Educational Technology & e-Learning 2011 (UK) by Routledge Taylor & Francis Group

R o u t l e d g e e d u c at i o n

Educational Technology & e-Learning

New Titles and Key Backlist 2011

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Educational Technology & e-Learning New Titles and Key Backlist 2011

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contents Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Practical Titles for e-Learning . . . . . . . . . . . . . . . . . . . . . . . 4 Connecting with e-Learning Series. . . . . . . . . . . . . . . . . . . 9 Practical Titles for Teaching and Learning. . . . . . . . . . . . . 10 Learning Science and Technology. . . . . . . . . . . . . . . . . . . 16 Open and Distance Learning. . . . . . . . . . . . . . . . . . . . . . . 16 Open and Flexible Learning Series. . . . . . . . . . . . . . . . . . . 19 Language and Literacy Teaching. . . . . . . . . . . . . . . . . . . . 21 Routledge Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Backlist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Order Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . At the Back

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E DUCATIO N a l TE C HN OLOG Y

NEW IN 2011

Foundations of Educational Technology

Learning Theory and Online Technology

Integrative Approaches and Interdisciplinary Perspectives

How New Technologies are Transforming Learning Opportunities

J. Michael Spector, University of Georgia, USA

Linda Harasim, Simon Fraser University, Canada

Series: Interdisciplinary Approaches to Educational Technology

Learning Theory and Online Technology is a break-through text based on extensive experience, theory, and research. Ideal for learning theory courses in educational technology masters programs and theory courses in instructional design programs, Learning Theory and Online Technology will prepare students to apply learning theory to instructional and pedagogical design and other uses of technology. Framed by a discussion of the historical roots and growth of technology, this text discusses the contributions of the three core learning theories to the field of instructional and pedagogical design – behaviorism, cognitivism, and constructivism. Connecting theory to practice, author Linda Harasim provides a series of case studies expounding on the effective use of new online technologies. Ultimately, Harasim shows readers how collaborative learning is a powerful theory for successful student engagement with technology.

The first volume in Routledge’s new Interdisciplinary Approaches to Educational Technology series, Foundations of Educational Technology is an introductory textbook for students enrolled in educational technology masters and PhD programs. It focuses on fundamental characteristics that cut across users, contexts, and settings, considers the underlying assumptions of the field, introduces the relevant theories on which practice has been developed, and discusses the kinds of professional activities graduates are likely to engage in. This text provides students with engaging exercises and activities that contribute to their professional growth, using these four pedagogical features: • TELL: Presentations and directions to major sources of information and resources. • ASK: Activities that encourage students to critique applications and share their individual interpretations. • SHOW: Activities demonstrate the application of key concepts and complex skills with appropriate opportunities for learner responses. • DO: Learners apply key concepts and complex skills while working on practice assignments and/or projects for their electronic portfolios. June 2011: 7 x 10: 400pp Hb: 978-0-415-87470-0: £100.00 Pb: 978-0-415-87471-7: £45.99 For more information, visit: www.routledge.com/9780415874717

This reader-friendly and accessible text, drawing upon an extensive body of research: • provides full discussion of various learning theories, and how they relate to online learning • presents a powerful framework and set of tools based on e-learning research • includes scenarios, mini case studies, and examples of international projects • reviews key issues related to pedagogy, evaluation, and history of the field • describes the most exciting, satisfying, and effective ways to learn and teach online. February 2011: 7 x 10: 288pp Hb: 978-0-415-99975-5: £100.00 Pb: 978-0-415-99976-2: £30.99 For more information, visit: www.routledge.com/9780415999762

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E DU CAT IO Nal TE CHN OLOGY

NEW

New

The Instructional Design Knowledge Base

Instructional Design for Teachers

Theory, Research, and Practice

Improving Classroom Practice

Rita C. Richey, Wayne State University, USA, James D. Klein, Arizona State University, USA and Monica W. Tracey, Wayne State University, USA

Alison A. Carr-Chellman, Pennsylvania State University, USA

The Instructional Design Knowledge Base: Theory, Research, and Practice provides ID professionals and students at all levels with a comprehensive exploration of the theories and research that serve as a foundation for current and emerging ID practice. This book offers both current and classic interpretations of theory from a range of disciplines and approaches. It encompasses general systems, communication, learning, early instructional, media, conditions-based, constructivist design and performance-improvement theories. Features include: • rich representations of the ID literature • concise theory summaries • specific examples of how theory is applied to practice • recommendations for future research • a glossary of related terms • a comprehensive list of references. A perfect resource for instructional design and technology doctoral, masters and educational specialist certificate programs, The Instructional Design Knowledge Base provides students and scholars with a comprehensive background for ID practice and a foundation for future ID thinking. October 2010: 7 x 10: 248pp Hb: 978-0-415-80200-0: £100.00 Pb: 978-0-415-80201-7: £32.99 eBook: 978-0-203-84098-6

Good instructional design is the key to great instruction. Instructional Design for Teachers focuses on the instructional design process specifically for K-12 teachers. It introduces a new, common-sense model of instructional design to take K-12 teachers through the instructional design process step-by-step, with a special emphasis on preparing, motivating, and encouraging new and ongoing use of instructional design principles. Each chapter contains framing questions, common errors, easy-to-use rules of thumb, clearly stated outcomes, and examples to show ID in action. The basic model and its application within constructivism and user-design will help teachers adapt from a behavioral approach to a more open, student-centered design approach. Combining basics with strategies to implement this model in the most advanced instructional approaches, this book empowers teachers and learners to use good instructional design with the most recent research-based approaches to learning. Instructional Design for Teachers shows how instructional design principles can impact instructional moments in positive and practical ways. It is perfect for basic ID courses and introductory curriculum courses, and will be easily accessible to in-service as well as pre-service teachers. July 2010: 6 x 9: 176pp Hb: 978-0-415-80323-6: £100.00 Pb: 978-0-415-80324-3: £23.99 eBook: 978-0-203-84727-5 For more information, visit: www.routledge.com/9780415803243

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E DUCATIO N a l TE C HN OLOG Y

Instructional-Design Theories and Models

Researching I.T. in Education

Building a Common Knowledge Base, Volume III

Edited by Anne McDougall, John Murnane, Anthony Jones and Nick Reynolds, all at University of Melbourne, Australia

Edited by Charles M. Reigeluth, Indiana University, USA and Alison A. Carr-Chellman, Pennsylvania State University, USA Instructional-Design Theories and Models, Volume III is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit one describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit two describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit three describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit four provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education.

Theory, Practice and Future Directions

2009: 6 x 9: 432pp Hb: 978-0-8058-6456-4: £26.99 eBook: 978-0-203-87213-0 For more information, visit: www.routledge.com/9780805864564

Serious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching I.T. in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci:

• theory • history • research directions • methodology • research topics. This book argues for the enormous power of IT to enable fundamental research that both refines and develops theory and practice in education. High quality research that advances knowledge and educational practice in this area will generally require longer timelines and more complex data collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoretical work on the subject of IT in education. Researching I.T. in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book. This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students, teachers and policy-makers.

Full Table of Contents For full table of contents on all titles featured in this catalog, visit:

January 2010: 6-1/4 x 9-1/4: 232pp Hb: 978-0-415-56000-9: £80.00 Pb: 978-0-415-56001-6: £23.99 eBook: 978-0-203-86327-5 For more information, visit: www.routledge.com/9780415560016

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P RACT ICA L T I TLE S FOR E -LE ARN ING

3rd Edition

NEW

Teaching Online

Rethinking Learning for a Digital Age

A Practical Guide Susan Ko, University of Maryland University College, USA and Steve Rossen

Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this bestselling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated

resource section. New to this edition: • new chapter on how faculty and instructional designers can work collaboratively • expanded chapter on Open Educational Resources, copyright, and intellectual property • more international relevance, with global examples and interviews with faculty in a wide variety of regions • new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section. Focusing on the ‘how’ and ‘whys’ of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in distance learning and educational technology masters programs.

