http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sat, 25 May 2013 04:46:24 PDT Sat, 25 May 2013 04:46:24 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=494976 Digital information technologies are transforming the way we work, learn, and communicate. Within this digital revolution are new learning approaches that transform hierarchical, industrial-based models of teaching and learning.The creation of this book employed the very principles it espouses. It embodied a forming relationships model, and the sharing of ideas to produce new thinking model. A unique interactive, collaborative research model based on the formation of online relationships among 50 contributors from around the world representing research, administration and business communities. The development of the book demonstrates the powerful opportunity afforded by online technologies in this digital revolution era.Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.* Part 1: The Impact of Instructional Technologies* Part 2: Preparing Online Courses* Part 3: Implementing Technology* Part 4: E-learning in Action* Part 5: Engagement and Communication http://www.merlot.org/merlot/viewMaterial.htm?id=571209 ״This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively.The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively.The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest.״ http://www.merlot.org/merlot/viewMaterial.htm?id=563131 ״This book focuses on the basic and applied research regarding e-learning systems. It increases knowledge in the topics such as e-learning, e-Government, Data mining in e-learning based systems, LMS systems, security in e-learning based systems, surveys regarding teachers to use e-learning systems, analysis of intelligent agents using e-learning, assessment methods for e-learning and barriers to use of effective e-learning systems in education.״ http://www.merlot.org/merlot/viewMaterial.htm?id=760209 In the last decade in particular, the promotion, sharing and use of open educational resources (OER) have been growing exponentially. However, as with any new phenomenon or paradigm, our knowledge of OER’s ramifications and achievements to date necessarily lags behind actual developments.The concept of OER has multifaceted dimensions and implications. For educational institutions, the dimensions are legal, managerial, financial, technical, technological and pedagogical; for practising educators, at stake are ways of teaching that are normative, together with a sense of identity that is both personal and professional. It would be astonishing if research, which by its very nature must be clearly focussed, were able to keep abreast of all such aspects of OER.Although OER activities are taking place globally, most large and well funded projects have been in North America and Europe. As a result, little is known about important questions such as how the more acute levels of resource constraint typical of developing countries impact on demand for OER and on their reuse. The case studies and reflections in this book cover OER practice and policy in a diverse range of contexts, with a strong focus on events in developing countries. However, the focus on experiences from the developing world is not exclusive, as valuable “generic lessons” applicable also to developing countries can be drawn from research in the more developed countries.The world in which the academy and higher education operate has transformed dramatically. How do institutions, in both developed and developing countries, reposition themselves meaningfully within the new information-rich world in which information is accessible as never before? How can organisations such as UNESCO and the Commonwealth of Learning foster governmental support for OER internationally? How might proponents of OER garner greater governmental, institutional and educator “buy-in” to the principles of open educational practices, and to the policies and programs necessary to realise and sustain OER? http://www.merlot.org/merlot/viewMaterial.htm?id=511693 According to The Orange Grove, "Essays by practitioners and scholars active in the complex, diverse, and rapidly evolving field of distance education blend scholarship and research; practical attention to the details of teaching and learning; and mindful attention to the economics of the business of education. Contents: Eighteen expert essays, divided into the following four parts: PART I: Role and Function of Theory in Online Education Development and Delivery. PART II: Infrastructure and Support for Content Development. PART III: Design and Development of Online Courses. PART IV: Delivery, Quality Control, and Student Support of Online Courses.״