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Cover zur kostenlosen eBook-Leseprobe von »Emergence and Innovation in Digital Learning«

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Emergence and Innovation in Digital Learning

Veletsianos, George (Hrsg.) | Athabasca University Press | Issues in Distance Education


Educational systems worldwide are facing an enormous shift as a result of sociocultural, political, economic, and technological changes. The technologies and practices that have developed over the last decade have been heralded as opportunities to transform both online and traditional education systems. While proponents of these new ideas often postulate that they have the potential to address the educational problems facing both students and institutions and that they could provide an opportunity to rethink the ways that education is organized and enacted, there is little evidence of emerging technologies and practices in use in online education. Because researchers and practitioners interested in these possibilities often reside in various disciplines and academic departments the sharing and dissemination of their work across often rigid boundaries is a formidable task.

Contributors to Emergence and Innovation in Digital Learning include individuals who are shaping the future of online learning with their innovative applications and investigations on the impact of issues such as openness, analytics, MOOCs, and social media. Building on work first published in Emerging Technologies in Distance Education, the contributors to this collection harness the dispersed knowledge in online education to provide a one-stop locale for work on emergent approaches in the field. Their conclusions will influence the adoption and success of these approaches to education and will enable researchers and practitioners to conceptualize, critique, and enhance their understanding of the foundations and applications of new technologies.

With contributions by Terry Anderson, R. S. Baker, Angela D. Benson, Amy Collier, Alec Couros, Michael Dowdy, Margaret Edwards, B. J. Eib, Cassidy Hall, Katia Hildebrant, P. S. Inventado, Royce Kimmons, Trey Martindale, Rolin Moe, Beth Perry, Jen Ross, Elizabeth Wellburn, and Andrew Whitworth.

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"A concise review of the state of the art."

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George Veletsianos is a professor in the School of Education and Technology at Royal Roads University and holds a Canada Research Chair in Innovative Learning and Technology. His research is dedicated to understanding the practices and experiences of learners, educators, and scholars in emerging online settings. His presentations, publications, and most recent thoughts on education can be found at www.veletsianos.com.

 
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Cover zur kostenlosen eBook-Leseprobe von »Learning in Virtual Worlds«

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Learning in Virtual Worlds

Gregory, SueLee, Mark J.W.Dalgarno, BarneyTynan, Belinda (Hrsg.) | Athabasca University Press | Issues in Distance Education


Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool.

In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field.

Contributors include Paul M. Baker, Francesca Bertacchini, Leanne Cameron, Chris Campbell, Helen S. Farley, Laura Fedeli, Sue Gregory, Christopher Hardy, Bob Heller, Vicki Knox, Shailey Minocha, Jessica Pater, Margarita Pérez García, Mike Procter, Torsten Reiners, Paul Resta, Corbin Rose, Miri Shonfeld, Ann Smith, Layla F. Tabatabaie, Assunta Tavernise, Robert L. Todd, Steven Warburton, and Stephany F. Wilkes.

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Sue Gregory, associate professor and chair of research in the School of Education at the University of New England, Australia, lectures in ICT education, conducts research on the use of virtual worlds for learning and teaching, and leads the Australia and New Zealand Virtual Worlds Working Group.

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Mark J.W. Lee, adjunct senior lecturer with the School of Education at Charles Sturt University and immediate past editor-in-chief of MERLOT’s Journal of Online Learning and Teaching, has broad interests in learning sciences and technology, with a current focus on creative and playful pedagogies that transcend multiple spaces, temporalities, and/or modalities.

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Barney Dalgarno, Professor/Co-Director of the uImagine Digital Learning Innovation Laboratory at Charles Sturt University and co-lead editor of the Australasian Journal of Educational Technology, has received national and international recognition for his innovative research, teaching, and learning design using leading-edge technologies.