How Learners are Shaping their Own Experiences Edited by Rhona Sharpe, Oxford Brookes University, UK, Helen Beetham, University of Bristol, UK and Sara de Freitas, University of Coventry, UK

Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo. Rethinking Learning for a Digital Age: • moves beyond stereotypes of the ‘net generation’ to explore the diversity of e-learning experiences today • analyses learners’ experiences holistically, across the many technologies and learning opportunities they encounter • reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.

March 2010: 5-1/2 x 8: 472pp Hb: 978-0-415-99733-1: £100.00 Pb: 978-0-415-99726-3: £29.99 eBook: 978-0-203-85520-1 For more information, visit: www.routledge.com/9780415997263

June 2010: 6 x 9: 256pp Hb: 978-0-415-87542-4: £100.00 Pb: 978-0-415-87543-1: £28.99 eBook: 978-0-203-85206-4 For more information, visit: www.routledge.com/9780415875431

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NEW IN 2011

3rd Edition

2nd Edition

Rethinking University Teaching

E-Learning in the 21st Century

A Framework for the Effective use of Learning Technologies

A Framework for Research and Practice

Diana Laurillard, University of London, UK

The second edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore the technological, pedagogical, and organizational implications of e-learning. Most importantly, he provides practical models that educators can use to realize the full potential of e-learning. This book is unique in that it focuses less on the long list of ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective.

The third edition of Rethinking University Teaching builds upon the success of the bestselling second edition and maintains a sound theoretical basis for designing and using learning technologies at the higher education level. This new edition is fully updated and addresses the principal technological changes that have taken centre stage since 2004. New readers will find Diana Laurillard’s work fills a glaring gap in current e-learning literature. Part one effectively covers what teachers and lecturers need to know of the most important research on student learning and the principal theories of teaching and learning. This sound theoretical foundation provides a backbone for readers to develop a foundational set of requirements for teaching that will help students learn more effectively. Part two represents this current understanding of the learning process as a framework tool that challenges the use of both conventional and digital technologies: the Conversational Framework (CF). The Conversational Framework (CF) is used to examine and analyse both conventional and digital technologies and encourages users to focus on a ‘needs-driven’ approach rather than a ‘technology-driven’ approach. Part three tackles the implementation of both conventional and digital technologies within the everyday reality of university teaching. This section helps the teacher embrace the perspective of the student, who now studies and learns on campus, home and workplace, using a range of technologies. New and expanded topics on developing technologies include: • mobile learning and social networking sites • collaborative learning • learning design tools • blended learning • synchronous communication technologies • user-generated content technologies • learning outside the institution • open education resources. January 2011: 6 x 9: 250pp Hb: 978-0-415-80385-4: £100.00 Pb: 978-0-415-80387-8: £24.99 For more information, visit: www.routledge.com/9780415803878

D. Randy Garrison, University of Calgary, Canada

The second edition has been fully revised and updated throughout and includes discussions of how to utilize mobile learning applications and other emerging technologies in today’s classrooms. This book is an invaluable resource for courses on e-learning in higher education as well as for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. July 2011: 6 x 9: 192pp Hb: 978-0-415-88582-9: £95.00 Pb: 978-0-415-88583-6: £28.99 eBook: 978-0-203-83876-1 For more information, visit: www.routledge.com/9780415885836

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P RACT ICA L T I TLE S FOR E -LE ARN ING

Mobile Learning Communities

NEW IN 2011

Creating New Educational Futures

New Directions for Technology-Enhanced Learning

Patrick Danaher, University of Southern Queensland, Australia, Beverley Moriarty and Geoff Danaher, both at Central Queensland University, Australia

Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ‘on the run’. This book provides empirical evidence that draws on the authors’ seventeen years of continuing research with international occupational travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture. Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed analysis of how mobile groups position themselves and how they are positioned by others. This text will appeal to scholars in the field of distance education and educational technology and to researchers in education, cultural studies, and sociology. It will also be of interest to educational instructors, policy-makers, and administrators, as well as teacher educators and pre-service teachers. It paints a vivid picture of the experience of mobility through the words of the mobile learners themselves, but also critiques existing notions of learning and suggests ways of creating new educational futures for all learners and educators. 2009: 6 x 9: 224pp Hb: 978-0-415-99158-2: £80.00 Pb: 978-0-415-99159-9: £22.99 eBook: 978-0-203-87940-5

Digital Discourse Denise Whitelock, Institute of Educational Technology, The Open University, UK Written to promote e-learning excellence, Digital Discourse outlines and illustrates the effectiveness of computer mediated discourse in teaching and technology-enhanced learning courses. It offers a coherent and effective teaching approach through the use of digital discourses. This approach has proven to be successful in raising student participation and reflection in the learning process. Grounded in pedagogical research conducted through The Institute of Educational Technology at The Open University, this book provides evidence of the mediating role of such discourse in the development of thinking and also in the construction of different communities of practice. It includes further examples in the US that show how e-learning environments provide enriched learning opportunities offered by a dialogic approach. Up-to-date and innovative in its approach, this book focuses on the practical and theoretical aspects of digital discourses, including Aesopic Dialogue or the sharing and telling of stories. It further examines a number of recent developments that exhibit innovation in electronic communication that encourage the learning process; the most recent developments in pedagogical communication tools, such as ‘BuddySpace’ and ‘BuddyFinder’ are discussed together with the role of mobile technologies in support of learning dialogues. Digital Discourse is the perfect resource for those interested in understanding the role of discourse in the promotion of reflective teaching and learning and offers: • a selection of examples, action points, activities, tools and resources • an insightful perspective into the use of social computing tools such as to social computing tools such as Wiki, blogs, YouTube and MySpace • practical advice on how to overcome the initial hurdles that can act as barriers in e-learning environments. Practicing lecturers, course leaders, designers, staff developers and students will find this book an invaluable resource. It presents new opportunities for the use of technology enhanced discourse learning and sheds light on the true power of discourse thinking in higher education.

For more information, visit: www.routledge.com/9780415991599

July 2011: 6 x 9: 176pp Hb: 978-0-415-99021-9: £100.00 Pb: 978-0-415-99022-6: £24.99 For more information, visit: www.routledge.com/9780415990226

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NEW IN 2011 3rd Edition

E-Moderating

BESTSELLER GILLY SALMON

The Key to Online Teaching and Learning Gilly Salmon, University of Leicester, UK

E-Tivities The Key to Active Online Learning Gilly Salmon, University of Leicester, UK

The third edition of this bestselling text has been fully updated and addresses many technological changes that have taken place in the field of online learning since 2004. In this revision of E-Moderating, Gilly Salmon maintains her sound reputation and delivers another consistent and classic resource for practitioners working in the field of online teaching and learning. Interest in online teaching continues to grow, yet one thing remains constant: the key role of the e-moderator in ensuring the quality and success of online learning. Offering a practical approach and easy accessibility, E-Moderating is the perfect user’s guide to working effectively in the virtual world. New topics included in this edition: • updates of all literature, key terms, case studies and projects • fresh new examples for how the five stage model has been successfully used around the world • tips for e-moderating in virtual reality platforms such as Second Life

GILLY SALMON

Beyond the hype of online learning lies a straightforward question: how do you really deliver worthwhile learning online? This book, based on action research, provides a simple answer to this fundamental question by exploring a key technique that enables teachers and learners to use available technologies happily and successfully.

So, what are e-tivities? They are motivating, engaging, purposeful activities developed and led by an e-moderator. They are frameworks for active and interactive online learning. E-tivities are in the hands of the teachers themselves and promote active e-learning. This is not a book about the technology of online learning. Practical, accessible and direct, it looks at personalizing and customizing teaching and learning. Written for use in any topic, subject or course, E-Tivities explores: • the importance of activities in online learning

• tips for e-moderating in social networking sites

• designing and running e-tivities

• new illustrative examples from the latest ‘All Things in Moderation’ courses

• the five-stage model of teaching and learning online.

