Educational Development Through Information and Communications Technology (Staff and Educational Development Series)

Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Notes on contributors......Page 8
Preface......Page 14
Acknowledgements......Page 17
THE MEANING OF EDUCATIONAL DEVELOPMENT......Page 18
A BRIEF HISTORY......Page 19
THE IMPORTANCE FOR HIGHER EDUCATION......Page 22
REFERENCES......Page 24
THE CHALLENGE......Page 25
THE PROCESS......Page 26
PEDAGOGICAL REFORMATION......Page 28
CONSORTIA, PARTNERSHIPS AND LIAISONS......Page 31
REFERENCES......Page 32
APPENDIX 1: WEB SITES OF INTEREST......Page 33
BACKGROUND......Page 35
THE PROBLEMS......Page 37
THE PROBLEMS SOLVED......Page 38
THE TSL PROJECT......Page 39
RECENT DEVELOPMENTS......Page 46
Factors that made it work......Page 47
REFERENCES......Page 48
INTRODUCTION......Page 50
ITP EVALUATION STRATEGY......Page 51
PHASE I OF THE PROJECT......Page 53
PHASE II OF THE PROJECT......Page 55
PHASE III OF THE PROJECT......Page 57
REFERENCES......Page 60
Responding to challenges......Page 62
Effective learning......Page 63
What distributed learning is......Page 65
Choice of VLE......Page 66
Pedagogic issues......Page 67
Organization of change......Page 68
Staff development for distributed learning......Page 69
Creating a student learning environment......Page 71
CONCLUSION......Page 73
REFERENCES......Page 74
WEB SITE REFERENCES......Page 75
INTRODUCTION......Page 77
WHAT A VIRTUAL LEARNING ENVIRONMENT IS......Page 78
THE WORKSHOP......Page 79
THE TEACHER AND THE LEARNER......Page 80
WHAT HAPPENS TO THE ROLE OF THE LECTURER......Page 82
WHEN STUDENTS WILL STUDY AND WHEN TEACHERS WILL TEACH......Page 83
WHY THE WAY WE WORK NOW SHOULD BE CHANGED......Page 84
Quality......Page 85
WHAT IT WILL COST AND WHAT THE DAMAGE IS......Page 86
CONCLUDING COMMENTS......Page 87
REFERENCES......Page 88
INTRODUCTION......Page 90
THE FIRST STEP TOWARDS SUCCESSFUL ONLINE LEARNING IS GETTING ONLINE…......Page 92
Off campus access to learning resources......Page 93
RESOURCES WHICH WERE PERCEIVED TO ASSIST STUDENT LEARNING......Page 95
Learning support offered by the communication resources......Page 97
CONCLUSIONS......Page 99
ACKNOWLEDGEMENTS......Page 101
REFERENCES......Page 102
INTRODUCTION......Page 103
CMC AS A WRITING MEDIUM......Page 104
TEACHING METHODS IN CMC......Page 105
CMC AND LEARNING......Page 106
Developing capabilities......Page 110
Management of learning......Page 111
CONCLUSIONS......Page 112
REFERENCES......Page 115
INTRODUCTION......Page 117
HOW INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) IS USED......Page 118
Continuing professional development (CPD)......Page 120
Student-as-resource/collaboration......Page 121
Currency......Page 122
Multi-professional and worldwide......Page 123
THE PROGRAMME CONTENT......Page 124
ASSESSMENT......Page 126
EVALUATION OF THE PROGRAMME......Page 127
IN CONCLUSION......Page 128
REFERENCES......Page 129
FOCUS FOR THIS CHAPTER......Page 130
DEVELOPING THE PORTABILITY OF THE SYSTEM......Page 131
DEVELOPMENT OF THE CONTENT......Page 133
INTEGRATION INTO THE CURRICULUM......Page 136
SUMMARY AND CONCLUSIONS......Page 137
REFERENCES......Page 138
INTRODUCTION......Page 139
THE CASE FOR CBA ASSESSMENT: AN INSTITUTIONAL PERSPECTIVE......Page 140
THE CASE FOR CBA ASSESSMENT: AN INDIVIDUAL LECTURER PERSPECTIVE......Page 141
Staff development......Page 142
Team approach......Page 144
Management commitment......Page 145
Student involvement......Page 146
CONCLUDING REMARKS......Page 147
REFERENCES......Page 148
INTRODUCTION......Page 149
WHAT RESEARCH CAPABILITIES ARE......Page 150
A FOCUS ON HIGHER ORDER COGNITIVE SKILLS......Page 151
WHAT THIS MEANS FOR THE CURRICULUM......Page 152
WHAT LEARNING TECHNOLOGIES CAN CONTRIBUTE......Page 153
CHOOSING TOOLS......Page 154
SUPPORT FOR STAFF......Page 155
REFERENCES......Page 156
INTRODUCTION......Page 158
KEY SKILLS IN PROJECTS......Page 159
Working with others......Page 160
Communication......Page 161
ICT AND PROJECT WORK......Page 162
USING THE INTERNET FOR RESEARCH PURPOSES......Page 163
DEVELOPING RESEARCH SKILLS, INCLUDING REPORT WRITING AND PRESENTATIONS......Page 164
REFERENCES......Page 165
RELOCATION OF BLACK SOUTH AFRICANS......Page 167
MEDIUM OF INSTRUCTION......Page 168
USE OF TECHNOLOGY......Page 169
Preamble to the experiment......Page 170
Experimental group......Page 171
Affective domain......Page 172
Psycho-motor domain......Page 173
Cognitive domain......Page 174
CONCLUSION......Page 175
REFERENCES......Page 176
INTRODUCTION......Page 177
INSTITUTIONAL CONTEXT......Page 179
ADVANTAGES TO ONLINE LEARNING......Page 181
SUCCESSFUL ONLINE INSTRUCTORS......Page 182
EDUCATIONAL/INSTRUCTIONAL STRATEGIES......Page 183
PAIRING......Page 185
SUGGESTION......Page 186
REFERENCES......Page 187
INTRODUCTION......Page 188
THE MULTIMEDIA LEARNING SYSTEM......Page 189
THE NEED FOR APPROPRIATE INSTRUCTIONAL DESIGN......Page 190
THE INSTRUCTIONAL DESIGN COMMITTEE......Page 191
PROBLEMS......Page 192
THE INSTRUCTIONAL DESIGN GUIDELINE......Page 193
ID QUESTIONS TO MAXIMIZE LEARNING......Page 194
ENABLING LECTURERS......Page 196
REFERENCES......Page 197
INTRODUCTION......Page 199
TRENDS IN PRACTICE......Page 201
THE ‘SEEDBED’ (FIRST STAGE IN WEB DEVELOPMENT)......Page 203
Puzzle......Page 204
Problem solving......Page 205
Pedagogical objectives......Page 206
1) Prior learning......Page 207
4) Learning groups......Page 208
CONCLUSION......Page 209
REFERENCES......Page 211
INTRODUCTION......Page 213
REDEFINING ROLES......Page 216
INSTITUTIONAL DEVELOPMENT......Page 217
STAFF/STUDENT DEVELOPMENT......Page 219
CURRICULUM DEVELOPMENT......Page 221
LESSONS FOR EDUCATIONAL DEVELOPMENT ORGANIZATIONS......Page 222
CONCLUDING COMMENTS......Page 223
REFERENCES......Page 224
APPENDIX: A CHECKLIST OF QUESTIONS FOR EDUCATIONAL DEVELOPERS......Page 225
Contributor contact details......Page 227
Index......Page 232