Handbook of Online Education by Shirley Bennett

By Shirley Bennett

This can be a hugely sensible source booklet delivering useful assistance and information to educators developing on-line teams within the digital lecture room. This source ebook offers various useful, leading edge rules to advertise lively studying on-line. it is going to provide lecturers, running shoes, and path writers a range of ready-made, adaptable actions which are used as a foundation of e-learning job on a path or as a departure element for improvement, self reliant paintings and/or dialogue. Sections of the booklet will contain assets for construction self assurance, assets for studying to benefit on-line, assets for overview and lively studying on-line. each one part might be prefaced by means of a basic theoretical evaluation and proposals for extra examining and private motion examine.

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Extra resources for Handbook of Online Education

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Context For quick reference/ease of activity choice the Focus, Interaction and Context provide a quick 'snapshot' of key aspects of each activity. Sample message postings Examples of suitable messages to send to students for key stages of activities - providing instructions for them to follow, key information, context setting, etc. Dependent resources Worksheets the e-learner needs to work with for the activity. Activity variations/extensions This gives details of possible variations and extensions to the main activity.

Indeed, the activities are designed to be usable by tutors who may not have access to particular learning software, and to allow those e-tutors to have a direct design relationship with the shape and focus of the learning experience. Most can be implemented using generic 'office' programs and with reference to websites or other e-resources, accessed freely through a browser and search engine or via databases or portals to which your e-learners have access. Whatever type of learning materials or resources you choose to use, you will need to check learner access in terms of 'permissions', technical requirements, ease of navigation and skills required for their use.

In fact, you may find that you have deeper and more direct interactions with individual learners, their reflections and thoughts, than is common in the classroom. Closure The Guidelines for the e-tutor within the activities include suggestions for 'drawing this stage of the activity to a close1. This may involve summarizing ideas from discussion or other tasks, collating points made or commenting on work completed. It might mean initiating learner-led closure to the activity, inviting the e-learners to share their conclusions with each other or to read and respond to the work of other groups.

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