technology provides numerous strategies for effectively infusing technology into teacher education. This timely book includes models for professional and staff development, inquiry learning, network-based assessment, and collaborating through online learning and publications to increase the quality and quantity of educators entering the workforce as classroom teachers. The text provides several helpful tables and appendixes. 2007: 182pp Hb: 978-0-7890-3503-5: £50.00 Pb: 978-0-7890-3504-2: £19.99
US $70.00
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PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY
Design and Development Research Methods, Strategies, and Issues
Technology and the Politics of Instruction
Rita C. Richey, Wayne State University, Detroit, USA and James D. Klein, Arizona State University, USA
Jan Nespor, Virginia Polytechnic Institute and State University, USA In this study of computer-mediated instruction (CMI) in a U.S. research university that is the site of nationally known innovations in this area, 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.
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; product and tool research, and model research. 2007: 234x156: 200pp Hb: 978-0-8058-5731-3: £80.00 Pb: 978-0-8058-5732-0: £23.50
US $79.95
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• AVAILABLE AS AN INSPECTION COPY
Finding Your Online Voice 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. 2007: 234x156: 232pp Hb: 978-0-8058-6219-5: £55.00 Pb: 978-0-8058-6228-7: £21.99
US $99.95
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User Design Alison A. Carr-Chellman, Penn State University, USA User Design offers a fresh perspective on how front-line learners (users) can participate in the design of learning environments. The book presents a new set of methods and strategies that show how the tools of professional designers can be effectively shared with broad groups of users and other participants in the process of creating their own learning. 2006: 234x156: 160pp Hb: 978-0-8058-5504-3: £42.50 Pb: 978-0-8058-5505-0: £14.99 • AVAILABLE AS AN INSPECTION COPY
He 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, such as the articulations of local and national practices, 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. Technology and the Politics of Instruction is distinctive in its multi-level approach and in the breadth of its conceptual frame. Departing from the mainstream research on instructional technology to focus on mundane and widespread forms of CMI – PowerPoint slides, CD-ROMs, self-paced labs, and the like – Nespor views these from multiple standpoints, not just what they mean for professors, but also for administrators and students. The effect is to displace the typical emphasis in CMI research from cuttingedge, high resource artifacts and systems (the importance of which is not questioned) to the politics and organizational processes that shape the uses of such things. This book is intended primarily for scholars and students in the fields of educational and more broadly organizational change, the politics and sociology of education, curriculum theory, higher education, and educational administration, and will also interest instructional technologists and technology developers. 2006: 234x156: 208pp Hb: 978-0-8058-5817-4: £42.50 Pb: 978-0-8058-5818-1: £14.99
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US $23.95
US $62.95
US $23.95
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PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY Student Engagement in Campus-Based and Online Education
Classroom Integration of Type II Uses of Technology in Education
University Connections
Edited by Cleborne D. Maddux and D. Lamont Johnson
Hamish Coates, Australian Council for Educational Research, Australia 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 Hb: 978-0-415-39395-9: £80.00 eBook: 978-0-203-96946-5
US $160.00
Making a Difference: Volume I and II The Proceedings of the Seventh International Conference of the Learning Sciences (ICLS) Edited by Sasha A. Barab, Indiana University, Bloomington, USA, Kenneth E. Hay, University of Georgia, Athens, USA, Nancy Butler Songer, University of Michigan, Ann Arbor, USA and Daniel T. Hickey, University of Georgia, Athens, USA 2006: 276x219: 1168pp Pb: 978-0-8058-6174-7: £125.00
Educators have talked about using information technology to improve teaching since the beginning of the modern computer movement but true integration remains an elusive goal for most. Classroom Integration of Type II Uses of Technology in Education finds teachers who have managed to take advantage of the sophistication, power, and affordability of today’s technology to develop new and better strategies for learning, despite the absence of an effective institutional infrastructure. This unique book reviews effective Type II teaching applications and software used at all educational levels, including Lego/Logo technologies, idea technologies, graphics software, laptop computers, and handheld computers. 2006: 212pp Hb: 978-0-7890-3110-5: £50.00 Pb: 978-0-7890-3111-2: £19.99
US $95.00
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US $205.00
Internet Applications of Type II Uses of Technology in Education
Type II Uses of Technology in Education Projects, Case Studies, and Software Applications Cleborne D. Maddux and D. Lamont Johnson Type II applications in education make it possible to teach in new and more effective ways. Type II Uses of Technology in Education clearly explains methods and strategies presently used by teachers to offer students a creative learning experience through the application of technology. Each chapter presents individual examples of how teachers have applied technology in schools and classrooms, illustrating through case studies, projects, and software applications how to effectively spark students’ interest and learning. 2006: 226pp Hb: 978-0-7890-3255-3: £50.00 Pb: 978-0-7890-3256-0: £19.99
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Edited by Cleborne D. Maddux and D. Lamont Johnson The Internet, though brimming with potential, is still vastly underused as a teaching resource. Internet Applications of Type II Uses of Technology in Education gives teachers new strategies for the Internet’s use as a dynamic educational resource. Where Type I teaching applications technologically mimic the procedures previously used by teachers, Type II teaching applications involve innovative thinking in the use of technology in learning. Using Type II applications with the Internet, students are actively empowered to look to its use as an effective partner in their learning process. This book clearly reviews several Type II teaching applications and integrative software for use in all educational levels, including Internet videoconferencing, instant messages, WebQuests, and WebCT. 2006: 206pp Hb: 978-0-7890-2494-7: £50.00 Pb: 978-0-7890-2495-4: £19.99
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PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY
Web-Based Learning
Collaborative Learning, Reasoning, and Technology
Theory, Research, and Practice
Edited by Angela M. O’Donnell, Cindy E. Hmelo-Silver and Gijsbert Erkens
Edited by Harold F. O’Neil and Ray S. Perez 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 the educational technology, assessment/evaluation, vocational/technical, school administrator and educational psychology communities. 2006: 234x156: 448pp Hb: 978-0-8058-5100-7: £72.50
Series: Rutgers Invitational Symposium on Education Series ’This book nicely portrays the gamut of ways in which technology (and Web-based online software in particular) can enhance discourse between students and teachers and the development of higher level learning ....provides many innovative ways to get learners to collaborate for the common good of advancing personal and collective knowledge.’ – PsycCRITIQUES
US $120.00
Virtual Decisions Digital Simulations for Teaching Reasoning in the Social Sciences and Humanities Edited by Steve Cohen, Kent E. Portney, Dean Rehberger and Carolyn Thorsen 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 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: 280pp Hb: 978-0-8058-4994-3: £60.00 Pb: 978-0-8058-4995-0: £20.99 eBook: 978-1-4106-1720-0 • AVAILABLE AS AN INSPECTION COPY
2005: 234x156: 368pp Hb: 978-0-8058-4778-9: £80.00 eBook: 978-1-4106-1565-7
Technology, Literacy, Learning
Web-Based Learning in K-12 Classrooms
A Multimodal Approach
Opportunities and Challenges
Carey Jewitt
Jay Blanchard and James Marshall
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.