• updated applications for training school teachers • fully updated Resources for Practitioners section. Higher education practitioners, professional developers, trainers, and online instructional designers will find this market leading text is a must-have resource for anyone teaching online or developing online courses. It is also an appropriate text for students enrolled in Educational Technology and Distance Education Masters and PhD programs.

Backed up extensive illustrations and case studies, and including a unique collection of thirty-five resources for practitioners, this is a book for all professionals involved in online learning. 2002: 6-1/4 x 9-1/4: 238pp Pb: 978-0-7494-3686-5: £27.99 For more information, visit: www.routledge.com/9780749436865

June 2011: 6 x 9: 258pp Hb: 978-0-415-88173-9: £85.00 Pb: 978-0-415-88174-6: £24.99 For more information, visit: www.routledge.com/9780415881746

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P RACT ICA L T I TLE S FOR E -LE ARN ING

NEW IN 2011

Psychology for the Classroom: E-learning

The Essential Guide to Online Course Design

John Woollard, University of Southampton, UK

A Standards-Based Approach

Series: Psychology for the Classroom

Marjorie Vai, Freelance Consultant and Writer, USA and Kristen Sosulski, New York University, USA

Psychology for the Classroom: E-learning provides a lively and accessible introduction to the developing nature of technology-supported teaching and learning and the educational psychology associated with those developments. The author provides a broad, unbiased and practical analysis of e-learning theory and practice, with a particular focus on the developing theories and practice of cybergogy as well as an interpretation of conventional theories of behaviourism, cognitivism and constructivism in the light of e-learning. The book explores how these developments are presenting new opportunities, contexts and environments for learning including: virtual learning environments, cybergogy, social networking, social justice, cyber-bullying, new patterns of learning, visualisations, neural networking, algorithm, programmed learning. Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Appealing to practising teachers and students alike, this book provides a valuable and practical guide to the theory and application of e-learning, and is applicable to all those responsible for providing effective teaching and learning. February 2011: 6-1/4 x 9-1/4: 144pp Hb: 978-0-415-59092-1: £75.00 Pb: 978-0-415-59093-8: £18.99 For more information, visit: www.routledge.com/9780415590938

In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them. The Essential Guide to Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organisational and visual design principles are presented and modelled throughout the book and users will quickly learn from the guide’s hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline. The guide’s key features include: • a practical approach informed by theory • clean interior design that offers straightforward guidance from page one • clear and jargon-free language • examples, screen shots, and illustrations to clarify and support the text • a Companion Website with examples, adaptable templates, interactive learning features, and online resources • a checklist of online course design standards that readers can use to self-evaluate. The Essential Guide to Online Course Design serves as a best-practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organisational, and visual. February 2011: 7 x 10: 160pp Hb: 978-0-415-87299-7: £95.00 Pb: 978-0-415-87300-0: £24.99 eBook: 978-0-203-83831-0 For more information, visit: www.routledge.com/9780415873000

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CONNECTING WITH E - LE A R N I N G S E R I E S

Series Edited by Allison Littlejohn and Chris Pegler This series offers relevant guides for both newcomers to teaching and experienced teachers who are developing their practice online. Featuring practical, accessible advice drawing on the experiences of expert practitioners, each book is structured and written to be immediate and accessible: any advice is generic and relevant to teachers worldwide. NEW IN 2011

NEW

Evaluating the Effectiveness of E-learning

The Power of Role-based E-learning

A Practical Guide

A Guide to Designing and Moderating Online Role Plays

Rob Phillips, Murdoch University, Australia, Carmel McNaught, The Chinese University of Hong Kong and Gregor Kennedy, University of Melbourne, Australia How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not? Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, Evaluating the Effectiveness of E-learning offers step-by-step guidance for conducting an evaluation plan of e-learning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives including those covered in other books in the Connecting with E-learning series. This useful guide offers a multi-level approach that allows readers, both beginners and experienced professionals, to follow the level of text that suits their current needs. Practical applications discussed include: • how to develop broad evaluation questions • how to use an evaluation framework • how to determine the sources of data to be used • how to develop an evaluation matrix • how to collect, analyze and interpret the data. Readers will find this jargon-free guide is a must-have resource that provides them with the proper tools for evaluating their own e-learning practices with ease.

Sandra Wills, University of Wollongong, Australia, Elyssebeth Leigh, FutureSearch, Australia and Albert Ip, Fablusi P/L, Australia

The Power of Role-based E-learning offers helpful, accessible advice on the practice and research needed to design online role play. Drawing on the experiences of world-leading practitioners and citing an array of worldwide examples, it is a readable, non-technical, and comprehensive guide to the design, implementation, and evaluation of this exciting teaching approach. Issues discussed include: designing effective online role plays; defining games, simulations and role plays; moderating engaging and authentic role-based e-learning activities; assessment and evaluation. The Power of Role-based E-learning offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it is an invaluable resource for teachers, trainers, academics, and educational support staff involved in e-learning.

June 2011: 6 x 9: 208pp Hb: 978-0-415-88193-7: £80.00 Pb: 978-0-415-88194-4: £22.99

November 2010: 6 x 9: 224pp Hb: 978-0-415-87784-8: £95.00 Pb: 978-0-415-87785-5: £32.99 eBook: 978-0-203-84267-6

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C ONNECTING WITH E -LEARNING SERIES

A Guide to Authentic E-learning

NEW

Jan Herrington, Murdoch University, Australia, Thomas C. Reeves, University of Georgia, USA and Ron Oliver, Edith Cowan University, Australia

A Handbook for Designing Problem-Solving Learning Environments

Learning to Solve Problems

Part of the groundbreaking Connecting with E-learning series, A Guide to Authentic E-learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes. A Guide to Authentic E-learning: • develops the conceptual framework for authentic learning tasks in online environments • provides practical guidance on design, implementation, and evaluation of authentic e-learning tasks • includes case studies and examples of outcomes of using authentic e-learning tasks. Written for teaching professionals in higher education who teach online, A Guide to Authentic E-learning offers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning. This essential book provides effective, working examples to engages learners with authentic tasks in online learning settings.

David H. Jonassen, University of Missouri, USA

This book provides a comprehensive, up-to-date look at problem-solving research and practice over the last fifteen years. Key features include: • Teaching Focus – The book is not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments. • Illustrative Cases – A rich array of cases illustrate how to build problem-solving learning environments. Part two introduces six different functions of cases and also describes the parameters of a case.

• Chapter Integration – Key theories and concepts are addressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated. • Author Expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years. This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool. September 2010: 6 x 9: 472pp Hb: 978-0-415-87193-8: £95.00 Pb: 978-0-415-87194-5: £43.95 eBook: 978-0-203-84752-7 For more information, visit: www.routledge.com/9780415871945

2009: 5-1/2 x 8-1/2: 232pp Hb: 978-0-415-99799-7: £90.00 Pb: 978-0-415-99800-0: £24.99 eBook: 978-0-203-86426-5 For more information, visit: www.routledge.com/9780415998000

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2nd Edition

Learning, Creating, and Using Knowledge

Online Communication and Collaboration A Reader

Concept Maps as Facilitative Tools in Schools and Corporations

Edited by Helen Donelan, Karen Kear and Magnus Ramage, all at The Open University, UK

Joseph D. Novak, Florida Institute for Human and Machine Cognition, USA

This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic wellbeing in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This second edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational – that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy-to-use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.

