Copyright clarity Hobbs, Renee
2010, 2012-07-03, 2010-04-07
eBook, Book
Open access
This jargon-free guide clarifies principles for applying copyright law to 21st-century education, discusses what is permissible in the classroom, and explores the fair use of digital materials.
The Business of Innovating Online responds to a critical need for concrete narratives of innovation success that can serve as a foundation for administrators and leaders who are in need of practical ...guidance as they scale and grow their online learning organizations.
Through specific examples and practical suggestions from experienced e-learning leaders, readers will be introduced to concrete strategies for how to create a climate of creativity and innovation that can lead to more successful and scalable online programs and initiatives. The Business of Innovating Online demystifies the relationship between business, creativity, and innovation by describing the logistics required to create an agile online education enterprise. Topics discussed will include:
Defining innovation and creativity for online education and e-learning
Knowing when and how to innovate
Creating a culture of innovation
Effectively leading innovation
Collaborative innovation
Making innovation stick and transitioning innovative strategies into day-to-day practice
Assuring quality in the midst of innovation
Staffing structures/administrative stability to support creativity and innovation
The Business of Innovating Online provides both novice and experienced online education administrators with a comprehensive overview of a range of online innovations, how they came to be created, the components that led to their success, and concrete steps that they can take to create a more innovative culture for their own e-learning organization.
Thirty-one teachers responded to an online questionnaire about their distance teaching practices between March 2020 and June 2021. We wanted to identify their level of integration of information and ...communication technologies (ICT), their motivation to teach at distance, and the determinants of their pedagogical choices. The circumstances led most of them to become familiar with ICT, to explore its basic functions and, to a lesser extent, to appropriate more complex ones. The analyses suggest the existence of two groups, with a major discriminating element concerning the representation of history teaching.
Una de las principales causas por las que no se culminan los estudios de posgrado es la dificultad para escribir la tesis. Esta problemática se acentúa aún más cuando los estudiantes cuentan con ...limitadas oportunidades de intercambios con compañeros y docentes de sus programas de posgrado hacia el final de sus estudios. Una práctica pedagógica que ha demostrado ser significativa para el avance de este tipo de escrito es la revisión conjunta de textos en grupos de escritura virtuales. Este artículo analiza los factores que, según sus participantes, influyeron en el desarrollo de un grupo de escritura virtual conformado por tres doctorandas de diferentes universidades argentinas que ha funcionado por más de un año. Para ello se llevó a cabo un análisis temático de datos provenientes de entrevistas grupales e individuales, intercambios vía correo electrónico y documentos relacionados con cuestiones organizativas del grupo. En línea con trabajos anteriores, nuestros resultados muestran que la utilidad de los grupos de escritura percibida por sus participantes depende de tres tipos de factores que interactúan entre sí: logísticos, cognitivos e interpersonales. Este trabajo contribuye con datos empíricos que pueden informar futuras iniciativas institucionales orientadas a apoyar el desarrollo de la escritura de la tesis a nivel de posgrado.
La presente investigación buscó analizar los cambios producidos en el vínculo pedagógico dentro de la educación remota por emergencia (ERT) implementada a raíz de la pandemia por la COVID-19. ...Específicamente, se planteó describir tanto las formas de interacción dentro del proceso de enseñanza-aprendizaje que han tenido los/las estudiantes con sus docentes, como con sus compañeros/as. Para ello, se realizaron entrevistas grupales virtuales a doce estudiantes universitarios peruanos. La selección de los/las participantes fue intencionada y por conveniencia. Como resultados, se logró verificar que el paso obligado a la virtualidad ha generado ausencias, distancias y desconfianzas que han afectado sus procesos de enseñanza-aprendizaje, así como también ha permitido que emerjan la empatía y la posibilidad de innovación metodológica en el aula virtual. Finalmente, se concluye que para los/las estudiantes el vínculo pedagógico intersubjetivo con sus docentes y entre ellos/as es crucial en la generación y el sostenimiento de procesos de aprendizajes significativos.
A showcase of the work of research scholars and innovative practitioners the world over who use emerging interactive technologies for teaching and learning at a distance. This book highlights the ...pedagogical, organizational, cultural, social, and economic factors that influence the integration of emerging technologies in education.
Actor-Network Theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of ...educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues. ANT sensibilities are interested in the ways human and non-human elements become interwoven. Since its first introduction, actor-network theory has undergone significant shifts and evolutions and as a result, it is not considered to be a single or coherent theoretical domain, but as developing diversely in response to various challenges.
This book offers an introduction to Actor-Network Theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode looks at recent 'after-ANT' inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities.
Tara Fenwick is Professor of Professional Education at the University of Stirling, UK. Her research focuses on knowledge and education in workplace and professional practices, for which she won the Houle Award for Outstanding Contribution to Adult Education Literature, awarded by the American Association for Adult and Continuing Education. Richard Edwards is Professor of Education at the University of Stirling, UK. He has researched and written extensively on post-compulsory education and lifelong learning and has an international reputation in the field.
1. A Way to Intervene, Not a Theory of What to Think 2. Knowledge, Innovation and Knowing in Practice 3. (De)naturalizing Teaching and Learning 4. (En)tangling Curriculum-making 5. (Net)working Technologized Learning 6. (Un)making Standards in Education 7. Educational Reform and Planned Change 8. (Ac)counting for Education 9. (De)centring Educational Policy 10. Messy Research 11. Translating ANT in Education