2005: 196pp Hb: 978-0-7890-2492-3: £50.00 Pb: 978-0-7890-2493-0: £19.99
US $94.95
US $31.95
2005: 234x156: 192pp Hb: 978-0-415-34549-1: £85.00
US $135.00
US $95.00
US $39.95
US $170.00
Computer Supported Collaborative Learning 2005 The Next 10 Years! Edited by Timothy Koschmann, Tak-Wai Chan and Daniel D. Suthers 2005: 276x219: 802pp Pb: 978-0-8058-5782-5: £100.00
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PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY Innovations in Instructional Technology
IT and Organizational Learning Managing Change through Technology and Education
Essays in Honor of M. David Merrill
Arthur M. Langer
Edited by J. Michael Spector, Celestia Ohrazda, Andrew Van Schaack and David A. Wiley 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. 2005: 234x156: 384pp Hb: 978-0-8058-4836-6: £75.00 eBook: 978-1-4106-1368-4
2004: 234x156: 304pp eBook: 978-0-203-99743-7 Hb: 978-0-415-94836-4: £75.00 Pb: 978-0-415-94837-1: £21.99 • AVAILABLE AS AN INSPECTION COPY US $135.00
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2ND EDITION
Computers, Curriculum, and Cultural Change An Introduction for Teachers Eugene F. Provenzo, Jr., Arlene Brett and Gary N. McCloskey 2004: 246x174: 328pp eBook: 978-1-4106-1118-5 Pb: 978-0-8058-4464-1: £27.99 • AVAILABLE AS AN INSPECTION COPY US $45.95
US $115.00
Cognition, Education, and Communication Technology
To Order
Edited by Peter Gärdenfors and Petter Johansson ’People interested in recent developments in theoretical thinking will find parts of this text informative and thoughtprovoking. People intrigued to read of researched innovations in teaching (especially of children), and in using IT, will find much of interest.’ – British Journal of Educational Technology
For simple and secure online ordering, please visit www.routledge.com/education or use the order form in this catalogue.
’The topics covered are very current and address many important issues within the field ....[This book] fills a significant gap in the existing literature.’ – Mitchell Rabinowitz, Fordham University, USA 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. 2005: 234x156: 312pp eBook: 978-1-4106-1289-2 Hb: 978-0-8058-4279-1: £55.00 Pb: 978-0-8058-4280-7: £22.99 • AVAILABLE AS AN INSPECTION COPY US $83.95
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EDUCATIONAL TECHNOLOGY RESEARCH
8 NEW
NEW
Multimedia and Literacy Development
Handbook of Research on New Literacies
Improving Achievement for Young Learners Edited by Adriana G. Bus, Leiden University, the Netherlands and Susan B. Neuman, The University of Michigan, USA Multimedia and Literacy Development reports experimental research and practices with multimedia stories indicating that new dimensions of media contribute to young children’s ability to understand stories and to read texts independently. This is the first synthesis of evidence-based research in this field. Four key themes are highlighted:
Edited by Julie Coiro, University of Rhode Island, USA, Michele Knobel and Colin Lankshear, both at Montclair State University, New Jersey, USA and Donald J. Leu, New Literacies Project, University of Connecticut, USA Situated at the intersection of two of the most important areas in educational research today – literacy and technology – this Handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research concerning new literacies.
• understanding the multimedia environment for learning • designing multimedia applications for learning • new approaches to storybook reading • multimedia applications in classroom instruction. Written in jargon-free language for an international audience of students in university courses on literacy and information technology, researchers, policymakers, program developers, and media specialists, this volume is essential reading for all professionals interested in early literacy and early interventions. September 2008: 234x156: 304pp Hb: 978-0-415-98841-4: £75.00 Pb: 978-0-415-98842-1: £22.99 eBook: 978-0-203-89215-2 US $135.00
Features of the book are that it: • brings together a diverse international team of editors and chapter authors • provides an extensive collection of research reviews in a critical area of educational research • makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies
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• establishes important space for the emerging field of new literacies research
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• includes a unique Commentary section. The Handbook of Research on New Literacies is intended for the literacy research community including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation. March 2008: 246x174: 1096pp Hb: 978-0-8058-5651-4: £125.00 Pb: 978-0-8058-5652-1: £50.00 eBook: 978-1-4106-1889-4
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EDUCATIONAL TECHNOLOGY RESEARCH 3RD EDITION
NEW
Handbook of Research on Educational Communications and Technology
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators Edited by the AACTE Committee on Innovation and Technology, USA Published by Routledge/Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge – the knowledge and skills that teachers need in order to meaningfully integrate technology into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: • What is Technological Pedagogical Content Knowledge? • Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas. • Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development. January 2008: 234x156: 336pp Hb: 978-0-8058-6355-0: £85.00 Pb: 978-0-8058-6356-7: £32.50 eBook: 978-1-4106-1818-4
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Edited by J. Michael Spector, M. David Merrill, Jeroen van Merriënboer and Marcy P. Driscoll 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: 928pp Hb: 978-0-8058-5849-5: £130.00 Pb: 978-0-415-96338-1: £55.00 eBook: 978-1-4106-0951-9
US $250.00
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Interactive Literacy Education Facilitating Literacy Environments Through Technology
US $150.00
US $59.95
Edited by Charles K. Kinzer, Columbia University, New York, USA and Ludo Verhoeven, Radboud University Nijmegen, the Netherlands Interactive Literacy Education combines the latest research and theory related to technology-based instructional design for children’s literacy development. It shows how technology can be used to build literacy learning environments that are 2007: 234x156: 336pp Hb: 978-0-8058-5213-4: £75.00 Pb: 978-0-8058-5214-1: £29.99 eBook: 978-1-4106-1749-1
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10
EDUCATIONAL TECHNOLOGY RESEARCH
Video Research in the Learning Sciences
2ND EDITION
Edited by Ricki Goldman, New York University, Jersey City, USA, Roy Pea, Stanford University, Stanford, USA, Brigid Barron, Stanford University, Sanford, USA and Sharon J. Derry, University of Wisconsin/Madison, USA
Edited by Michael Grahame Moore, Pennsylvania State University, USA
Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances in uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. It is designed around four themes: theoretical frameworks for video research; video research on peer, family, and informal learning; video research on classroom and teacher learning; and video collaborations and technological futures. This volume 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. Visit the website affiliated with this book: www.videoresearch.org 2007: 246x174: 624pp Hb: 978-0-8058-5359-9: £100.00 Pb: 978-0-8058-5360-5: £42.50 eBook: 978-1-4106-1619-7
Handbook of Distance Education
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. Key features include: • Comprehensive coverage includes all aspects of distance education including design, instruction, management, policy, and a section on different audiences. • Chapter Structure: Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. • Theoretical Foundation: Section one provides a unique review of the theories that support distance education pedagogy.
US $180.00
US $59.95
Ubiquitous Computing in Education Invisible Technology, Visible Impact Edited by Mark van ’t Hooft and Karen Swan, both at Kent State University, USA 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.
