Technology Supported Learning and Teaching: A Staff Perspective

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John O'Donoghue
Idea Group Inc (IGI), Jan 1, 2006 - Education - 335 pages
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Technology Supported Learning and Teaching: A Staff Perspective presents accounts and case studies of first-hand experience in developing, implementing, or evaluating learning technologies. Technology Supported Learning and Teaching: A Staff Perspective highlights the many areas in which practitioners are attempting to implement learning technologies and reflects themes of current topical interest. It presents descriptions of the tools practitioners are using, explains the way practitioners have used these tools, and discusses the role of the student and educator in the learning process.
  

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Contents

Chapter I Introduction
1
Infrastructural and Cultural Issues
14
Chapter II What Lecturers Say Helps and Hinders Their Use of a Virtual Learning Environment to Support FacetoFace Teaching
15
Overarching Lessons for Preparing and Supporting Staff
34
Beyond EModerating
51
An EvidenceBased Approach
71
Chapter VI Developing ELearning Provision for Healthcare Professionals Continuing Professional Development
91
Pedagogical Issues
105
Chapter XII Patchwork EDialogues in the Professional Development of New Teachers
192
Implications for Staff Academic Units and Institutions
210
Chapter XIV The Role of the Online Instructor as a Guide on the Side
224
Technological Issues
242
Chapter XV Online Learning Activities in Second Year Environmental Geography
243
The Academic User Perspective
261
University of the Arts London Case Studies in Online Learning in Art Design and Communication
277
Developing Strategies for Interactive Learning in Music
292

Findings from a National Evaluation of the Learning and Skills Sector
106
Staff Experiences in a ResearchLed University
125
Chapter IX Constructivist ELearning for Staff Engaged in Continuous Professional Development
146
Implications of Student Views
160
Implementation of a Mixed Model
176
Blood Sweat Tears and Success
309
About the Authors
323
Index
332
Copyright

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