Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has become increasingly interactive and distributed, such that individual learners have available the means to participate in incredibly complex networks of information, resources and instruction. As these technological advancements facilitate interaction across classroom, university and worldwide learning communities in both real-time and delayed formats, various instructional design and implementation problems spring forth. Second, the conventional...
Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has bec...
This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (R2D2: read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional...
This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (R2D2: read, reflect, displ...
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing,...
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions ...
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing,...
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions ...
Mimi Miyoung Lee Curtis J. Bonk Thomas H. Reynolds
In April of 2001, the president of MIT, Charles Vest, announced the establishment of a project for placing MIT course contents on the Web for free access by anyone with an Internet connection. In effect, this announcement started the OpenCourseWare (OCW) movement. Since that time, open educational resources (OER) and more recently massive open online courses (MOOCs) have proliferated. A flurry of research reports, books, programs, announcements, debates, and conferences related to MOOCs and open education have encouraged educators to reflect on how these new forms of educational delivery...
In April of 2001, the president of MIT, Charles Vest, announced the establishment of a project for placing MIT course contents on the Web for free acc...