• Global Perspective: Section six provides a unique review of distance education as a component of a global culture. • New Material: All chapters have been updated and approximately one third are either new or have new authors. This book 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. 2007: 246x174: 720pp Hb: 978-0-8058-5847-1: £105.00
US $195.00
2006: 234x156: 408pp Hb: 978-0-8058-5735-1: £65.00 Pb: 978-0-8058-5736-8: £32.50 • AVAILABLE AS AN INSPECTION COPY US $115.00
US $57.95
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EDUCATIONAL TECHNOLOGY RESEARCH
PRACTICAL TITLES FOR E-LEARNING
International Handbook of Literacy and Technology
NEW FOR 2009
Volume II
New Directions for Technology-Enhanced Learning
Edited by Michael C. McKenna, University of Virginia, Charlottesville, USA, Linda D. Labbo, University of Georgia, Athens, USA, Ronald D. Kieffer, Ohio Northern University, USA and David Reinking, Clemson University, USA 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. 2006: 246x174: 440pp Hb: 978-0-8058-5087-1: £80.00 Pb: 978-0-8058-5088-8: £32.50 eBook: 978-0-203-92913-1
US $135.00
US $52.95
Intelligence and Technology The Impact of Tools on the Nature and Development of Human Abilities Edited by Robert J. Sternberg and David D. Preiss Series: Educational Psychology Series 2005: 234x156: 232pp Hb: 978-0-8058-4927-1: £55.00
US $83.95
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Digital Discourse Denise Whitlock Written to promote e-learning excellence, Digital Discourse outlines and illustrates the effectiveness of computer mediated discourse in teaching and technology-enhanced learning courses. It offers a coherent and effective teaching approach through the use of digital discourses. This approach has proven to be successful in raising student participation and reflection in the learning process. Grounded in pedagogical research conducted through The Institute of Educational Technology at the Open University, this book provides evidence of the mediating role of such discourse in the development of thinking and also in the construction of different communities of practice. It includes further examples in the US that show how e-learning environments provide enriched learning opportunities offered by a dialogic approach. Up-to-date and innovative in its approach, this book focuses on the practical and theoretical aspects of digital discourses, including Aesopic Dialogue or the sharing and telling of stories. It further examines a number of recent developments that exhibit innovation in electronic communication that encourage the learning process; the most recent developments in pedagogical communication tools, such as ’BuddySpace’ and ’BuddyFinder’ are discussed together with the role of mobile technologies in support of learning dialogues. Practicing lecturers, course leaders, designers, staff developers and students will find this book an invaluable resource. It presents new opportunities for the use of technology enhanced discourse learning and sheds light on the true power of discourse thinking in Higher Education. April 2009: 234x156 Hb: 978-0-415-99021-9: £75.00 Pb: 978-0-415-99022-6: £24.99
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12
PRACTICAL TITLES FOR E-LEARNING
NEW FOR 2009
NEW
Mobile Learning Communitites
Emergent Computer Literacy
Creating New Educational Futures
A Developmental Perspective
Patrick Danaher, University of Southern Queensland, Australia, Beverley Moriarty and Geoff Danaher, both at Central Queensland University, Australia
Helen Mele Robinson, CUNY/Borough of Manhattan Community College, USA
A significant feature of life in this century is the experience of mobility as people move across and within national borders in search of work, study and lifestyle experiences. Many mobile groups can be understood as learning communities whose lived experience involves formal and informal education and training. Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ’on the run’. The book provides empirical evidence that draws on the authors’ fifteen years of continuing research with international occupational travelers. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures, thus challenging simplistic and stereotypical images of traveling groups that are still found in mainstream media and popular culture.
Series: Routledge Research in Education The United States is currently grappling with how to prepare our students to be computer literate citizens in the competitive technological world we live in. Understanding how children develop computer knowledge, and the ways that adults are able to guide their computer learning experiences, is a vital task facing parents and educators. This groundbreaking book is an attempt to fill a gap in current understanding of how we become computer literate and proposes a theory of how computer literacy skills emerge in computer users. October 2008: 234x156: 144pp Hb: 978-0-415-96131-8: £60.00 eBook: 978-0-203-88791-2
US $95.00
This text will appeal to scholars in the field of Higher Education and to researchers in the fields of education, cultural studies and sociology. It will also be of interest to HE Instructors, policy-makers, and administrators. It effectively presents alternative views of the mobile learners themselves but also offers a detailed examination of notions of learning which will inform all educational practices and policy. June 2009: 234x156: 192pp Hb: 978-0-415-99158-2: £75.00 Pb: 978-0-415-99159-9: £24.99
US $135.00
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PRACTICAL TITLES FOR E-LEARNING NEW
NEW
Play, Creativity and Digital Cultures
Plagiarism, the Internet, and Student Learning
Edited by Rebekah Willett, University of London, UK, Muriel Robinson, Bishop Grosseteste University College, UK and Jackie Marsh, University of Sheffield, UK Series: Routledge Research in Education
Improving Academic Integrity Wendy Sutherland-Smith, Monash University, Australia Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education.
Recent work on children’s digital cultures has identified a range of literacies emerging through children’s engagement with new media technologies. This edited collection focuses on children’s digital cultures, specifically examining the role of play and creativity in learning with these new technologies. The chapters in this book were contributed by an international range of respected researchers, who seek to extend our understandings of children’s interactions with new media both within and outside of school. They address and provide evidence for continuing debates around the following questions: • What notions of creativity are useful in our fields? • How does an understanding of play inform analysis of children’s engagement with digital cultures? • How might school practice take account of out-of-school learning in relation to digital cultures? • How can we understand children’s engagements with digital technologies in commercialised spaces? Offering current research, theoretical debate and empirical studies, this intriguing text will challenge the thinking of scholars and teachers alike as it explores the evolving nature of play within the media landscape of the 21st-century. September 2008: 234x156: 208pp Hb: 978-0-415-96311-4: £60.00 eBook: 978-0-203-88869-8 US $95.00
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Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum, which usefully informs discussion and direction of plagiarism management in most educational settings. The model was developed from a cross-disciplinary examination of plagiarism with a particular focus on understanding how educators and students perceive and respond to issues of plagiarism. The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia between 2004-2006, explain why it has emerged as a major issue. The book examines current teaching approaches in light of issues surrounding plagiarism, particularly Internet plagiarism. The model affords insight into ways in which teaching and learning approaches can be enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher Education educators, managers and policy-makers to examine their own beliefs and practices in managing the phenomenon of plagiarism in academic writing. August 2008: 234x156: 240pp Hb: 978-0-415-43292-4: £70.00 Pb: 978-0-415-43293-1: £21.99 eBook: 978-0-203-92837-0
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14
PRACTICAL TITLES FOR E-LEARNING
NEW
NEW
e-Learning and Social Networking Handbook
Teaching in Transnational Higher Education
Resources for Higher Education
Enhancing Learning for Offshore International Students
Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and Islands Millennium Institute, UK
Edited by Michelle Wallace and Lee Dunn, both at Southern Cross University, Australia
This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through highlighting the most relevant, interesting, and challenging aspects of e-Learning the book provides practical advice for using social networking tools in course design. Illustrated by short descriptive case studies, it also highlights contact addresses, websites, and further reading to help readers find resources and enhance their design. This practical guide will help all those involved in the design and delivery of online learning in higher education make the best choices when preparing courses for distributed learning. Please visit the authors’ wiki at: www.socialnetworking.wetpaint.com June 2008: 234x156: 208pp Hb: 978-0-415-42606-0: £75.00 Pb: 978-0-415-42607-7: £22.99 eBook: 978-0-203-92776-2
Teaching in Transnational Higher Education examines current trends and challenges that face students, teachers and institutions of higher education around the globe. This book comes at a pivotal moment where many universities are offering their courses in offshore locations. Students who could once not access an international qualification can now do so without leaving their home country. The book clearly defines and takes an in-depth look at the various types of transnational education, including: institutions that have campuses abroad, teach specific courses abroad, and form partnerships with diverse schools to teach jointly. The authors choose to highlight a broad sampling of transnational programs including those in: Zambia, China, and the United Arab Emirates among others. Interviews with students and teachers participating in these programs of study make this an enjoyable and unique portrait of higher education that is invaluable to those who teach and learn around the world. March 2008: 234x156: 296pp Hb: 978-0-415-42053-2: £75.00 Pb: 978-0-415-42054-9: £24.99 eBook: 978-0-203-93062-5
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PRACTICAL TITLES FOR E-LEARNING NEW
Project Managing E-Learning
The e-Revolution and Post-Compulsory Education
A Handbook for Successful Design, Delivery and Management
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. 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. January 2008: 234x156: 176pp Hb: 978-0-415-41986-4: £75.00 Pb: 978-0-415-41987-1: £22.99
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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. 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.