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Belinda Tynan, Pro Vice-Chancellor (Learning and Teaching) at The Open University in the United Kingdom, has held management positions at higher education institutions in four countries across three continents, and over the years has attracted considerable grant funding as well as been responsible for multiple, large-scale innovation projects.

 
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Cover zur kostenlosen eBook-Leseprobe von »The Theory and Practice of Online Learning«

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The Theory and Practice of Online Learning

Anderson, Terry (Hrsg.) | Athabasca University Press | Issues in Distance Education


In this important collection of essays by practitioners and scholars that has been downloaded nearly half a million times is an overview of some of the most pressing issues in online education. By addressing transformations arising from educational technology advances and the new business conditions and modes of delivery of education, the contributors to The Theory and Practice of Online Learning provide insights into this complex, diverse, and rapidly evolving field.

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Terry Anderson is a professor and Canada Research Chair in Distance Education at Athabasca University. He has published extensively in the area of distance education and educational technology.

 
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Cover zur kostenlosen eBook-Leseprobe von »Teaching Crowds«

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Teaching Crowds

Athabasca University Press | Issues in Distance Education


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.

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“Dron and Anderson offer a refreshing perspective on social media, while providing current examples that are positive, enriching, impactful, and educational. […] The authors provide excellent definitions and aids to situate their ideas. What is particularly impressive about their contribution to the discussion of social forms of learning is their emphasis on the educational value of social media and/or social software. […] The book is easy to read and provides valuable information to contextualize and counter the ongoing debates and discussions often grounded in fear that undercut the educational value of social media.”

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Jon Dron is associate professor in the School of Computing and Information Systems and a member of the Technology-Enhanced Knowledge Research Institute at Athabasca University. His current research concerns the social aspects of learning technologies, with an emphasis on methods and technologies that enable learners to help each other. He is the author of Control and Constraint in E-Learning: Choosing When to Choose.

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Terry Anderson is professor and researcher in the Technology-Enhanced Knowledge Research Centre at Athabasca University. His research interests focus on interaction and social media in educational contexts. He is the editor of The Theory and Practice of Online Learning, 2nd ed., winner of the 2009 Charles E. Wedemeyer Award.

 
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Cover zur kostenlosen eBook-Leseprobe von »Online Distance Education«

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Online Distance Education

Zawacki-Richter, OlafAnderson, Terry (Hrsg.) | Athabasca University Press | Issues in Distance Education


Online Distance Education provides a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter an international expert or team of experts provides an overview of one relevant issue in online distance education, discussing theoretical insights that guide the research, summarizing major research on the topic, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education takes care to address aspects of distance education practice that until now have often been marginalized, including issues of cost and economics, social justice implications, cultural impacts, faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.

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“It is impossible in this short review to represent the breadth and depth of the chapters in this volume. Suffice it to say at this point that there is a cornucopia of recommendations for research agendas or projects throughout the chapters. Journal editors as well as faculty, who research and teach in online distance education, may find that this book increases their awareness of the research gaps. [...] This volume is an eye-opener, and it should be on the desk or device of every distance education researcher and student.”

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Olaf Zawacki-Richter is professor of educational technology at the University of Oldenburg, and also teaches in the online Masters of Distance Education and E-Learning program offered jointly by the University of Oldenburg and the University of Maryland, University College.

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Terry Anderson is professor and researcher in the Technology-Enhanced Knowledge Research Centre at Athabasca University. His research interests focus on interaction and social media in educational contexts. He is the editor of The Theory and Practice of Online Learning, 2nd ed., winner of the 2009 Charles E. Wedemeyer Award.

 
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Cover zur kostenlosen eBook-Leseprobe von »Connectionist Representations of Tonal Music«

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Connectionist Representations of Tonal Music

Athabasca University Press


Previously, artificial neural networks have been used to capture only the informal properties of music. However, cognitive scientist Michael Dawson found that by training artificial neural networks to make basic judgments concerning tonal music, such as identifying the tonic of a scale or the quality of a musical chord, the networks revealed formal musical properties that differ dramatically from those typically presented in music theory. For example, where Western music theory identifies twelve distinct notes or pitch-classes, trained artificial neural networks treat notes as if they belong to only three or four pitch-classes, a wildly different interpretation of the components of tonal music.

