Download Applied E-Learning and E-Teaching in Higher Education by Roisin Donnelly, Fiona McSweeney PDF
By Roisin Donnelly, Fiona McSweeney
Over the last decade, computer-enhanced studying has elevated favourite as a result of advancements in technological aids akin to multimedia presentation and the web. during this age of expertise, it really is central for lecturers to contemplate the significance of technological integration within the school room.
Applied E-Learning and E-Teaching in better schooling offers overseas practices within the improvement and use of utilized e-Learning and e-Teaching within the school room with a view to improve pupil event, upload worth to instructing practices, and remove darkness from most sensible practices within the zone of e-Assessment. This cutting edge name offers clean perception into e-Learning and e-Teaching practices whereas exploring the various roles of educational employees in adoption and alertness.
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Extra resources for Applied E-Learning and E-Teaching in Higher Education
Research and the academic developer: A new agenda. International Journal for Academic Development, 7(2), 112-122. Brew, A. (2003). Making sense of academic development: Editorial. International Journal for Academic Development, 11(2), 73-77. Candy, P. (1996). Promoting lifelong learning: Academic developers and the university as a learning organisation. International Journal for Academic Development, 1(1), 7-19. , & Oliver, M. (2007). The impact of e-learning on organisational roles and structures.
Yorke, J. (2003, April 8). Designing and implementing learning technology projects: A planned approach. Paper presented at the EFFECTS Embedding Learning Technologies Seminar, London. doc This paper recognises the need for additional planning resulting from e-learning vs. traditional teaching, and proposes a planned approach to help the various professionals involved to keep an overview of the development in question. , & Robinson, M. (2001). A taxonomy of instructional technology service positions in higher education.
In the previous module, student face-to-face colloquia had been facilitated by more mature students, and the plan was that this semester, the groups would be self-facilitating. This very quickly led to the suggestion that, in order for this approach to be effective, the groups would need a tangible inquiry task or outcome to work toward. A creative, student-led outlet was discussed, with the potential of creating a resource that could be showcased to others. It was further suggested that the size of seminar groups (15 students) would be too large for any meaningful collaboration.