US $150.00
2007: 234x156: 208pp Hb: 978-0-415-77219-8: £75.00 Pb: 978-0-415-77220-4: £22.99 eBook: 978-0-203-94699-2
US $41.95
A Practical Guide to Problem-based Learning Online
US $150.00
US $45.95
Rethinking Pedagogy for a Digital Age
Maggi Savin-Baden Providing an overview of the current state of problem based learning online, this book examines why we’re moving from face-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. February 2008: 234x156: 168pp Hb: 978-0-415-43787-5: £75.00 Pb: 978-0-415-43788-2: £22.99 eBook: 978-0-203-93814-0
Designing and Delivering E-Learning Helen Beetham, University of Bristol, UK and Rhona Sharpe, Oxford Brookes University, UK 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.
US $135.00
U
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. 2007: 234x156: 288pp Hb: 978-0-415-40873-8: £75.00 Pb: 978-0-415-40874-5: £22.99 eBook: 978-0-203-96168-1
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16
PRACTICAL TITLES FOR E-LEARNING
Virtual Learning Environments Using, Choosing and Developing your VLE
E-Learning and Disability in Higher Education
Martin Weller, The Open University, UK
Accessibility Research and Practice
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. 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. 2007: 234x156: 192pp Hb: 978-0-415-41430-2: £75.00 Pb: 978-0-415-41431-9: £24.99 eBook: 978-0-203-96434-7
US $150.00
Jane Seale, University of Southampton, UK ’Here is a very timely book ... The author’s main area is educational innovation, though she has a strong proactive interest in barriers to learning and assistive technology ... but, of course, overcoming students’ disabilities at university would indeed be educational innovation.’ – British Journal of Educational Technology, Vol 38 No 2 2007 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.
US $49.98
Transnational Education Issues and Trends in Offshore Higher Education Grant McBurnie, Office of International Development, Australia and Christopher Ziguras, RMIT University, Australia While the international mobility of students is a wellestablished feature of higher education, the international mobility of institutions and courses on a large scale is a more novel phenomenon. Transnational education is at the leading-edge of the most fundamental changes taking place in higher education today.
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. 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 Hb: 978-0-415-38309-7: £80.00 Pb: 978-0-415-38310-3: £23.99 eBook: 978-0-203-96959-5 • AVAILABLE AS AN INSPECTION COPY US $160.00
US $47.98
Transnational Education presents a global perspective on the development of international online education, partnersupported 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 Hb: 978-0-415-37267-1: £80.00 eBook: 978-0-203-96835-2
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PRATCICAL TITLES FOR E-LEARNING Handbook of Electronic and Digital Acquisitions
E-literature for Children
Thomas W. Leonhardt, Director, Scarborough-Phillips Library, St. Edward University, Austin, Texas, USA
Len Unsworth, University of New England, Australia
Enhancing Digital Literacy Learning 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.
Everything you need to know about adding e-resources to your library’s services Handbook of Electronic and Digital Acquisitions steers librarians through the process of evaluating, choosing, and managing electronic resources as they expand their collection development policies to include electronic databases. This handy, how-to guide takes a practical approach to acquisitions, providing commonsense information on basic copyright laws, fair use guidelines and policies, offsite and in-house databases, virtual reference software, EDI, and vendors. The book’s contributors draw on their own experiences, providing case studies and helpful evaluation checklists, worksheets, and templates. 2006: 182pp Hb: 978-0-7890-2291-2: £50.00 Pb: 978-0-7890-2292-9: £19.99
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2005: 234x156: 192pp Hb: 978-0-415-33329-0: £85.00 Pb: 978-0-415-33330-6: £24.99
US $145.00
US $47.95
Learning Online
US $95.00
US $39.95
A Guide to Success in the Virtual Classroom
Elearning: The Key Concepts
Maggie McVay Lynch, Portland State University, USA
Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and Islands Millennium Institute, UK
Series: Routledge Study Guides
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. 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.
’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. 2004: 216x138: 232pp Hb: 978-0-415-70005-4: £75.00 Pb: 978-0-415-70000-9: £16.99
2006: 216x138: 200pp Hb: 978-0-415-37306-7: £55.00 Pb: 978-0-415-37307-4: £14.99 eBook: 978-0-203-09948-3 • AVAILABLE AS AN INSPECTION COPY US $100.00
US $26.95
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18
CONNECTING WITH E-LEARNING
Connecting with e-Learning Series Series Editors: Allison Littlejohn and Chris Pegler Underpinned by theory but maintaining an emphasis on practice the 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.
The Educational Potential of e-Portfolios Supporting Personal Development and Reflective 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.
Preparing for Blended e-Learning Allison Littlejohn, Glasgow Caledonian University, UK and Chris Pegler, Institute of Technology, Open University, UK 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. 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. 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.
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The Educational Potential of e-Portfolios 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. 2007: 216x138: 200pp Hb: 978-0-415-41213-1: £75.00 Pb: 978-0-415-41214-8: £17.99 eBook: 978-0-203-96129-2
FORTHCOMING IN 2009
A Practical Guide to Authentic e-Learning Jan Herrington December 2009: 224pp Hb: 978-0-415-99799-7: £75.00 Pb: 978-0-415-99800-0: £20.99
2007: 216x138: 272pp Hb: 978-0-415-40360-3: £75.00 Pb: 978-0-415-40361-0: £22.99 eBook: 978-0-203-96132-2
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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.