Intended to introduce readers to the use of artificial neural networks in the study of music, this volume contains numerous case studies and research findings that address problems related to identifying scales, keys, classifying musical chords, and learning jazz chord progressions. A detailed analysis of the internal structure of trained networks could yield important contributions to the field of music cognition.

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Michael R. W. Dawson is a professor of psychology at the University of Alberta. He is the author of numerous scientific papers as well as the books Mind, Body, World: Foundations of Cognitive Science (2013) and From Bricks to Brains: The Embodied Cognitive Science of LEGO Robots (2010).

 
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Cover zur kostenlosen eBook-Leseprobe von »Northrop Frye and Others«

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Northrop Frye and Others

University of Ottawa Press | Canadian Literature Collection


This book, based on extensive archival and historical work, identifies and brings to light additional and littlerecognized intellectual influences on Frye, and analyzes how they informed his thought. These are variously

major thinkers, sets of texts, and intellectual traditions: the Mahayana Sutras, Machiavelli, Rabelais, Boehme, Hegel, Coleridge, Carlyle, Mill, Jane Ellen Harrison and Elizabeth Fraser.

In each chapter, dedicated to Frye’s connection to a specific influence, Denham describes how Frye became acquainted with each, and how he interpreted and adapted certain ideas from them to help work out his own conceptual systems. Denham offers insights on Frye’s relationship with his historical and intellectual contexts, provides valuable additional context for understanding the work of one of the 20th century’s leading scholars of literature and culture.

Includes over 20 photos, tables and figures, as well as a chapter on Frye’s personal relationship with Elizabeth Fraser.

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These

are brilliant books. I read Northrop Frye

and Others in the summer and just picked up the second installment this

week. I feel that you have really made a break into the open with these

two books. I am grateful for all of your work.

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Robert D. Denham is John P. Fishwick Professor of English, Emeritus, at Roanoke College in Salem Virginia. He has devoted much of his professional life to writing about Northrop Frye and editing his work. He wrote and edited over twenty-five books on Frye, including eleven volumes of his Collected Works.

 
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Cover zur kostenlosen eBook-Leseprobe von »Battle for the Bay«

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Battle for the Bay

Goose Lane Editions | New Brunswick Military Heritage Series


Battle for the Bay explores a new chapter in the history of the War of 1812. Although naval battles raged on the Great Lakes, combat between privateers and small government vessels boiled in the Bay of Fundy and the Gulf of Maine. Three small warships — the Provincial sloop Brunswicker, His Majesty's schooner Bream, and His Majesty's brig of war Boxer — played a vital role in defending the eastern waters of British North America in this crucial war. The crews of these hardy ships fought both the Americans and the elements — winter winds, summer fog, and the fierce tidal currents of the Bay of Fundy — enduring the all-too-real threats of shipwreck and possible capture and imprisonment. In peacetime, these patrol craft enforced maritime law. In wartime, they engaged in a guerre de course, attacking the enemy's commercial shipping while protecting their own. Now, for the first time, Joshua Smith tells the full story of the battle for the bay.

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"It’s a wonderfully fun short book about a side of the War of 1812 that is otherwise seldom seen."

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"Battle for the Bay fills an important gap in our knowledge of the War of 1812 in the Maritimes."

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"Smith’s account is well researched, immensely readable, and another excellent addition to the growing New Brunswick Military Heritage series. Combined with clear maps and well-chosen artwork, this book provides the perfect starting point to a war enthusiast’s driving expedition down the eastern seaboard."