Online Communication and Collaboration presents a very timely set of articles that cover a range of different perspectives upon these themes, both classic and contemporary. It is unusually broad in the range of technologies it considers - many books on these topics cover only a few forms of collaboration technology - and in considering well-established technologies as well as recent ones. It blends academic and popular articles to combine scholarly rigour with readability. The book is divided into eight sections, covering the foundations of online communication and collaboration, together with current collaboration technologies such as wikis, instant messaging, virtual worlds and social network sites. These modern communication tools are considered in terms of their interactions but also looking back at lessons to be learnt from their technological ‘ancestors’. The book also contains an extended case study of online collaboration, taking open-source software as its example. 2009: 6-1/4 x 9-1/4: 304pp Hb: 978-0-415-56477-9: £80.00 Pb: 978-0-415-56478-6: £23.99 For more information, visit: www.routledge.com/9780415564786

2009: 6 x 9: 336pp Hb: 978-0-415-99184-1: £90.00 Pb: 978-0-415-99185-8: £32.99 eBook: 978-0-203-86200-1 For more information, visit: www.routledge.com/9780415991858

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P RACT ICA L T I TLE S FOR TE ACHIN G and L E AR N I N G

Re-designing Learning Contexts Technology-rich, Learner-centred Ecologies Rosemary Luckin, The London Knowledge Lab, University of London, UK Series: Foundations and Futures of Education

‘One of the most important contributions on the whole TEL field.’ – Richard Noss, Director of ESRC/EPSRC TEL Research Program

Re-designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores:

NEW IN 2011

New Technologies and Creativity in the Secondary School Theory, Issues and Ideas for Developing Creative Learners Edited by Andy Connell, Keele University, UK and Tony Edwards, Liverpool Hope University, UK What does it mean to teach someone to be creative? How do new technologies support creativity? New Technologies and Creativity in the Secondary School examines what we mean by teaching young people to be creative, and how technology – vital in young people’s lives – can be used to encourage and enhance creative thinking and learning. Engaging with the underpinning theory and latest research in the field in an accessible, applied way, this book provides a sound introduction to the nature of creativity in education and why technology is a powerful tool for its development. Central to the book is an accesible framework that can be used by all subject teachers to effectively harness technology in your lessons. The book: • considers creativity in secondary schools now

• the meaning of the concept of context and it’s relationship to learning

• examines the relationship between technology and creativity and how it can empower teachers and students

• the ways in which different types of technology can scaffold learning in context

• shows you how to overcome the perceived barriers to using technologies

• the Learner-Centric ‘Ecology of Resources’ model of context as a framework for designing technology-rich learning environments

• presents a framework that encourages imaginative and lateral thinking in your students and promotes the use of different intelligences

• the importance of matching available resources to each learner’s particular needs

• considers how we can assess creativity effectively, and monitor and record creative development.

• the ways in which the learner’s environment and the technologies available might change over the coming years • the potential impact of recent technological developments within computer science and artificial intelligence.

Illustrated by detailed case studies of how a wide range of technology has been used by teachers, this book is an essential introduction for all student teachers, practising teachers, technology consultants and coordinators, and education studies students who are investigating the power of technology for promoting creativity.

This interdisciplinary study investigates the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations.

July 2011: 6-3/4 x 9-3/4: 224pp Hb: 978-0-415-57470-9: £80.00 Pb: 978-0-415-57471-6: £22.99

For practical examples of the way the Ecology of Resources framework has been used visit: http://eorframework.pbworks.com.

For more information, visit: www.routledge.com/9780415574716

April 2010: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-55441-1: £75.00 Pb: 978-0-415-55442-8: £23.99 eBook: 978-0-203-85475-4 For more information, visit: www.routledge.com/9780415554428

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NEW

Constructivist Instruction

Schools and Schooling in the Digital Age

Success or Failure?

A Critical Analysis Neil Selwyn, Institute of Education, University of London, UK Series: Foundations and Futures of Education

This book presents a wide-ranging and critical exploration of a topic that lies at the heart of contemporary education. The use of digital technology is now a key feature of schools and schooling around the world. Yet despite its prominence, technology use continues to be an area of education that rarely receives sustained critical attention and thought, especially from those people who are most involved and affected by it. Technology tends to be something that many teachers, learners, parents, policy-makers and even academics approach as a routine rather than reflective matter. Tackling the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, this book offers to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology. In particular, the book examines contemporary schooling in terms of social justice, equality and participatory democracy. Seeking to re-politicise an increasingly depoliticised area of educational debate and analysis, setting out to challenge the many contradictions that characterise the field of education technology today, the author concludes by suggesting what forms schools and schooling in the digital age could, and should, take. This is the perfect volume for anyone interested in the application and use of technology in education, as well as the education policy and politics that surround it; many will also find its innovative proposals for technology use an inspiration for their own teaching and learning.

Edited by Sigmund Tobias, Teachers College, Columbia University, USA and Thomas M. Duffy, Indiana University, USA Constructivist Instruction: Success or Failure? brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have also been the subject of sharp criticism regarding sparse research support and adverse research findings. This volume presents:

• the evidence for and against constructivism • the challenges from information-processing theorists • commentaries from leading researchers in areas such as text comprehension, technology, as well as math and science education, who discuss the constructivist framework from their perspectives. Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter, followed by the author(s)’ responses to those questions; for some chapters there are several cycles of questions and answers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research. 2009: 6 x 9: 392pp Hb: 978-0-415-99423-1: £100.00 Pb: 978-0-415-99424-8: £34.99 eBook: 978-0-203-87884-2 For more information, visit: www.routledge.com/9780415994248

October 2010: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-58929-1: £75.00 Pb: 978-0-415-58930-7: £24.99 eBook: 978-0-203-84079-5 For more information, visit: www.routledge.com/9780415589307

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P RACT ICA L T I TLE S FOR TE ACHIN G and L E AR N I N G

NEW IN 2011

Developing Inquiry for Learning

Active Learning and Student Engagement

Reflection, Collaboration and Assessment in Higher Education

International Perspectives and Practices in Geography in Higher Education

Peter Ovens, University of Cumbria, UK, Frances Wells, Patricia Wallis and Cyndy Hawkins, both at Nottingham Trent University, UK

Edited by Mick Healey, University of Gloucestershire, UK, Eric Pawson, University of Canterbury, New Zealand and Michael Solem, Association of American Geographers, USA

Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn and to become professional inquirers. Participation in higher education is widening and students have increasingly diverse needs and learning styles and many bring powerful expectations that learning tends to be a passive process. University tutors required to teach ever larger groups are finding increasing difficulty to meet these needs and help people to become more independently motivated and more collaborative learners. In the innovative and proven approach developed by the authors however, students are guided to perform action research into their learning practices, actions and reflections. Using a rolling programme of cyclical inquiries and whole group ‘conferences’ on improving learning, students write ‘patches’ on learning development which are then shared across the year group online. Each student’s cumulative set of patches, together with their regular reflective writing, provide the basis for assembling a composite final assignment, a ‘patchwork text’, for assessment. This style of curriculum and assessment organization encourages regular peer feedback and formative assessment, as part of the whole module process, to build personal confidence within students both as learners and as professionals. While providing teaching materials and examples of students’ responses, including the use of Blogs, Wikis and Discussion Boards, the book also analyses and theorises on the deeper characteristics of the difficulties being addressed, using several theoretical perspectives. Readers are thus equipped to adopt, adapt and experiment with their own developments in their teaching and curricula with relevant frameworks of theory and values.