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BOOKS BY GILLY SALMON
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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 15 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. 4TH EDITION
2ND EDITION
Learning in Groups
E-Moderating
A Handbook for Face-to-Face and Online Environments
The Key to Online Teaching and Learning
BESTSELLER
Gilly Salmon, University of Leicester, UK
David Jaques, Independent Education Consultant, UK and Gilly Salmon, University of Leicester, UK
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.
’This is a truly excellent book. With a solid theoretical underpinning, it is wide-ranging, accessible, practical and, above all, useful... Whatever your role, if you want to enable groups to function and learn well, read and use this book!’ – Bob Rotheram, Leeds Metropolitan University, 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 ’The book progresses well from the theoretical underpinning of group behaviour to assessment within groups and practical check lists for leaders. The online learning points are well integrated and not viewed as add-ons. In its general framework, the book is extremely coherent with excellent use of bullet points, diagrams, tables and shading to encourage clarity of thought.’ – British Journal of Educational Technology 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.
2004: 234x156: 256pp Hb: 978-0-415-33543-0: £85.00 Pb: 978-0-415-33544-7: £25.99
E-tivities Gilly Salmon, University of Leicester, UK
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.
2006: 246x189: 360pp Hb: 978-0-415-36527-7: £90.00 Pb: 978-0-415-36526-0: £24.99 eBook: 978-0-203-01645-9 • AVAILABLE AS AN INSPECTION COPY US $180.00
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BESTSELLER
The Key to Active Online Learning
2002: 234x156: 238pp Pb: 978-0-7494-3686-5: £25.99 eBook: 978-0-203-64638-0
US $170.00
US $51.98
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OPEN AND FLEXIBLE LEARNING
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.
Students’ Experiences of e-learning in Higher Education The Ecology of Sustainable Innovation Robert Ellis, University of Sydney Institute of Teaching, Australia, Peter Goodyear, University of Sydney, Australia Grounded in relevant international research, Studentís Experiences of e-learning in Higher Education helps academic instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning, such as learning in lectures, seminars and laboratories, as well as private study. A distinctive feature of the book is that it foregrounds the studentsí experience of learning, emphasizing the importance of the ways students interpret the challenges set for them, their conceptions of learning and their approaches to learning.
Learning with Digital Games A Practical Guide to Engage Students in Higher Education Nicola Whitton Written for Higher Education teaching and learning professionals, Learning with Digital Games provides a straightforward introduction to the field of computer gamebased learning. Keeping up to date with current trends and the changing learning needs to engage todayís students, this text offers straightforward guidance on how to effectively implement computer game-based learning activities at the HE level. Loaded with practical tips and strategies, this timely and accessible text is the perfect starter’s guide. Learning with Digital Games enables readers to quickly grasp the practical and technological concepts, with examples that can easily be applied to their own practice. It also offers: A companion website is available and provides up-to-date technological information, additional resources and further examples. June 2009: 192pp Hb: 978-0-415-99774-4: £70.00 Pb: 978-0-415-99775-1: £22.99
August 2009 Hb: 978-0-415-98935-0: £75.00 Pb: 978-0-415-98936-7: £24.99 e-book: 978-0-203-94529-2
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OPEN AND FLEXIBLE LEARNING
21
Reconsidering Open and Distance Learning in the Developing World
NEW FOR 2009
Open and Distance Learning Developments in Asia
Meeting Students’ Learning Needs David Kember, The Chinese University of Hong Kong
Policy, Management and Research
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.
Colin Latchem Curtin University, Perth, Australia, Insung Jung, International Christian University, Japan Open and Distance Learning Developments in Asia is a unique and comprehensive overview of open, distance learning (ODL) and information and communication technology (ICT) in Asian education and training. Broad in coverage, this book also critically examines ODL and ICT experiences in Iran, Turkey, Japan and the Phillipines – drawing conclusions from the successes and failures, and recommending ways in which planning, management and practice may be further developed. This innovative book identifies the main trends, issues and needs, drawing mainly on Asian theory, research and practice to present ideas on the leadership and management, professional development, innovation and quality assurance and research and diffusion needed to further advance knowledge, skills and practices. This book further: • examines how affordable technology enables people to learn, share information, collaborate and be empowered in ways never previously possible
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. 2007: 234x156: 224pp Hb: 978-0-415-40139-5: £75.00 Pb: 978-0-415-40140-1: £22.99 eBook: 978-0-203-96654-9
• examines how Asian countries are using ODl/ICT to extend educational opportunity to develop intellectual and creative capacities of every student • outlines how e-learning and blended learning are being used to develop new knowledge and skills in companies, government and local government departments • examines the issues involved in leading and managing the kinds of change necessary for open, distance and blended learning • discusses the instructional design and Teaching and Learning approaches that are needed to achieve a new shift in paradigms • provides an analysis of Asian research in ODL/ICT • summarizes the latest lessons learned in regard to Asian ODL/ICT and identifies the issues that remain to be addressed. The book will be of important interest to Asian educators and trainers interested in ODL/ICT, as well as western educators and administrators interested in educational development, exporting programs or partnering with institutions in the region. July 2009: 234x156 Hb: 978-0-415-99409-5: £75.00 Pb: 978-0-415-99410-1: £21.99
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22
OPEN AND FLEXIBLE LEARNING
The Open and Flexible Learning Series Continued...
Interactions in Online Education Implications for Theory and Practice 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.
Online Education Using Learning Objects Edited by Rory McGreal, Athabasca University School of Business, Canada 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. 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.
2006: 234x156: 272pp Hb: 978-0-415-35741-8: £80.00 Pb: 978-0-415-35742-5: £25.99 eBook: 978-0-203-00343-5
Designing Video and Multimedia for Open and Flexible Learning Jack Koumi, Freelance Consultant and Trainer, Rugby, UK
2007: 234x156: 396pp Pb: 978-0-415-41660-3: £24.99
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.
Contemporary Perspectives in E-Learning Research 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 characterize the area. 2006: 234x156: 288pp Hb: 978-0-415-39393-5: £85.00 Pb: 978-0-415-39394-2: £25.99 eBook: 978-0-203-96626-6
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. 2006: 234x156: 256pp Hb: 978-0-415-38304-2: £80.00 Pb: 978-0-415-38303-5: £25.99 eBook: 978-0-203-96628-0
Mobile Learning A Handbook for Educators and Trainers Edited by Agnes Kukulska-Hulme and John Traxler 2005: 234x156: 224pp Hb: 978-0-415-35739-5: £85.00 Pb: 978-0-415-35740-1: £25.99 eBook: 978-0-203-00342-8
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PRACTICAL TITLES FOR TEACHING AND LEARNING BESTSELLER
NEW
23
NEW
3RD EDITION
Working One-to-One with Students
A Handbook for Teaching and Learning in Higher Education
Supervising, Coaching, Mentoring, and Personal Tutoring
Enhancing Academic Practice
Gina Wisker, Maria Antoniou and Pauline Ridley, all at University of Brighton, UK and Kate Exley, Nottingham University, UK
Edited by Heather Fry, Imperial College, University of London, UK, Steve Ketteridge and Stephanie Marshall, Leadership Foundation for Higher Education, UK
Series: Key Guides for Effective Teaching in Higher Education Working One-to-One with Students is written for Higher Education academics, adjuncts, teaching assistants and research students who are looking for guidance inside and outside the classroom. This book is a jargon-free, practical guide to improving one-to-one teaching, covering a wide range of teaching contexts, including mentoring students and staff, supervising dissertations and how to approach informal meetings outside of lectures.
