| Introduction |
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1 | (1) |
| Who is this book for? |
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1 | (1) |
| Overview |
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1 | (1) |
| The Active*Guide Web site |
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2 | (1) |
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Agendas for change in higher education |
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3 | (21) |
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4 | (6) |
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The impact of the information revolution on higher education |
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4 | (3) |
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Reforms in UK higher education |
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7 | (3) |
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The learning and teaching agenda |
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10 | (7) |
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12 | (5) |
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17 | (7) |
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UK Higher Education Funding Councils |
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17 | (1) |
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Staff development in the use of C&IT |
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18 | (2) |
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20 | (3) |
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23 | (1) |
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Developing new teaching skills |
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24 | (37) |
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The changing model of learning and teaching |
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24 | (6) |
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Essential requirements for all users of C&IT |
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30 | (7) |
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Staff access to suitable computers |
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30 | (1) |
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Student access to institutional computers |
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31 | (1) |
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Student access using home computers |
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32 | (1) |
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Students with disabilities |
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33 | (1) |
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Do we have sufficient computing skills? |
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34 | (1) |
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Can we get adequate technical support? |
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35 | (1) |
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Procedures for putting programs and other resources on to a network |
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35 | (1) |
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Three things you must do to avoid disaster |
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36 | (1) |
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Creating multimedia resources |
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37 | (20) |
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39 | (1) |
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40 | (4) |
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44 | (3) |
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47 | (1) |
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48 | (1) |
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49 | (1) |
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50 | (4) |
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54 | (3) |
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57 | (4) |
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60 | (1) |
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Designing learning environments |
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61 | (37) |
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61 | (3) |
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Key considerations when writing open learning materials |
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64 | (10) |
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Methods of teaching and modes of learning to encourage independent learning |
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65 | (7) |
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A quick overview of writing open learning materials |
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72 | (2) |
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Planning resource bases for open learning environments |
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74 | (24) |
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Designing resource-based learning environments |
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77 | (4) |
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Creating a resource-based learning Web site |
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81 | (12) |
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93 | (3) |
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96 | (2) |
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Using communication technologies to facilitate learning |
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98 | (33) |
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Online discussion in groups |
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98 | (12) |
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The experience of learning in online groups |
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100 | (3) |
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Social aspects of online groups |
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103 | (1) |
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Collaboration in online groups |
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104 | (4) |
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The use of roles in online groups |
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108 | (1) |
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Making decisions in online groups |
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108 | (1) |
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109 | (1) |
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110 | (1) |
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Structuring online seminars |
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110 | (2) |
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Facilitating online groups |
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112 | (5) |
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How electronic communications can be used in learning and teaching |
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117 | (2) |
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117 | (1) |
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118 | (1) |
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One-to-many communication |
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118 | (1) |
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Many-to-many communication |
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119 | (1) |
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Types of electronic communication |
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119 | (12) |
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120 | (1) |
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120 | (1) |
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121 | (1) |
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122 | (1) |
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123 | (2) |
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125 | (1) |
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Instant messaging and chat rooms |
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126 | (1) |
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127 | (1) |
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128 | (1) |
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Streaming audio and streaming video |
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128 | (1) |
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Video-conferencing and audio-conferencing |
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128 | (2) |
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130 | (1) |
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Assessing student learning |
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131 | (28) |
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131 | (2) |
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Mapping learning and assessment |
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133 | (5) |
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Writing learning outcomes |
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134 | (2) |
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Mapping types of assessment with skills assessed |
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136 | (2) |
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Computer aided assessment |
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138 | (8) |
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Objective tests for computer assisted assessment (CAA) |
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140 | (6) |
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Assessing collaborative learning events |
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146 | (4) |
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Automating and managing assessment |
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150 | (9) |
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Optical Mark Reading: OMR |
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151 | (1) |
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CAA for summative and formative assessment |
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152 | (6) |
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158 | (1) |
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159 | (2) |
| Index |
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161 | |
Rohkem infot Taylor & Francis e-raamatute kohta