Teaching in a Digital Age

by A.W. (Tony) Bates

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The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age.

Description from LibreTexts.

Publisher
Contact North
Subjects
Social Sciences, Education and Professional Development
Licence
CC BY-NC, as LibreTexts states it. Non-commercial use only.
Who can read
Teens profiles and older, judged from its title and subjects

Contents

LibreTexts writes equations in TeX, and here they show as TeX; the PDF has them typeset.

  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. Licensing
  6. 1: Fundamental Change in Education
  7. 1.1: Structural changes in the economy: the growth of a knowledge society
  8. 1.2: The skills needed in a digital age
  9. 1.3: Should education be tied directly to the labour market?
  10. 1.4: Change and continuity
  11. 1.5: The impact of expansion on teaching methods
  12. 1.6: Changing students, changing markets for higher education
  13. 1.7: From the periphery to the center: how technology is changing the way we teach
  14. 1.8: Navigating new developments in technology and online learning
  15. 2: The nature of knowledge and the implications for teaching
  16. 2.1: Art, theory, research, and best practices in teaching
  17. 2.1: Scenario B: A pre-dinner party discussion
  18. 2.2: Epistemology and theories of learning
  19. 2.3: Objectivism and behaviourism
  20. 2.4: Cognitivism
  21. 2.5: Constructivism
  22. 2.6: Connectivism
  23. 2.7: Is the nature of knowledge changing?
  24. 2.8: Summary
  25. 3: Methods of teaching: campus-focused
  26. 3.1: Five perspectives on teaching
  27. 3.1: Scenario C: A stats lecturer fights the system
  28. 3.2: The origins of the classroom design model
  29. 3.3: Transmissive lectures: learning by listening
  30. 3.4: Interactive lectures, seminars, and tutorials: learning by talking
  31. 3.5: Learning by doing: Experiential learning
  32. 3.6: Learning by doing: Apprenticeship
  33. 3.7: Learning by being: The nurturing and social reform models of teaching:
  34. 3.8: Main conclusions
  35. 4: Methods of teaching with an online focus
  36. 4.1: Online learning and teaching methods
  37. 4.1: Scenario D: Developing historical thinking
  38. 4.2: Old wine in new bottles: classroom-type online learning
  39. 4.3: The ADDIE model
  40. 4.4: Online collaborative learning
  41. 4.5: Competency-based learning
  42. 4.6: Communities of practice
  43. 4.7: ‘Agile’ Design: flexible designs for learning
  44. 4.8: Making decisions about teaching methods
  45. 4.8: Scenario E: ETEC 522: Ventures in e-Learning
  46. 5: MOOCs
  47. 5.1: Brief history
  48. 5.2: What is a MOOC?
  49. 5.3: A Taxonomy of MOOCs
  50. 5.4: Strengths and weaknesses of MOOCs
  51. 5.5: Political, social and economic drivers of MOOCs
  52. 5.6: Why MOOCs are only part of the answer
  53. 5.7: Scenario F: How to cope with being old
  54. 6: Building an effective learning environment
  55. 6.1:0 Conclusions
  56. 6.1: Integrating design principles within a rich learning environment
  57. 6.2: What is a learning environment?
  58. 6.3: Learner characteristics
  59. 6.4: Managing content
  60. 6.5: Developing skills
  61. 6.6: Learner support
  62. 6.7: Resources
  63. 6.8: Assessment of learning
  64. 6.9: Culture and learning environments
  65. 7: Understanding technology in education
  66. 7.1: Choosing technologies for teaching and learning: the challenge
  67. 7.2: A short history of educational technology
  68. 7.3: Media or technology?
  69. 7.4: Assessing media affordances: the SAMR model
  70. 7.5: Broadcast vs communicative media
  71. 7.6: The time and space dimensions of media
  72. 7.7: Media richness
  73. 7.8: Understanding the foundations of educational media
  74. 8: Pedagogical differences between media