Praise for previous editions: ‘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 ’It is excellent. A book of this quality will always have a place.’ – Educational Developments ’It is a very valuable asset to any university lecturer’s personal library and I cannot recommend it highly enough.’ – Physical Sciences Educational Reviews This Handbook is sensitive to the competing demands of teaching, research and scholarship, academic management. Against the contexts, this book focuses 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 for example, e-learning, lecturing to large groups, formative and summative assessment, and supervising research students.
Written in an engaging, accessible style and grounded in experience, this book offers a combination of practical advice backed by relevant learning theory. This book is a short, snappy, practical guide that covers this key element of a lecturer’s work. In the spirit of the series (Key Guides For Effective Teaching In Higher Education) this book covers relevant theory that effectively informs practice. August 2008: 216x138: 224pp Hb: 978-0-415-36530-7: £70.00 Pb: 978-0-415-36531-4: £17.99 eBook: 978-0-203-01649-7 • AVAILABLE AS AN INSPECTION COPY US $140.00
Written to support the excellence in teaching required to bring about learning of the highest quality, it will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as all those experienced lecturers who wish to improve their teaching. Those working in adult learning and education development will find it a particularly useful resource. August 2008: 246x189: 536pp Hb: 978-0-415-43463-8: £90.00 Pb: 978-0-415-43464-5: £27.99 eBook: 978-0-203-89141-4 • AVAILABLE AS AN INSPECTION COPY US $155.00
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24
OPEN AND DISTANCE LEARNING
2ND EDITION
Globalisation & Pedagogy Space, Place and Identity Richard Edwards, Institute of Education, University of Sterling, 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. 2007: 234x156: 200pp Hb: 978-0-415-42895-8: £80.00 Pb: 978-0-415-42896-5: £22.99 eBook: 978-0-203-94500-1
US $160.00
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Technology, E-Learning and Distance Education A.W. Bates Series: Routledge Studies in Distance Education 2005: 234x156: 256pp Hb: 978-0-415-28436-3: £85.00 Pb: 978-0-415-28437-0: £26.99
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Assessment of Problem Solving Using Simulations Edited by Eva Baker, University of California at Los Angeles, USA, Jan Dickieson, Naval Health Research Command, USA Wallace Wulfeck, Office of Naval Research, USA and Harold F. O’Neil, University of Southern California, USA This volume explores the application of computer simulation technology to measurement issues in education, especially as it pertains to problem based learning. Whereas most assessments related to problem solving are based on expensive and time consuming measures (i.e., think-aloud protocols or performance assessments that require extensive human rater scoring), this book relies on computerization of the major portion of the administration, scoring, and reporting of problem-solving assessments. It is appropriate for researchers, instructors and graduate students in educational assessment, educational technology, and educational psychology. 2007: 234x156: 360pp Hb: 978-0-8058-6293-5: £70.00
US $110.00
Approaches to Developing Accessible Learning Experiences Conceptualising Best Practice Edited by Jane Seale, University of Southampton, UK This book describes these approaches and explores the extent to which they might challenge current thinking and understanding. Exploration and discussion of these topics will challenge practitioners to reconceptualise their understanding of ‘best practice’ in relation to accessibility and e-learning and offer directions for future practice and development. This book was previously published as a special issue of Alt-J. 2006: 246x174: 160pp Hb: 978-0-415-41149-3: £75.00
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OPEN AND DISTANCE LEARNING Libr@ries
Adult Learning in the Digital Age
Changing Information Space and Practice
Information Technology and the Learning Society
Edited by Cushla Kapitzke, University of Queensland, Australia and Bertram C. Bruce, University of Illinois at Urbana-Champaign, USA
Neil Selwyn, Stephen Gorard and John Furlong
’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, & political implications of the shift from print-based libraries to digital libraries – how library as place and library as space may be both contradictory & complimentary. 2006: 234x156: 360pp Hb: 978-0-8058-5481-7: £80.00 eBook: 978-0-203-92863-9
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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.
2005: 234x156: 248pp Hb: 978-0-415-35698-5: £80.00 Pb: 978-0-415-35699-2: £25.99 eBook: 978-0-203-00303-9
US $160.00
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Learning Cities, Learning Regions, Learning Communities
25
Lifelong Learning and Local Government Norman Longworth, Vice-President, The World Initiative on Lifelong Learning 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 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. 2006: 234x156: 248pp Hb: 978-0-415-37174-2: £80.00 Pb: 978-0-415-37175-9: £24.99 eBook: 978-0-203-96745-4 • AVAILABLE AS AN INSPECTION COPY US $160.00
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26
ROUTLEDGE STUDIES IN COMPUTER ASSISTED LANGUAGE LEARNING
Routledge Studies in Computer Assisted Language Learning Series The Path of Speech Technologies in Computer Assisted Language Learning From Research Toward Practice Edited by Melissa Holland and F. Pete Fisher, both at US Army Research Laboratory, Adelphi, Maryland, USA 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. 2007: 234x156: 270pp Hb: 978-0-415-96076-2: £60.00
Changing Language Education Through CALL
Learner Autonomy and CALL Environments Klaus Schwienhorst, Trinity College Dublin Centre for Language and Communication Studies, Ireland This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom. 2007: 234x156: 336pp Hb: 978-0-415-36190-3: £65.00 eBook: 978-0-203-01220-8
Errors and Intelligence in ComputerAssisted 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 ICALL (Intelligent Computer-Assisted Language Learning). 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. 2007: 234x156: 304pp Hb: 978-0-415-36191-0: £70.00
Edited by Randall P. Donaldson, Loyola College in Maryland, Baltimore, USA and Margaret A. Haggstrom, Loyola College in Maryland, Baltimore, USA This practical text brings together sixteen internationally respected experts in second-language acquisition and computer technologies, focusing on the language-learning process and the teacher’s role in facilitating this through the use of CALL. 2006: 234x156: 304pp Hb: 978-0-415-36187-3: £70.00 eBook: 978-0-203-00842-3
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ROUTLEDGE STUDIES IN COMPUTER ASSISTED LANGUAGE LEARNING CALL Dimensions
CALL Research Perspectives
Options and Issues in Computer-Assisted Language Learning
Edited by Joy L. Egbert and Gina Mikel Petrie
Mike Levy, Griffith University, Australia and Glenn Stockwell, Waseda University, Japan ’....a major state-of-th- art volume. Highly intelligent and authoritative, it shows the knowledge, expertise, and experience of the authors on every page.’ – Martha C. Pennington, Elizabethtown College, USA ‘...an important work that has long been needed.’ – Philip Hubbard, Stanford University, USA 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.