This book examines significant issues in geography teaching and learning from the perspectives of an international network of academic geographers and postgraduate students. Drawing on classroom experiences and research in a wide variety of educational settings, the authors describe conceptually interesting and practical applications for enhancing student learning through inquiry, problem-based learning, field study, online collaboration, and other highly engaging forms of pedagogy. Other articles focus on approaches for improving the experiences of distance learners, strategies for enhancing the employability of geography students, and preparing students to engage ethical issues in the discipline. An international audience of educators will find much of value through the use of comparative examples, literature reviews encompassing research in multiple national contexts, and an underlying awareness of the diversity of practices in higher education internationally. This book is a collection of articles previously published in two special issues of the Journal of Geography in Higher Education. January 2010: 6-3/4 x 9-3/4: 240pp Hb: 978-0-415-56492-2: £80.00 For more information, visit: www.routledge.com/9780415564922

March 2011: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-59876-7: £75.00 Pb: 978-0-415-59877-4: £24.99

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NEW IN 2011

BESTSELLER

Learning Futures

3rd Edition

Imagining the Educational World to Come Keri Facer, Manchester Metropolitan University, UK In the twenty-first century educators around the world are being told that they need to adapt young people for an increasingly global knowledge economy in which digital technologies intensify competition and change. They are being asked to re-design and re-imagine educational systems to meet this future world. Too rarely, however, do we ask whether this vision is robust, achievable or even desirable or whether alternative futures might be in development. Drawing on ten years of research into educational innovation, incorporating scientists, teachers, students, industry professionals and policy-makers, this book challenges the often adopted notion of a single, linear educational future. Considering alternative strategies for conceptualising the future of education, Keri Facer takes into account the challenges that future decades may face, including: • the effects of climate change on technologies • socio-technical developments relevant to educators • changing relationships between humans and machines • ageing populations and intergenerational relationships • the theoretical and practical knowledge and tools needed. Approaching the subject from an educational standpoint, incorporating the accounts of educators, students and communities as active agents in shaping their educational futures, this book is positioned around key areas of interest in education, including: adult-child relationships, models of intelligence and workforce polarisation. Packed with examples from around the world and utilising vital research undertaken by the author while running ‘The UK’s FutureLab’ the book helps to bring into focus the future that is just over the horizon. An important contribution to the debates surrounding educational futures, this book is compelling reading for all professionals involved in education, as academics, students and policy-makers.

A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice Edited by Heather Fry, HEFCE, UK, Steve Ketteridge, Queen Mary, University of London, UK and Stephanie Marshall, Leadership Foundation for Higher Education, UK The Handbook is sensitive to the competing demands of teaching, research and scholarship, and academic management. Against the contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, the fully updated and expanded edition includes new material on, for example, e-learning, lecturing to large groups, formative and summative assessment, and supervising research students.

• Part one examines teaching and supervising in higher education, focusing on a range of approaches and contexts. • Part two examines teaching in discipline-specific areas and includes new chapters on engineering, economics, law and the creative and performing arts. • Part three considers approaches to demonstrating and enhancing practice. Written to support the excellence in teaching required to bring about learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as all those experienced lecturers who wish to improve their teaching. Those working in adult learning and education development will find it a particularly useful resource.

April 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-58142-4: £80.00 Pb: 978-0-415-58143-1: £19.99

2008: 7-1/2 x 9-3/4: 544pp Hb: 978-0-415-43463-8: £110.00 Pb: 978-0-415-43464-5: £27.99 eBook: 978-0-203-89141-4

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LEARNING SCIENCE and T ECHNOLOGY

NEW IN 2011

Design Research on Learning and Thinking in Educational Settings

OPEN and D I S TA N C E LEAR N I N G

An Introduction to Distance Education Understanding Teaching and Learning in a New Era

Enhancing Intellectual Growth and Functioning

Edited by M.F. Cleveland-Innes, Athabasca University, Canada and D.R. Garrison, University of Calgary, Canada

Edited by David Yun Dai, University at Albany, USA

An Introduction to Distance Education is a comprehensive look at the field today, outlining current theories, practices and goals. The book reviews the influence of past distance education theory and practice, along with current changes. It outlines the practical skills and information that are essential to effective distance education design, delivery and navigation.

Series: Educational Psychology The central question this book addresses is how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints? More specifically: • How can specific domains or subject matters be taught for broad intellectual development? • How can technology be integrated in enhancing human functioning? • How can the social organization of classroom learning be optimized to create social norms for promoting deep intellectual engagement and personal growth? Part one provides an overview of the foundations of instructional design for intellectual development and functioning, setting up an overarching framework. Parts two and three focus on substantive models for teaching subject matters and for technology- and communityenhanced designs. Each chapter presents the theoretical basis for the model and what educational and developmental issues it is designed to address, reviews how the conceptual model was developed and materialized in specific educational settings through design research; explains the distinct components and organizational features in the instructional design and how they are orchestrated in authentic learning settings to serve the instructional goals; and discusses what lessons can be learned from building these instructional models about enhancing intellectual functioning and promoting intellectual growth, conceptually as well as methodologically. July 2011: 6 x 9: 240pp Hb: 978-0-415-88050-3: £95.00 Pb: 978-0-415-88051-0: £34.99 eBook: 978-0-203-84957-6

This volume brings together seminal contributors who have and who are currently researching and shaping our understanding and practice of distance education. A discussion of past and present practices in higher and distance education leads to an understanding of accessible education and the appropriate use of Web 2.0 technology. Utilizing a student-guided approach, each chapter offers pedagogical features to engage and support the teaching and learning process, including: • questions for reflection, review and discussion: students can use these questions as triggers for further thoughts related to the topic. Instructors can use these questions for classroom and online discussion • key quotations: strategically placed throughout the text, these points act as a springboard for further reflection and classroom discussion • concept definitions: central concepts discussed in the text are defined or students at the end of each chapter. A perfect textbook for educational technology doctorate, masters and certificate programs, students will find An Introduction to Distance Education offers a solid foundation from which to explore and develop new approaches to designing and implementing online courses. February 2010: 6 x 9: 296pp Hb: 978-0-415-99598-6: £95.00 Pb: 978-0-415-99599-3: £25.99 eBook: 978-0-203-86091-5

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NEW IN 2011

NEW

3rd Edition

The Decentring of the Traditional University

Technology, e-Learning and the Knowledge Society A.W. (Tony) Bates, e-Learning Consultant, Canada

The Future of (Self) Education in Virtually Figured Worlds

Series: Routledge Studies in Distance Education

Russell Francis, University of Oxford, UK

This definitive guide on how best to deliver e-learning materials clearly weighs the pros and cons of using different media in learning environments. Unlike books that just focus on good design or define teaching with technology as merely incoporating the internet and learning management systems, this much-anticipated new edition also discusses the relative roles of text, audio and video, and synchronous vs asynchronous. Award-winning author Tony Bates adapts and extends his popular model for the appropriate use of technology for teaching and learning, from distance education to campus-based teaching and learning. He provides concrete guidance for selecting technologies based on criteria of costs, learner differences, and organizational issues.

The Decentring of the Traditional University provides a unique perspective on the implications of media change for learning and literacy that allows us to peer into the future of (self) education. Each chapter draws on socio-cultural and activity theory to investigate how resourceful students are breaking away from traditional modes of instruction and educating themselves through engagement with a globally interconnected web-based participatory culture.

Extensively re-written from the second edition to take account of all the latest technologies, social networking, and organizational change, the book provides instructors, administrators and students with a practical set of guidelines on appropriate technology use, based on theory, research and experience. With a particular focus on Web 2.0 technologies and their implications for emerging pedagogy, the book is a valuable tool for anyone who wants provide an e-learning experience tailored to the needs of their learners April 2011: 6 x 9: 256pp Hb: 978-0-415-87775-6: £80.00 Pb: 978-0-415-87776-3: £24.99 For more information, visit: www.routledge.com/9780415877763

The argument is developed with reference to the findings of an ethnographic study that focused on university students’ informal uses of social and participatory media. Each chapter draws attention to the shifting locus of agency for regulating and managing learning and describes an emergent genre of learning activity. For example, Russell Francis explores how students are cultivating and nurturing globally distributed funds of living knowledge that transcend institutional boundaries and describes students learning through serious play in virtually figured worlds that support radically personalised lifelong learning agendas. These stories also highlight the challenges and choices learners confront as they struggle to negotiate the faultlines of media convergence and master the new media literacies required to exploit the full potential of Web 2.0 as a learning resource. Overall, this compelling argument proposes that we are witnessing a period of historic systemic change in the culture of university learning as an emergent web-based participatory culture starts to disrupt and displace a top-down culture industry model of education that has evolved around the medium of the book. As a result, Francis argues that we need to re-conceive higher education as an identity-project in which students work on their projective identities (or imagined future selves) through engagement with both formal and informal learning activities. November 2010: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-55053-6: £75.00 eBook: 978-0-203-85802-8: £24.99 For more information, visit: www.routledge.com/9780415550536