  75. 8.1: Thinking about the pedagogical differences of media
  76. 8.2: Text
  77. 8.3: Audio
  78. 8.4: Video
  79. 8.5: Computing
  80. 8.6: Social media
  81. 8.7:.a Emerging technologies: serious games and gamification
  82. 8.7:.b. Emerging technologies: virtual and augmented reality
  83. 8.7:.d Emerging technologies: conclusion and summary
  84. 8.7:c Emerging technologies: artificial intelligence
  85. 8.8: A framework for analysing the pedagogical characteristics of educational media
  86. 9: Choosing and using media in education: the SECTIONS model
  87. 9.1:0 Deciding
  88. 9.1: Models for media selection
  89. 9.2: Students
  90. 9.3: Ease of Use
  91. 9.4: Cost
  92. 9.5: Teaching and media selection
  93. 9.6: Interaction
  94. 9.7: Organisational issues
  95. 9.8: Networking (and novelty)
  96. 9.9: Security and privacy
  97. 10: Modes of delivery
  98. 10.1: The continuum of technology-based learning
  99. 10.2: Comparing modes of delivery
  100. 10.3: Which mode? Student needs
  101. 10.4: Choosing between face-to-face and online teaching on campus
  102. 10.5: The future of the campus
  103. 11: Trends in open education
  104. 11.1: Open learning
  105. 11.1: Scenario H: Watershed management
  106. 11.2: Open educational resources (OER)
  107. 11.3: Open textbooks, open research and open data
  108. 11.4: Open pedagogy
  109. 11.5: The implications of ‘open’ for course and program design: towards a paradigm shift?
  110. 12: Ensuring quality teaching in a digital age
  111. 12.1:0 Step eight: communicate, communicate, communicate
  112. 12.1:1 Step nine: evaluate and innovate
  113. 12.1:2 Building a strong foundation of course design
  114. 12.1: What do we mean by quality when teaching in a digital age?
  115. 12.2: Nine steps to quality teaching in a digital age
  116. 12.3: Step One: Decide how you want to teach
  117. 12.4: Step two: what kind of course or program?
  118. 12.5: Step three: work in a team
  119. 12.6: Step four: build on existing resources
  120. 12.7: Step five: master the technology
  121. 12.8: Step six: set appropriate learning goals
  122. 12.9: Step seven: design course structure and learning activities
  123. 13: Supporting teachers and instructors in a digital age
  124. 13.1: Are you a super-hero?
  125. 13.2: The development and training of teachers and instructors in a digital age
  126. 13.3: Learning technology support
  127. 13.4: Conditions of employment
  128. 13.5: Team teaching
  129. 13.6: An institutional strategy for teaching in a digital age
  130. 13.7: Building the future
  131. 13.8: Scenario I: Stopping the flu
  132. 14: Appendix 1: Questions to guide media selection and use
  133. 14.1: S: Who are your students?
  134. 14.2: E: Ease of use
  135. 14.3: C: What is the cost in money and time?
  136. 14.4: T: Teaching and other pedagogical factors
  137. 14.5: I: Interaction
  138. 14.6: O: Organisational issues
  139. 14.7: N: Networking
  140. 14.8: S: Security and privacy
  141. 16: Appendix 3: Independent reviews
  142. 16.1: A review from a faculty perspective: Professor James Mitchell
  143. 16.2: A review from an open and distance education perspective: Sir John Daniel
  144. 16.3: A review from a digital education perspective: Digital Education Strategies, Ryerson University
  145. 16.4: MERLOT II Peer Review
  146. 17: Feedback on Activities
  147. 17.1: Appendix 4: Feedback on Activity 1.8 Main conclusions from Chapter 1
  148. 17.2: Appendix 4: Feedback on Activity 7.1 How many technologies can you see in Figure 7.1?
  149. 17.3: Appendix 4: Feedback on Activity 7.5 Broadcast or communicative
  150. Appendix 2 Online learning quality standards, organisations and research
  151. Back Matter
  152. Index
  153. Glossary
  154. Detailed Licensing