27
’I read every single word of each chapter and each bibliography. I was mesmerized! ...I was energized by each author and found myself often exclaiming, ’Yes! This is the research that I want to do!’. ...I recommend this book to a wide global audience – to teachers and students in teacher preparation programs, to novice and experienced language teachers at all levels of technical sophistication and in all language learning environments, to educational researchers, and to administrators ....I predict this book will move the CALL research agenda ahead by leaps and bounds.’ – Christine F. Meloni, George Washington University, USA 2005: 234x156: 216pp Hb: 978-0-8058-5137-3: £42.50 eBook: 978-1-4106-1357-8
2006: 234x156: 328pp Hb: 978-0-8058-5633-0: £60.00 Pb: 978-0-8058-5634-7: £20.99
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28
WORLD REVIEW OF DISTANCE EDUCATION
ROUTLEDGE STUDIES IN DSITANCE EDUCATION
Strategies for Sustainable Open and Distance Learning
2ND EDITION
Open and Distance Learning in the Developing World
World Review of Distance Education and Open Learning: Volume 6
Hilary Perraton, Von Hügel Institute, St Edmund’s College Cambridge, UK
Andrea Hope and Patrick Guiton
Series: Routledge Studies in Distance Education
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.
This revised and updated edition of this successful textbook 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: 256pp Hb: 978-0-415-39397-3: £65.00 Pb: 978-0-415-39398-0: £22.99 eBook: 978-0-203-98386-7
Rethinking Learner Support in Distance Education Change and Continuity in an International Context Edited by Roger Mills and Alan Tait 2002: 234x156; 232pp Hb: 978-0-415-30143-5: £90.00 Pb: 978-0-415-30144-2: £27.99 e-book: 978-0-203-00619-1
2005: 234x156: 208pp Hb: 978-0-415-34525-5: £85.00 Pb: 978-0-415-34526-2: £23.99 eBook: 978-0-203-53720-6 • AVAILABLE AS AN INSPECTION COPY
US $130.00
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VOLUME 5
Vocational Education and Training through Open and Distance Learning Louse Moran and Greville Rumble 2004: 234x156: 256pp Hb: 978-0-415-34523-1: £85.00 Pb: 978-0-415-34524-8: £28.99
US $180.00
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Planning and Developing Open and Distance Learning
VOLUME 4
A Framework for Quality
Helen Lentell and Hilary Perraton
Reginald F. Melton
2003: 234x156: 288pp Hb: 978-0-415-26306-1: £90.00 Pb: 978-0-415-26307-8: £27.99 ebook: 978-0-203-46440-3
2002: 234x156: 240pp Hb: 978-0-415-25480-9: £90.00 Pb: 978-0-415-25481-6: £27.99 e-book:978-0-203-00596-5
US $170.00
US $180.00
Policy for Open and Distance Learning
US$ 180.00
US $55.95
US $55.95
VOLUME 3
International Perspectives on Practice
Teacher Education Through Open and Distance Learning
Elizabeth J. Burge and Margaret Haughey
Bernadette Robinson and Colin Latchem
2001: 234x156: 176pp Hb:978-0-415-21687-6: £85.00 Pb: 978-0-415-21688-3: £27.99
2002: 234x156: 272pp Hb: 978-0-415-36955-8: £85.00 Pb: 978-0-415-36956-5: £27.99 ebook: 978-0-203-01869-9
Using Learning Technologies
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INDEX
29
A
E
AACTE Committee on Innovation and Technology . . . . . . . . . . . 9 Adult Learning in the Digital Age. . . . . . . . . . . . . . . . . . . . . . . 25 AECT Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 American Association of Colleges for Teacher Educational Communication and Technology. . . . . . . . . . . . . . . . . . . . . . . 9 Ana M. Martínez Alemán, Ana M.. . . . . . . . . . . . . . . . . . . . . . . 1 Antoniou, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Approaches to Developing Accessible Learning Experiences . . . 24 Assessment of Problem Solving Using Simulations . . . . . . . . . . 24
Economics of Distance and Online Learning. . . . . . . . . . . . . . . . 2 Educational Potential of e-Portfolios, The. . . . . . . . . . . . . . . . . 18 Educational Psychology Series . . . . . . . . . . . . . . . . . . . . . . . . . 11 Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Edwards, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Egbert, Joy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 E-Learning and Disability in Higher Education . . . . . . . . . . . . . 16 e-Learning and Social Networking Handbook . . . . . . . . . . . . . 14 Elearning: The Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . 17 E-literature for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Ellis, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Emergent Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . 12 E-Moderating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Erben, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 e-Revolution and Post-Compulsory Education, The . . . . . . . . . 15 Erkens, Gijsbert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Errors and Intelligence in Computer-Assisted Language Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 E-tivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Exley, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
B Baker, Eva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Ban, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Barab, Sasha A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Barron, Brigid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Bates, A.W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Bates, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Beetham, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Blanchard, Jay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Boys, Jos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Bramble, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Brett, Arlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Bruce, Bertram C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Burge, Elizabeth J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Bus, Adriana G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Butler Songer, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
C CALL Dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 CALL Research Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Carr-Chellman, Alison A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 4 Casta-eda, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Chan, Tak-Wai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Change and Continuity in an International Context . . . . . . . . . 28 Changing Language Education Through CALL . . . . . . . . . . . . . 26 Classroom Integration of Type II Uses of Technology in Education5 Coates, Hamish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Cognition, Education, and Communication Technology . . . . . . . 7 Cohen, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Coiro, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Collaborative Learning, Reasoning, and Technology . . . . . . . . . . 6 Computer Supported Collaborative Learning 2005. . . . . . . . . . . 6 Computers, Curriculum, and Cultural Change . . . . . . . . . . . . . . 7 Connecting with e-Learning Series. . . . . . . . . . . . . . . . . . . . . . 18 Conole, Gráinne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Contemporary Perspectives in E-Learning Research . . . . . . . . . 22 Conway, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Cushla Kapitzke, Cushla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
D Danaher, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Danaher, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Design and Development Research . . . . . . . . . . . . . . . . . . . . . . 4 Designing Video and Multimedia for Open and Flexible Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Dickieson, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Digital Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Digital Pencil, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Donaldson, Randall P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Driscoll, Marcy P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Dunn, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
F Finding Your Online Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Fisher, F. Pete . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Ford, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Fry, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Furlong, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
G Gärdenfors, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Globalisation & Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Goldman, Ricki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Goodyear, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Gorard, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Guiton, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
H Haggstrom, Margaret A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Handbook for Teaching and Learning in Higher Education, A . 23 Handbook of Distance Education. . . . . . . . . . . . . . . . . . . . . . . 10 Handbook of Electronic and Digital Acquisitions . . . . . . . . . . . 17 Handbook of Research on Educational Communications and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Handbook of Research on New Literacies . . . . . . . . . . . . . . . . . 8 Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Harold F. O’Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Harris, Phillip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Haughey, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Hay, Kenneth E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Heift, Trude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Herrington, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Hickey, Daniel T.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Hmelo-Silver, Cindy E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Holland, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hope, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
I Innovations in Instructional Technology . . . . . . . . . . . . . . . . . . . 7 Instructional-Design Theories and Models, Volume III. . . . . . . . . 1 Intelligence and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
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INDEX
Interactions in Online Education . . . . . . . . . . . . . . . . . . . . . . . 22 Interactive Literacy Education. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 International Handbook of Literacy and Technology. . . . . . . . . 11 Internet Applications of Type II Uses of Technology in Education 5 IT and Organizational Learning . . . . . . . . . . . . . . . . . . . . . . . . . 7
J Januszewski, Al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Jaques, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Jewitt, Carey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Johansson, Petter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Johnson, D. Lamont J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Jung, Insung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Juwah, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
K Kember, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Ketteridge, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Key Guides for Effective Teaching in Higher Education. . . . . . . 23 Kieffer, Ronald D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Kinzer, Charles K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Kirschner, Paul A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Klein, James D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Knobel, Michele. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Koschmann, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Koumi, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Kukulska-Hulme, Agnes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