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O PEN and D I STAN CE LEAR N IN G

NEW IN 2011

NEW

Knowledge Making in the Classroom

Transnational Education

Tracking Learning in Students’ Multimodal Texts Shirley Palframan, Institute of Education, University of London, UK This book is the first to foreground issues of learning and assessment in relation to multimodality – the variety of ways students experience communication outside of school, for example, interactive websites and chat rooms. It explores the use of social semiotic theories in interpreting evidence of learning across the modes: visual texts, writing, speech and gesture. Using examples from secondary science and history it shows how particular students responded to what they were taught, and how they re-constructed curriculum knowledge in line with their own experiences and interest; in short, how they learnt. This book demonstrates a new methodology for identifying and interpreting evidence of learning in students’ multimodal texts. Here, students’ responses are juxtaposed with teaching input in such a way that representational choices are made explicit and the transformation of knowledge clearly visible. Anyone concerned with the exciting possibilities that multimodal approaches offer in the classroom will find this book fascinating reading. April 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-41111-0: £70.00 For more information, visit: www.routledge.com/9780415411110

Issues and Trends in Offshore Higher Education Grant McBurnie, Office of International Development, Australia and Christopher Ziguras, RMIT University, Australia While the international mobility of students is a well-established feature of higher education, the international mobility of institutions and courses on a large scale is a more novel phenomenon. Transnational education is at the leading-edge of the most fundamental changes taking place in higher education today. Topics discussed in this new volume include: • the extent and form of offshore activity • the pedagogical and cultural controversies that have plagued transnational education • the challenges it presents to governments, educators and HE managers • how governments are developing forms of regulation to integrate cross-border programs and branch-campuses into their strategic planning for the sector • the new opportunities for students and institutions. Transnational Education presents a global perspective on the development of international online education, partner-supported transnational programs and international branch campuses. It provides a comprehensive and analytical account of the active role some universities are playing on the international stage and offers valuable guidance on future trends in the sector. September 2010: 6-1/4 x 9-1/4: 192pp Pb: 978-0-415-60359-1: £22.99 For more information, visit: www.routledge.com/9780415603591

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OPEN and FLE X IBLE L E AR N I N G S E R I E S

Series Edited by Fred Lockwood, A.W. (Tony) Bates and Som Naidu The Open and Flexible Learning Series features invaluable contributions from the world’s leading experts in the field of online learning. It offers a combination of innovative research and practical advice, offering valuable insights into the comprehensive process of developing, teaching, learning, and managing online and distance learning materials. NEW

Online and Social Networking Communities

Mega-Schools, Technology and Teachers Achieving Education for All

A Best Practice Guide for Educators

John Daniel, Commonwealth of Learning, Canada

Karen Kear, The Open University, UK

Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities, it addresses ‘Web 2.0’ and other ‘social software’ tools and considers the role these technologies play in supporting student learning and building learning communities. The guide offers: • real-world case studies and quality research • a must-have list of useful resources • guidance on building and supporting online learning communities • information on how collaborative learning assessment differs from assessment of individual learning • coverage of Wikis, forums, blogging and micro-blogging, instant messaging, YouTube, Facebook, Second Life, Twitter, Flicker, desktop audio, videoconferencing, and social-networking sites. Online and Social Networking Communities helps educators and trainers develop a critical approach by exploring online teaching from both the student and educator’s perspective. This practical guide provides the tools to become a confident and thoughtful online educator, able to create successful and enjoyable learning experiences for your students. November 2010: 6 x 9: 208pp Hb: 978-0-415-87246-1: £80.00 Pb: 978-0-415-87247-8: £23.99 eBook: 978-0-203-84273-7 For more information, visit: www.routledge.com/9780415872478

Education for All (EFA) has been a top priority for governments and intergovernmental development agencies for the last twenty years. So far the global EFA movement has placed its principal focus on providing quality universal primary education (UPE) for all children by 2015.

This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of children and young adults and examines: • the creation and expansion of Mega-Schools, which combine distance learning and community support and have a proven track record of increasing access at scale • how to prepare the ten million new teachers that are required to achieve ‘Education for All’ by 2015 by focusing on classroom-based in-service training • strategies for using technology to scale up distance education cost-effectively • the creation of a twenty-first century educational ecosystem that integrates open schooling and teacher education with communities and their school systems • successful examples of open schools and teacher education programmes operating at scale around the world. An insightful and practical book on educational technology. Mega-Schools, Technology and Teachers will be of interest to all who are concerned by the central educational challenge of our times: providing secondary education to tens of millions of young people around the world. February 2010: 6 x 9: 208pp Hb: 978-0-415-87204-1: £95.00 Pb: 978-0-415-87205-8: £24.99 eBook: 978-0-203-85832-5 For more information, visit: www.routledge.com/9780415872058

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O PEN and F LE X IBLE LEAR N IN G SERI E S

Learning with Digital Games

Distance and Blended Learning in Asia

A Practical Guide to Engaging Students in Higher Education

Colin Latchem, Open Learning Consultant, Australia and Insung Jung, International Christian University, Japan

Nicola Whitton, Manchester Metropolitan University, UK

Written for higher education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning.

2009: 6 x 9: 232pp Hb: 978-0-415-99774-4: £85.00 Pb: 978-0-415-99775-1: £22.99 eBook: 978-0-203-87298-7

Distance and Blended Learning in Asia is a unique and comprehensive overview of open, distance learning (ODL) and information and communication technology (ICT) in Asian education and training. Broad in coverage, this book also critically examines ODL and ICT experiences from Japan to Turkey and from Sri Lanka to Mongolia – drawing conclusions from the successes and failures, and recommending ways in which planning, management and practice may be further developed. 2009: 6 x 9: 280pp Hb: 978-0-415-99409-5: £75.00 Pb: 978-0-415-99410-1: £23.99 eBook: 978-0-203-87877-4

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Students’ Experiences of E-Learning in Higher Education The Ecology of Sustainable Innovation Robert Ellis and Peter Goodyear, both at University of Sydney, Australia

Grounded in relevant international research, Students’ Experiences of E-Learning in Higher Education helps academic instructors and university managers understand how e-learning relates to, and can be integrated with, other student learning experiences, such as learning in lectures, seminars and laboratories, as well as private study. A distinctive feature of the book is that it foregrounds the students’ experience of learning, emphasizing the importance of the ways students interpret the challenges set for them, their conceptions of learning and their approaches to learning. 2009: 6 x 9: 232pp Hb: 978-0-415-98935-0: £75.00 Pb: 978-0-415-98936-7: £24.99 eBook: 978-0-203-87297-0 For more information, visit: www.routledge.com/9780415989367

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LANGUAGE and LIT ERACY TE ACHIN G

RO U TLE D G E R E S E ARC H

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Teaching Literature in Virtual Worlds

Teaching and Learning with Technology

Immersive Learning in English Studies

Beyond Constructivism

Edited by Allen Webb, Western Michigan University, USA

Edited by Concetta M. Stewart, Pratt Institute, USA, Catherine C. Schifter and Melissa E. Markaridian Selverian, both at Temple University, USA

What are the realities and possibilities of utilizing on-line virtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high school and college literature teachers involved in a pioneering project to develop virtual worlds for literary study, detailing how they created, utilized, and researched different immersive and interactive virtual reality environments to support the teaching of a wide range of literary works. Readers see how students role-play as literary characters and how they explore on-line, interactive literature maps, museums, archives, and game worlds to analyze the impact of historical and cultural setting, language, and dialogue on literary characters and events. June 2011: 6 x 9: 240pp Hb: 978-0-415-88628-4: £95.00 Pb: 978-0-415-88629-1: £32.99 eBook: 978-0-203-83647-7 For more information, visit: www.routledge.com/9780415886291

Multiliteracies in Motion Current Theory and Practice Edited by David R. Cole, University of Technology, Sydney, Australia and Darren Lee Pullen, University of Tasmania, Australia This volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. It provides frontline information and a vital update on the evolution of mulitliteracies and the current state of literacy theory in relation to it.