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Joshua M. Smith grew up in the United States on Cape Cod and coastal Maine. He now teaches at the US Merchant Marine Academy, where is he also director of the American Merchant Marine Museum. He is the author of Borderland Smuggling: Patriots, Loyalists, and Illicit Trade in the Northeast, 1783-1820.

 
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Cover zur kostenlosen eBook-Leseprobe von »Journey of a Thousand Miles«

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Journey of a Thousand Miles

University of Ottawa Press | Biographies et mémoires


Born into poverty in Japanese-occupied Taiwan, Ruey Yu overcame near-starvation during the Second World War. Destiny, however, had other plans for him: he was to become an award-winning biochemist, then the co-founder of what would soon become the multi-million-dollar skin care company NeoStrata.

After living through the Second World War and the post-war military dictatorship of General Chiang Kai-Shek, Dr. Yu won a coveted post-graduate scholarship to study chemistry at the University of Ottawa. He subsequently took up a research position at the renowned Skin and Cancer Hospital (Temple University) in Philadelphia, where he collaborated with pre-eminent dermatologist Dr. Eugene Van Scott to develop treatments for serious skin diseases.

In 1972, Dr. Yu and Dr. Van Scott discovered that fruit acids, known as AHAs, could effectively treat the disfiguring skin disease ichthyosis, changing the lives of thousands of people who suffered from this debilitating illness. Their further research into the biochemical properties of AHAs led to the discovery of the anti-wrinkle and anti-aging effects of these natural substances—a discovery that was licensed by skin care companies around the world, sparking the multibillion-dollar cosmeceutical industry.

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Every tube of skin cream with AHA, the wildly popular anti-wrinkle ingredient, exists because of a half-starved boy in wartime Taiwan who travelled to university in Ottawa and went on to fortune. […] Yu’s life “is the classic story of constant optimism, moving forward in the face of adversity, overcoming all odds.”

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Now in his 80s, Dr. Ruey J. Yu continues to work in the lab every day, hunting for biomarkers that

could be used for early diagnosis of Alzheimer’s and other diseases. In 2016, Dr. Yu and Dr. Van Scott sold NeoStrata to Johnson & Johnson, which is expanding the company’s research labs into a centre of excellence for dermatological research.

 
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Cover zur kostenlosen eBook-Leseprobe von »Assessment Strategies for Online Learning«

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Assessment Strategies for Online Learning

Athabasca University Press | Issues in Distance Education


For many learners assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although negative student reactions to evaluation have been noted, assessment has provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate is this data and has it informed practice or been fully incorporated into the learning cycle? Conrad and Open argue that the potential in many of the new learning environments to alter and improve assesment has yet to be explored by educators and students.

In their investigation of assessment methods and learning approaches, Conrad and Openo aim to explore assessment that engages learners and authentically evaluates education. They insist that moving to new learning environments, specifically those online and at a distance, afford educators opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of delivering education in the digital age. In this volume practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.

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". . . challenges readers to consider their own understanding of online learning and the role of assessment versus a more traditional use of evaluation."

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"A practical, helpful and insightful book full of advice and support for the faculty member seeking to develop meaningful, authentic, formative and summative assessments for and of learning. Written by two of the most experienced professionals in ODFL in North America, the authors' experiences shine through on every page – making this an immensely readable, useful, and practical collection of insights, practices, and suggestions."

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Dianne Conrad spent thirty-three years teaching and researching, most recently at Athabasca University in the Centre for Distance Education. She is the co-editor of the International Review of Research in Open and Distributed Learning and is an editorial board member of several international journals. Her research interests include adult and distance education, online learning, and prior learning assessment and recognition.

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Jason Openo is the director of the Centre for Innovation and Teaching Excellence at Medicine Hat College in Alberta and a sessional instructor at the University of Alberta’s Graduate School of Library and Information Science. His research interests include the professional development of online contingent faculty and the convergence of quality assurance and the assessment of student learning outcomes.

 
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