Online Learning for STEM Subjects: International Examples of Technologies and Pedagogies in Use [Kõva köide]

Edited by , Edited by (Loughborough University)
  • Formaat: Hardback, 208 pages, kõrgus x laius: 234x156 mm, kaal: 444 g, 10 black & white tables, 7 black & white halftones, 16 black & white line drawings
  • Ilmumisaeg: 16-Jan-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138934445
  • ISBN-13: 9781138934443
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  • Formaat: Hardback, 208 pages, kõrgus x laius: 234x156 mm, kaal: 444 g, 10 black & white tables, 7 black & white halftones, 16 black & white line drawings
  • Ilmumisaeg: 16-Jan-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138934445
  • ISBN-13: 9781138934443

The Global Collaboration initiatives related in this book are examples of how educators have experimented with different mechanisms to provide science, technology, engineering and mathematics (STEM) education programmes through information and communication technologies. In many cases, these programmes have looked at the allied personal communication and collaboration skills that students of these subjects also need; the so-called "STEM+" curriculum.

In particular, these approaches to STEM+ provision show how the internationalization of education can be made more effective and accessible through the exploitation of collaborative technologies and non-traditional pedagogies. The approaches address the following themes:

  • Technologies for distance learning and collaboration
  • Pedagogies for online learning
  • Remote communication and collaboration

A global perspective is made possible within the book through the inclusion of authors from North and South America, Europe, Africa and Asia. These authors were brought together through the Hewlett Packard Catalyst programme, which ran from 2010 to 2013.

List of figures and tables
vii
Editors' introduction ix
Author biographies xxvi
PART I Lead case study: international collaboration for multidisciplinary built environment education
1(98)
1 International collaboration for multidisciplinary built environment education
3(11)
Robby Soetanto
Mark Childs
Stephen Austin
2 Virtual teamworking with undergraduates and postgraduates in the Learning to Create a Better Built Environment project
14(25)
Mark Childs
3 Experiences of online collaborative design in asynchronous and synchronous working: findings of the BIM-Hub project
39(23)
Mark Childs
4 Designed to be employed? Measuring the impact of a multidisciplinary collaborative design project on learner perceptions of employability attributes
62(23)
Robby Soetanto
Mark Childs
Paul S.H. Poh
Jacqueline Glass
Stephen Austin
Zulfikar A. Adamu
Chinwe Isiadinso
5 BIM-Hub project evaluation: principles, protocols, methodologies and outcomes
85(14)
Harry Tolley
Helen Mackenzie
PART II Complementary case studies
99(76)
6 A comparison of MOOC development and delivery approaches
101(11)
Neil Smith
Helen Caldwell
Mike Richards
Arosha K. Bandara
7 Centralised and decentralised virtual lab approaches for information and computer technology education
112(15)
Peng Li
8 Learning to create a better built environment
127(16)
Giovanni C. Migliaccio
Ken-Yu Lin
Carrie Dossick
9 Successful Education of professionals for supporting future BIM implementation within the Architecture Engineering Construction context
143(21)
Farzad Pour Rahimian
Jack Steven Goulding
Tomasz Arciszewski
10 Conclusion: online learning for STEM subjects
164(11)
Mark Childs
Robby Soetanto
Index 175
Mark Childs is a Senior Lecturer in Technology Enhanced Learning at Oxford Brookes University, UK, supporting staff in developing their digital capabilities. Mark has been working in higher education since 1995 as a researcher in the use of technology for learning and teaching. Mark's main research area has been the study of learners' experiences of synchronous technologies in higher education and the role of presence and embodiment in supporting learning in these. His PhD in education was completed in 2010. Robby Soetanto is Senior Lecturer in Construction Management at Loughborough University, UK. Prior to this, he held post-doctoral research posts at Wolverhampton and Loughborough Universities and lectured at Coventry University. His research has been funded by government bodies (EPSRC, EU, HEA, British Council) and private companies (Lloyds TSB and Hewlett Packard). He led Learning to Create a Better Built Environment and BIM-Hub projects, which focus on developing virtual collaboration skills of built environment students and provide the basis of the first part of this book.