Gilly Salmon

E-tivities

The Key to Active Online Learning

• Broschiertes Buch

Produktbeschreibung

The world of learning and teaching is at a watershed; confronted by challenges to previous educational models. One learning future lies in impactful, purposeful, active online activities, or 'e-tivities', that keep learners engaged, motivated, and participating. Grounded in the author's action research, E-tivities, 2nd Edition assuredly illustrates how technologies shape and enhance learning and teaching journeys.

In this highly practical book, Gilly Salmon maintains her exceptional reputation, delivering another powerful guide for academics, teaching professionals, trainers, designers and developers in all disciplines. This popular text has been comprehensively updated; addressing key technological changes since 2002, offering fresh case studies and 'Carpe Diem' - a unique approach to learning design workshops.

Readers will find E-tivities, 2nd Edition a wonderful resource on its own or as a companion to the author's bestselling e-Moderating, 3rd Edition.

Find e-tivities on the web at e-tivities.com or connect at gillysalmon.com

Produktdetails

• Verlag: Routledge / Taylor & Francis
• 2. Aufl.
• Seitenzahl: 240
• Erscheinungstermin: 18. Juni 2013
• Englisch
• Abmessung: 234mm x 156mm x 13mm
• Gewicht: 373g
• ISBN-13: 9780415881760
• ISBN-10: 0415881765
• Artikelnr.: 36621901

Autorenporträt

Professor Gilly Salmon is Pro Vice-Chancellor of Learning Transformations at Swinburne University of Technology, Australia.

Inhaltsangabe

Preface

Part 1: Introducing e-tivities

1. E-tivities for active online learning

2. E-tivities in the five stage model

3. Creating e-tivities

4. Choices: The technology spectrum

5. Deploying e-tivities: A team approach

Part II: Resources for practitioners

Ideas

1. Ideas for e-tivities

2. Creativity and e-tivities

3. Using other people's digital materials (OER's)

Designing e-tivities

4. First-time e-tivity designer

5. E-tivity exemplars (?)

6. E-tivity continuum

Structures

7. E-tivity planning

8. Building programs and processes with e-tivities

9. Time Estimates

10. Counting the delivery time

Writing Invitations

11. Correspondence Protocol

12. Learning 'Netspeak'

Development and Improvement

13. Building motivating e-tivities

14. Online emotions

15. More intelligent e-tivities

16. Disabilities and e-tivities

Participants Experience

17. Contributions

18. Patterns of participation

19. Flow and e-tivities

20. E-tivity feedback and plenaries

Carpe Diem

21. The Carpe Diem Process

22. Becoming a Carpe Diem Facilitator

23. The Carpe Diem Planning Process

24. Reality Checkers

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Preface
Part 1: Introducing e-tivities
1. E-tivities for active online learning
2. E-tivities in the five stage model
3. Creating e-tivities
4. Choices: The technology spectrum
5. Deploying e-tivities: A team approach
Part II: Resources for practitioners
Ideas
1. Ideas for e-tivities
2. Creativity and e-tivities
3. Using other people's digital materials (OER's)
Designing e-tivities
4. First-time e-tivity designer
5. E-tivity exemplars (?)
6. E-tivity continuum
Structures
7. E-tivity planning
8. Building programs and processes with e-tivities
9. Time Estimates
10. Counting the delivery time
Writing Invitations
11. Correspondence Protocol
12. Learning 'Netspeak'
Development and Improvement
13. Building motivating e-tivities
14. Online emotions
15. More intelligent e-tivities
16. Disabilities and e-tivities
Participants Experience
17. Contributions
18. Patterns of participation
19. Flow and e-tivities
20. E-tivity feedback and plenaries
Carpe Diem
21. The Carpe Diem Process
22. Becoming a Carpe Diem Facilitator
23. The Carpe Diem Planning Process
24. Reality Checkers

Rezensionen

Incorporating this content into graduate programs is a key component in creating change, since current and future faculty members and policymakers must have the tools to deconstruct and challenge dominant discourses if there can be any hope of understanding the power and consequences involved in applying this knowledge to policy creation. - Casandra E. Harper, Feminist Formations