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Instructional Design: Case Studies in Communities of Practice
Instructional designers hold the responsibility of selecting, sequencing, synthesizing, and summarizing unfamiliar content to subject matter experts. To successfully achieve legitimate participation in communities of practice, instructional designers need to utilize a number of communication strategies to optimize the interaction with the subject matter expert. Instructional Design: Case Studies in Communities of Practice documents real-world experiences of instructional designers and staff developers who work in communities of practice. Instructional Design: Case Studies in Communities of Practice explains the strategies and heuristics used by instructional designers when working in different settings, articulates the sophistication of communication strategies when working with subject matter experts, and provides insight into the range of knowledge, skills, and personal characteristics required to complete the tasks expected ofthem.
Transforming Curriculum Through Teacher-Learner Partnerships
Empowering learners for life requires a fundamental shift in higher education curriculum design. New priorities, pedagogies, technologies, spaces, and assessment strategies are required to enable learners to take ownership of their learning. “Student-centeredness” concepts are still prescriptive in nature as most decisions on curriculum, assessment, teaching, and learning approaches are still teacher-centric. Teachers are developing student-centered learning environments without the involvement of the learners in the planning, decision making, and/or design process. In addition, some lecturers are still practicing the traditional approaches of content delivery and conventional assessment...
Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies
The current trend of learner centeredness in education has been challenging many of the current ways of working, especially in higher education institutions. This rapid change in educational institutions demands educators acquire new sets of skills via continuous reflective practices. Hence, educators in higher education institutions are actively involved in research-driven teaching and learning practices. This change of role from mere content delivery to learning facilitators could be better achieved through a strong research-driven community of practice. Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies is a pivotal reference source that provides vital research o...
Emigration from the United Kingdom to America
Approximately three fifths of the emigration from the United Kingdom to America arrived in the 19th century. The remainder came through Ellis Island between 1900 and 1924. Arrivals from the U.K. began to increase in the mid-1840's with the Irish Famine that led to very high mortality rates, rising prices and unemployment and a massive outflow of Irish population to the U.S. In the post-Famine period, England's industrial revolution progressed and emigration continued to grow between the prosperous 1850's and the mid-1890's. This series on Emigration from the United Kingdom to America concentrates on U.K. emigration in the period 1870-1897, listing migrants from the U.K. who arrived in New Yo...
Encyclopedia of Distance Learning
"This encyclopedia offers the most comprehensive coverage of the issues, concepts, trends, and technologies of distance learning. More than 450 international contributors from over 50 countries"--Provided by publisher.
Library Journal
Includes, beginning Sept. 15, 1954 (and on the 15th of each month, Sept.-May) a special section: School library journal, ISSN 0000-0035, (called Junior libraries, 1954-May 1961). Also issued separately.