Series: Routledge Research in Education Today, new media is both augmenting and extending the traditional classroom with a variety of technology-based tools available to both students and faculty, and has created ‘new’ virtual classrooms for anywhere, anytime availability to education. Despite the enormous potential for technology to support the educational enterprise in this emerging ‘creative’ economy, technologies are still not yet fully integrated in the classroom and their association with educational outcomes is as-yet unclear. This book profiles scholarly work from around the world to examine closely the effectiveness of the newest media in education at bridging the gaps among and between teachers, students and subject matter at all levels, from K-12 through adult education. These pieces are theory-based investigations with implications for future research, theory and application. Contributors examine how the fields of education and new media have evolved and are continuing to evolve pedagogically and practically, from predominantly instructivist, with a passive, one-way teaching format; to constructivist, including teacher- and learner-controlled, sensorially immersive and socially interactive exchanges. This book will be of interest to students and faculty in the areas of new media in education, including distance learning, online learning and ‘virtual’ learning. June 2010: 6 x 9: 314pp Hb: 978-0-415-87850-0: £70.00 eBook: 978-0-203-85205-7 For more information, visit: www.routledge.com/9780415878500

2009: 6 x 9: 288pp Hb: 978-0-415-80156-0: £100.00 Pb: 978-0-415-80157-7: £34.99 eBook: 978-0-203-86403-6 For more information, visit: www.routledge.com/9780415801577

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ROU T LED GE RESE ARCH

Perspectives on Supported Collaborative Teacher Inquiry

Changing Language Education Through CALL

Edited by David Slavit, Tamara Holmlund Nelson and Anne Kennedy, all at Washington State University Vancouver, USA

Edited by Randall P. Donaldson and Margaret A. Haggstrom, both at Loyola College in Maryland, Baltimore, USA

Series: Routledge Research in Education

This practical text brings together sixteen internationally respected experts in second-language acquisition and computer technologies, focusing on the language-learning process and the teacher’s role in facilitating this through the use of CALL.

This volume describes supported collaborative inquiry as a framework for teacher professional development. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, as well as the various kinds of support mechanisms necessary to engage in SCTI.

2009: 6-1/4 x 9-1/4: 300pp Pb: 978-0-415-54387-3: £20.00

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Pedagogy of Multiliteracies Rewriting Goldilocks Heather Lotherington, York University, Canada Series: Routledge Research in Education Based on case studies from public schools in Toronto, Canada, this book aims to develop a theory and practice of teaching multiliteracies in culturally diverse, linguistically heterogeneous urban classrooms. Lotherington argues that in a globalized world literacy must be reassessed on an international scale and multilingualism must be theorized – and practiced – as a component of multimodal literacy. June 2011: 6 x 9: 208pp Hb: 978-0-415-88710-6: £75.00 For more information, visit: www.routledge.com/9780415887106

International Perspectives on ComputerAssisted Language Learning Edited by Mike Levy, University of Queensland, Australia, Françoise Blin, Dublin City University, Ireland, Claire Bradin Siskin, University of Pittsburgh, USA and Osamu Takeuchi, Kansai University, Japan Series: Routledge Studies in Computer Assisted Language Learning As technological innovation continues to affect language pedagogy, there is an increasing demand for information, exemplars, analysis and guidance. This edited volume focuses on international perspectives in Computer-Assisted Language Learning (CALL) in all of its forms, including Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning. December 2010: 6 x 9: 304pp Hb: 978-0-415-88086-2: £70.00 For more information, visit: www.routledge.com/9780415880862

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Economics of Distance and Online Learning: Theory, Practice and Research www.routledge.com/9780415963893

William J. Bramble and Santosh Panda

2008

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Hubert L. Dreyfus

2008

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Online Social Networking on Campus: Understanding What Matters in Student Culture www.routledge.com/9780415990202

Ana M. Martínez Alemán and Katherine Lynk Wartman

2008

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Teaching English Language Learners through Technology www.routledge.com/9780415957687

Tony Erben, Ruth Ban and Martha Castañeda

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2008

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A Practical Guide to Problem-Based Learning Online www.routledge.com/9780415437882

Maggi Savin-Baden

2007

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e-Learning and Social Networking Handbook: Resources for Higher Education www.routledge.com/9780415426077

Robin Mason and Frank Rennie

2008

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Plagiarism, the Internet, and Student Learning www.routledge.com/9780415432931

Wendy Sutherland-Smith

2008

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The e-Revolution and Post-Compulsory Education: Using e-Business Models to Deliver Quality Education www.routledge.com/9780415419871

Jos Boys and Peter Ford

2005

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Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools www.routledge.com/9780805864724

Chris DiGiano, Shelley Goldman and Michael Chorost

2008

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Learning to Teach Design and Technology Gwyneth Owen-Jackson in the Secondary School: A Companion to School Experience www.routledge.com/9780415464932

2008

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Working One-to-One with Students: Supervising, Coaching, Mentoring, and Personal Tutoring www.routledge.com/9780415365314

Gina Wisker, Kate Exley, Maria Antoniou and Pauline Ridley

2008

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Handbook of Technological Pedagogical Published by The AACTE Content Knowledge (TPCK) for Educators Committee on Innovation and www.routledge.com/9780805863567 Technology

2008

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Improving Classroom Learning with ICT www.routledge.com/9780415461740

2008

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Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching www.routledge.com/9780805860597

Anthony E. Kelly, Richard A. Lesh and John Y. Baek

2008

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Handbook of Research on New Literacies Julie Coiro and Michele Knobel www.routledge.com/9780805856521

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Hb: 978-0-8058-5651-4 Pb: 978-0-8058-5652-1

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Multimedia and Literacy Development: Improving Achievement for Young Learners www.routledge.com/9780415988421

Adriana G. Bus and Susan B. Neuman

2008

Pb: 978-0-415-98842-1 eBook: 978-0-203-89215-2

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index

Active Learning and Student Engagement....................................... 14 Alemán, Ana M. Martínez........................ 23 Antoniou, Maria...................................... 24

Economics of Distance and Online Learning............................................. 23 Educating Learning Technology Designers............................................ 24 Educational Psychology Series (series)....... 16 Edwards, Tony.......................................... 12 e-Learning and Social Networking Handbook.......................................... 23 E-Learning in the 21st Century................... 5 Ellis, Robert.............................................. 20 E-Moderating............................................. 7 Erben, Tony.............................................. 23 e-Revolution and Post-Compulsory Education, The.................................... 23 Essential Guide to Online Course Design, The....................................................... 8 E-Tivities.................................................... 7 Evaluating the Effectiveness of e-learning... 9 Exley, Kate............................................... 24

Improving Classroom Learning with ICT.... 24 Improving Learning (series)....................... 24 Instructional Design for Teachers................ 2 Instructional Design Knowledge Base, The....................................................... 2 Instructional-Design Theories and Models, Volume III............................................. 3 Interdisciplinary Approaches to Educational Technology (series)............. 1 Introduction to Distance Education, An.... 16 Ip, Albert................................................... 9

Facer, Keri................................................ 15 Ford, Peter............................................... 23 Foundations and Futures of Education (series).......................................... 12, 13 Foundations of Educational Technology..... 1 Francis, Russell......................................... 17 Fry, Heather............................................. 15