L Labbo, Linda D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Langer, Arthur M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Lankshear, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Latchem, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 28 Learner Autonomy and CALL Environments . . . . . . . . . . . . . . . 26 Learning Cities, Learning Regions, Learning Communities . . . . 25 Learning in Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Learning Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Learning with Digital Games . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Lei, Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Lentell, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Leonhardt, Thomas W.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Leu, Donald J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Levy, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Libr@ries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Littlejohn, Allison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Lockwood, Fred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Longworth, Norman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Lynk Wartman, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
M Maddux, Cleborne D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Making a Difference: Volume I and II . . . . . . . . . . . . . . . . . . . . . 5 Marsh, Jackie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Marshall, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Marshall, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Mason, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 17, 18 McBurnie, Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 McCloskey, Gary N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 McGreal, Rory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 McKenna, Michael C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 McVay Lynch, Maggie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 17 Melton, Reginald F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
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Merrill, M. David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Mikel Petrie, Gina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Mills, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Mobile Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Mobile Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . 12 Molenda, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Moore, Michael Grahame . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Moran, Louise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Moriarty, Beverley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Multimedia and Literacy Development . . . . . . . . . . . . . . . . . . . . 8
N Naidu, Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Nespor, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Neuman, Susan B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
O O’Donnell, Angela M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 O’Neil, Harold F.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Ohrazda, Celestia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Oliver, Martin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Online Education Using Learning Objects. . . . . . . . . . . . . . . . . 22 Online Social Networking on Campus . . . . . . . . . . . . . . . . . . . . 1 Open and Distance Learning Developments in Asia . . . . . . . . . 21 Open and Distance Learning in the Developing World . . . . . . . 28 Open and Flexible Learning Series, The. . . . . . . . . . . . . . . . 20-22
P Panda, Santosh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Parker, L. Leann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Path of Speech Technologies in Computer Assisted Language Learning, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Pegler, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Perraton, Hilary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Plagiarism, the Internet, and Student Learning. . . . . . . . . . . . . 13 Planning and Developing Open and Distance Learning . . . . . . 28 Play, Creativity and Digital Cultures . . . . . . . . . . . . . . . . . . . . . 13 Policy for Open and Distance Learning. . . . . . . . . . . . . . . . . . . 28 Portney, Kent E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Practical Guide to Authentic e-Learning, A . . . . . . . . . . . . . . . 18 Practical Guide to Problem-based Learning Online, A. . . . . . . . 15 Preiss, David D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Preparing for Blended e-Learning. . . . . . . . . . . . . . . . . . . . . . . 18 Project Managing E-Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Provenzo, Jr., Eugene F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
R Ray S. Perez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Reconsidering Open and Distance Learning in the Developing World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Rehberger, Dean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Reigeluth, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Reinking, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Rennie, Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 17 Rethinking Learner Support in Distance Education . . . . . . . . . . 28 Rethinking Pedagogy for a Digital Age . . . . . . . . . . . . . . . . . . 15 Richey, Rita C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Ridley, Pauline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Robinson, Bernadette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Robinson, Helen Mele . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Robinson, Muriel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
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INDEX Roecker, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Routledge Key Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Routledge Research in Education . . . . . . . . . . . . . . . . . . . . . . . 13 Routledge Studies in Computer Assisted Language Learning Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Routledge Studies in Distance Education . . . . . . . . . . . . . . . . . 24 Routledge Studies in Distance Education . . . . . . . . . . . . . . . . . 28 Routledge Study Guides. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Rumble, Grenville. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Rutgers Invitational Symposium on Education Series . . . . . . . . . 6
S Salmon, Gilly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Savin-Baden, Maggi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Schulze, Mathias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Schwienhorst, Klaus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Seale, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 24 Selwyn, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Sharpe, Rhona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Spector, J. Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 9, 7 Stefani, Lorraine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Sternberg, Robert J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Stockwell, Glenn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Strategies for Sustainable Open and Distance Learning . . . . . . 28 Student Engagement in Campus-Based and Online Education . . 5 Students’ Experiences of e-learning in Higher Education . . . . . 20 Sutherland-Smith, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Suthers, D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Swan,Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
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W Wallace, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Web-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Web-Based Learning in K-12 Classrooms . . . . . . . . . . . . . . . . . . 6 Weller, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Whitlock, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Whitton, Nicola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Wiley, David A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Willett, Rebekah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Wisker, Gina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Working One-to-One with Students. . . . . . . . . . . . . . . . . . . . . 23 Wulfeck, Wallace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Z Zhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Ziguras, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
T Tait, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Teacher Education Through Open and Distance Learning. . . . . 28 Teaching English Language Learners through Technology . . . . . 2 Teaching in Transnational Higher Education . . . . . . . . . . . . . . . 14 Technology and the Politics of Instruction . . . . . . . . . . . . . . . . . 4 Technology, E-Learning and Distance Education . . . . . . . . . . . . 24 Technology, Literacy, Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Technology-Mediated Learning Environments for Young English Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Ten Steps to Complex Learning . . . . . . . . . . . . . . . . . . . . . . . . . 3 Thorsen, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Transnational Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Traxler, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Type II Uses of Technology in Education . . . . . . . . . . . . . . . . . . . 5
U Ubiquitous Computing in Education . . . . . . . . . . . . . . . . . . . . 10 Unsworth, Len . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 User Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Usher, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Using Learning Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . 28
V van ’t Hooft, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 van Merrienboer, Jeroen J.G. . . . . . . . . . . . . . . . . . . . . . . . . . 3, 9 Van Schaack, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Verhoeven, Ludo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Video Research in the Learning Sciences . . . . . . . . . . . . . . . . . 10 Virtual Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Virtual Learning Environments . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocational Education and Training through Open and Distance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 E-mail: education@routledge.com
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ROUTLEDGE
2nd Edition TEACHING ONLINE
Now available from Routledge, Teaching Online, Second Edition is written by authors who have taught online themselves and have trained thousands of faculty to successfully teach online.This best selling and practical guide is a must-have resource for anyone teaching online. It is also the perfect resource for instructors supplementing a traditional classroom with online elements. NEW TO THE SECOND EDITION:
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Routledge,Taylor & Francis August 2008 (originally published 2004) 352pgs, 50 illustrations PB: 978-0-415-99690-7 £22.99
A leader in the online field, this best-selling professional resource offers a reader friendly tone and exceptional practical advice for teaching online.
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