tag:open.umn.edu,2005:/opentextbooks/subjects/distance-educationOpen Textbook Library - Distance Education Textbooks2022-04-08T04:14:27Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png11552022-04-08T04:14:27Z2024-01-22T14:52:31ZThe Asynchronous Cookbook<img alt="Read more about The Asynchronous Cookbook" title="The Asynchronous Cookbook cover image" class="cover " width="659" height="1024" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzUxMCwicHVyIjoiYmxvYl9pZCJ9fQ==--68aa568a0a77f55b6a40f7554aa7cd113cb12499/asynchronousCookbookCovercc-1-659x1024.png" />Whether you're teaching mostly in person but looking for some regular, asynchronous activities to add to your course, or teaching a fully online course, this resource is for you. The activities in this cookbook draw on research and good practice in online course design to provide recipes - concise and specific instructions and examples - for adding asynchronous activities to a course. Meaningful interaction between students and instructors is a key ingredient in all of these recipes.10892021-10-15T20:44:34Z2024-01-22T14:52:28ZLearning in the Digital Age<img alt="Read more about Learning in the Digital Age" title="Learning in the Digital Age cover image" class="cover " width="337" height="505" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjk3NSwicHVyIjoiYmxvYl9pZCJ9fQ==--620870972fe8179d835caeaaf3ef5a059d19a2c3/Asino.PNG" />This book is designed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. It is thus a small attempt to contribute to the vast repository of Open Educational Resources. When discussing learning in the digital age, most focus on the technology first. However, the emphasis made in this book is that it’s about the learner not just the technology. One of the things that is easy to lose track of when talking about learning in the digital age is the learner. Technology is important and it has significant impact but it is still about the person who is using the technology. Many people conflate learning in the digital age with technology in today’s age. This important misconception is common and results from our failure to examine our understanding of what “learning” really is. Of course, Most of this depends on a person’s epistemology. There are numerous definitions of what learning is and often they come to how a person sees the world. Some argue that learning is about a change in behavior due to experiences, others state simply that learning is being able to do something new that you were not able to do before. Regardless of what side you choose, to understand what learning in the digital age is, one has to understand what learning itself is. I am immensely thankful to the authors for sharing their ideas freely and for the reviewers who volunteered their time to give feedback.7232021-10-13T15:18:54Z2024-01-22T14:52:28ZFoundations of Educational Technology<img alt="Read more about Foundations of Educational Technology" title="Foundations of Educational Technology cover image" class="cover " width="334" height="434" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjk0MywicHVyIjoiYmxvYl9pZCJ9fQ==--82572bd733a064d8cb9f322698048f5420f0055a/Thompson.PNG" />This text provides a a graduate level introduction to the field of educational technology.8642020-07-03T03:44:42Z2024-01-22T14:52:07ZHybrid-Flexible Course Design<img alt="Read more about Hybrid-Flexible Course Design" title="Hybrid-Flexible Course Design cover image" class="cover " width="328" height="507" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTE3OSwicHVyIjoiYmxvYl9pZCJ9fQ==--fa4c9309c89e6694608e50edb20ad165d57bc9c3/hybridclass.jpg" />This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.7242019-06-09T15:41:22Z2024-01-22T14:52:17ZCreating Online Learning Experiences<img alt="Read more about Creating Online Learning Experiences" title="Creating Online Learning Experiences cover image" class="cover " width="350" height="525" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NjY4LCJwdXIiOiJibG9iX2lkIn19--0ac9014f5e860731018932a56fbf33d2e43ed946/9780989887816.jpg" />This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.6922019-03-28T23:21:55Z2024-01-22T14:52:16ZLearning to Learn Online<img alt="Read more about Learning to Learn Online" title="Learning to Learn Online cover image" class="cover " width="768" height="994" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTkwNywicHVyIjoiYmxvYl9pZCJ9fQ==--a3971a0d92b12f0f99400b78141dc93fc9ba6103/Open-Education_Pressbooks_Cover-Learning-to-Learn-768x994.jpg" />Learning to Learn Online helps you prepare for online learning success by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. Welcome to your online learning journey!3562018-09-07T17:21:57Z2024-01-22T18:50:56ZEducation for a Digital World: Advice, Guidelines and Effective Practice from Around Globe<img alt="Read more about Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe" title="Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe cover image" class="cover " width="492" height="638" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjk1LCJwdXIiOiJibG9iX2lkIn19--cf6e3ecdb89c68645db98bbbbcf72e5d6b2be1e9/9781894975292.png" />Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.3552018-09-07T17:21:57Z2024-01-22T18:50:54ZTeaching Crowds: Learning and Social Media<img alt="Read more about Teaching Crowds: Learning and Social Media" title="Teaching Crowds: Learning and Social Media cover image" class="cover " width="869" height="1310" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjk0LCJwdXIiOiJibG9iX2lkIn19--10c5cbf1bbb6045c8c5a674c7f51af94237755f1/9781927356814.png" />Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.3042018-09-07T17:21:53Z2024-01-22T14:51:57ZFoundational Practices of Online Writing Instruction<img alt="Read more about Foundational Practices of Online Writing Instruction" title="Foundational Practices of Online Writing Instruction cover image" class="cover " width="861" height="1310" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ0LCJwdXIiOiJibG9iX2lkIn19--348bc376714f1fed8b73d7e10a6d010be9d9f84d/9781602356672.png" />Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.2212018-09-07T17:21:49Z2024-01-22T14:51:53ZTeaching in a Digital Age: Guidelines for designing teaching and learning - 2nd Edition<img alt="Read more about Teaching in a Digital Age: Guidelines for designing teaching and learning - 2nd Edition" title="Teaching in a Digital Age: Guidelines for designing teaching and learning - 2nd Edition cover image" class="cover " width="2550" height="3300" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTgwLCJwdXIiOiJibG9iX2lkIn19--680a24444936926ea82e0aae1cd23a0dc71c6a64/978099526921.png" />Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face. Although the book contains many practical examples, it is more than a cookbook on how to teach. It addresses the following questions: is the nature of knowledge changing, and how do different views on the nature of knowledge result in different approaches to teaching? what is the science and research that can best help me in my teaching? how do I decide whether my courses should be face-to-face, blended or fully online? what strategies work best when teaching in a technology-rich environment? what methods of teaching are most effective for blended and online classes? how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject? how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload? what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks? In summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. A framework and a set of guidelines are suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching. In the end, though, the book isn't really about teachers and instructors, although you are the target group. It's about you helping your students to develop the knowledge and skills they will need in a digital age: not so much digital skills, but the thinking and knowledge that will bring them success. For that to happen, though, your students need you to be on top of your game. This book is your coach.