Kear, Karen........................................ 11, 19 Kelly, Anthony E....................................... 24 Kennedy, Anne........................................ 22 Kennedy, Gregor........................................ 9 Ketteridge, Steve..................................... 15 Key Guides for Effective Teaching in Higher Education (series)..................... 24 Klein, James D........................................... 2 Knobel, Michele....................................... 24 Knowledge Making in the Classroom....... 18 Ko, Susan.................................................. 4

b Baek, John Y............................................ 24 Ban, Ruth................................................. 23 Bates, A.W. (Tony).................................... 17 Beetham, Helen......................................... 4 Blin, Françoise.......................................... 22 Boys, Jos.................................................. 23 Bramble, William J................................... 23 Bus, Adriana G......................................... 24

c Carr-Chellman, Alison A......................... 2, 3 Castañeda, Martha.................................. 23 Changing Language Education Through CALL................................................... 22 Chorost, Michael..................................... 24 Cleveland-Innes, M.F................................ 16 Coiro, Julie............................................... 24 Cole, David R........................................... 21 Connecting with E-learning (series)...... 9, 10 Connell, Andy.......................................... 12 Constructivist Instruction.......................... 13

Dai, David Yun......................................... 16 Danaher, Geoff.......................................... 6 Danaher, Patrick......................................... 6 Daniel, John............................................. 19 de Freitas, Sara.......................................... 4 Decentring of the Traditional University, The..................................................... 17 Design Research on Learning and Thinking in Educational Settings......... 16 Developing Inquiry for Learning............... 14 DiGiano, Chris......................................... 24 Digital Discourse........................................ 6 Distance and Blended Learning in Asia..... 20 Donaldson, Randall P................................ 22 Donelan, Helen........................................ 11 Dreyfus, Hubert L..................................... 23 Duffy, Thomas M..................................... 13

Garrison, D. Randy..................................... 5 Garrison, D.R........................................... 16 Goldman, Shelley..................................... 24 Goodyear, Peter....................................... 20 Guide to Authentic e-Learning, A............. 10

h Haggstrom, Margaret A........................... 22 Handbook for Teaching and Learning in Higher Education, A............................ 15 Handbook of Design Research Methods in Education....................................... 24 Handbook of Research on New Literacies.24 Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators........................................... 24 Harasim, Linda........................................... 1 Hawkins, Cyndy....................................... 14 Healey, Mick............................................ 14 Herrington, Jan........................................ 10

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j Jewitt, Carey............................................ 23 John, Peter............................................... 24 Jonassen, David H.................................... 10 Jones, Anthony.......................................... 3 Jung, Insung............................................ 20

l Lankshear, Colin...................................... 24 Latchem, Colin......................................... 20 Laurillard, Diana......................................... 5 Learning Futures...................................... 15 Learning Theory and Online Technology..... 1 Learning to Solve Problems...................... 10 Learning to Teach Design and Technology in the Secondary School...................... 24 Learning to Teach Subjects in the Secondary School Series (series).......... 24 Learning with Digital Games.................... 20 Learning, Creating, and Using Knowledge......................................... 11 Leigh, Elyssebeth........................................ 9 Lesh, Richard A........................................ 24 Leu, Donald J........................................... 24 Levy, Mike................................................ 22 Lotherington, Heather.............................. 22 Luckin, Rosemary..................................... 12

index

Marshall, Stephanie................................. 15 Mason, Robin.......................................... 23 McBurnie, Grant...................................... 18 McDougall, Anne....................................... 3 McNaught, Carmel.................................... 9 Mega-Schools, Technology and Teachers............................................. 19 Mobile Learning Communities.................... 6 Moriarty, Beverley...................................... 6 Multiliteracies in Motion.......................... 21 Multimedia and Literacy Development..... 24 Murnane, John.......................................... 3

Ramage, Magnus..................................... 11 Re-Designing Learning Contexts............... 12 Reeves, Thomas C.................................... 10 Reigeluth, Charles M.................................. 3 Rennie, Frank........................................... 23 Researching IT in Education........................ 3 Rethinking Learning for a Digital Age......... 4 Rethinking University Teaching................... 5 Reynolds, Nick........................................... 3 Richey, Rita C............................................. 2 Ridley, Pauline.......................................... 24 Robertson, Susan..................................... 24 Rossen, Steve............................................. 4 Routledge Research in Education (series).......................................... 21, 22 Routledge Studies in Computer Assisted Language Learning (series).................. 22 Routledge Studies in Distance Education (series)................................................ 17

Takeuchi, Osamu...................................... 22 Teaching and Learning with Technology... 21 Teaching English Language Learners across the Curriculum (series).............. 23 Teaching English Language Learners through Technology............................ 23 Teaching Literature in Virtual Worlds........ 21 Teaching Online......................................... 4 Technology, e-Learning and the Knowledge Society............................. 17 Technology, Literacy, Learning.................. 23 Thinking in Action (series)........................ 23 Tobias, Sigmund....................................... 13 Tracey, Monica W....................................... 2 Transnational Education........................... 18

Salmon, Gilly.............................................. 7 Savin-Baden, Maggi................................. 23 Schifter, Catherine C................................ 21 Schools and Schooling in the Digital Age.................................................... 13 Selverian, Melissa E. Markaridian.............. 21 Selwyn, Neil............................................. 13 Sharpe, Rhona........................................... 4 Siskin, Claire Bradin................................. 22 Slavit, David............................................. 22 Solem, Michael........................................ 14 Sosulski, Kristen......................................... 8 Spector, J. Michael..................................... 1 Stewart, Concetta M................................ 21 Studentsâ&#x20AC;&#x2122; Experiences of e-Learning in Higher Education................................ 20 Sutherland, Rosamund............................. 24 Sutherland-Smith, Wendy........................ 23

Wallis, Patricia.......................................... 14 Wartman, Katherine Lynk......................... 23 Webb, Allen............................................. 21 Wells, Frances.......................................... 14 Whitelock, Denise...................................... 6 Whitton, Nicola........................................ 20 Wills, Sandra.............................................. 9 Wisker, Gina............................................ 24 Woollard, John.......................................... 8 Working One-to-One with Students......... 24 WorldCALL.............................................. 22

n Nelson, Tamara Holmlund........................ 22 Neuman, Susan B..................................... 24 New Technologies and Creativity in the Secondary School............................... 12 Novak, Joseph D...................................... 11

o Oliver, Ron............................................... 10 On the Internet........................................ 23 Online and Social Networking Communities...................................... 19 Online Communication and Collaboration...................................... 11 Online Social Networking on Campus...... 23 Open and Flexible Learning Series (series).......................................... 19, 20 Ovens, Peter............................................ 14 Owen-Jackson, Gwyneth......................... 24

p Palframan, Shirley.................................... 18 Panda, Santosh........................................ 23 Pawson, Eric............................................ 14 Pedagogy of Multiliteracies...................... 22 Perspectives on Supported Collaborative Teacher Inquiry................................... 22 Phillips, Rob............................................... 9 Plagiarism, the Internet, and Student Learning............................................. 23 Power of Role-based e-Learning, The......... 9 Practical Guide to Problem-Based Learning Online, A.............................. 23 Psychology for the Classroom (series)......... 8 Psychology for the Classroom: E-Learning.. 8 Published by The AACTE Committee on Innovation and Technology................. 24 Pullen, Darren Lee.................................... 21

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v Vai, Marjorie.............................................. 8

z Ziguras, Christopher................................. 18

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The Reviewer’s Guide to Quantitative Methods in the Social Sciences Edited by Gregory R. Hancock, University of Maryland, College Park, USA and Ralph O. Mueller, University of Hartford, USA

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The Reviewer’s Guide to Quantitative Methods in the Social Sciences is designed for evaluators of research manuscripts and proposals in the social and behavioral sciences, and beyond.

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Key features INCLUDE: Comprehensive Coverage – Thirty-one chapters cover virtually all of the popular classic and emerging quantitative techniques, thus helping reviewers to evaluate a manuscript’s methodological approach and it’s data analysis. Unique Chapter Format – For ease of use, all chapters follow the same structure. Expert Chapter Authors – Chapters are written by methodological and applied scholars who are expert in the particular quantitative method being reviewed.

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