Education Technology 2009 Uk

EducationalTechnology

Routledge Education

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2008/2009

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Highlights

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CONTENTSPractical Titles for Educational

Technology . . . . . . . . . . . . . . . . . . . . . . . . . . .1Educational Technology Research . . . . . . . . . . . .8Practical Titles for e-Learning . . . . . . . . . . . . . .11Connecting with e-Learning . . . . . . . . . . . . . .18Books by Gilly Salmon . . . . . . . . . . . . . . . . . . .19Open and Flexible Learning . . . . . . . . . . . . . . .20Practical Titles for Teaching

and Learning . . . . . . . . . . . . . . . . . . . . . . . . .23Open and Distance Learning . . . . . . . . . . . . . .24Routledge Studies in Computer

Assisted Language Learning . . . . . . . . . . . . .26Routledge Studies in

Distance Education . . . . . . . . . . . . . . . . . . . .28World Review of Distance Education . . . . . . . .28Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Order Form . . . . . . . . . . . . .Centre of Catalogue

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WELCOME TO THE 2008

EDUCATIONALTECHNOLOGYCATALOGUE

NEW FOR 2009

Instructional-Design Theories andModels, Volume IIIBuilding a Common Knowledge Base

Edited by Charles Reigeluth, Indiana University, USA andAlison Carr-Chellman, Pennsylvania State University, USA

Instructional-Design Theories and Models, Volume III:Building a Common Knowledge Base is perhaps bestdescribed by its new subtitle. Whereas Volume II sought tocomprehensively review the proliferating theories andmodels of instruction of the 1980’s and 1990’s, Volume IIItakes on an even more daunting task: starting to build acommon knowledge base that underlies and supports thevast array of instructional theories, models and strategiesthat constitute the field of Instructional Design. Unit Idescribes the need for a common knowledge base, offerssome universal principles of instruction, and addresses theneed for variation and detailed guidance whenimplementing the universal principles. Unit II describes howthe universal principles apply to some major approaches toinstruction such as direct instruction or problem-basedinstruction. Unit III describes how to apply the universalprinciples to some major types of learning such asunderstandings and skills. Unit IV provides a deeperunderstanding of instructional theory using the structurallayers of a house as its metaphor and discusses instructionaltheory in the broader context of paradigm change ineducation.March 2009: 254x156: 459ppHb: 978-0-8058-6456-4: £27.99 US $50.00

eBook: 978-1-4106-1884-9

NEW

Online Social Networking on CampusUnderstanding what Matters in Student Culture

Ana M. Martínez Alemán, Boston College, USA andKatherine Lynk Wartman

In the era of such online spaces asFacebook, Instant Messenger, LiveJournal, Blogger, Web Shots, andcampus blogs, college students areusing these resources and otheronline sites as a social medium.Inevitably, this medium presentsstudents with ethical decisions aboutsocial propriety, self disclosure andacceptable behaviour. Because onlinesocial networking sites have provenproblematic for college students andfor college administrators, this book

aims to offer professional guidance to Higher Educationadministrators and policy makers. It is a professional guidefor Higher Education faculty and Student Affairsadministrators, which rigorously examines college students’use of online social networking sites and how they use theseto develop relationships both on and off campus. Mostimportantly, Online Social Networking on Campusinvestigates how college students use online sites to exploreand makes sense of their identities.

February 2009: 234x156: 184ppHb: 978-0-415-99019-6: £75.00 US $150.00

Pb: 978-0-415-99020-2: £20.99 US $41.95

eBook: 978-0-203-88496-6

1PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY

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Teaching English Language Learnersthrough TechnologyTony Erben, University of Tampa, USA, Ruth Ban, BarryUniversity, Miami Shores, USA and Martha Casta-eda,Miami University, USA

In Teaching English LanguageLearners through Technology, theauthors explore the use ofcomputers/technology as apedagogical tool to aid in theappropriate instruction of ELLs acrossall content areas. The special focusof this book is on the informed useof various technologies and softwareprograms that can specifically aidELLs. Strategies are also provided forvarying levels of access – whetherteachers teach in a one computer

classroom, have access to multiple computers, or have theability to go into a computer lab at their school. A fullyannotated list of web and print resources completes thevolume, making this a valuable reference to help teachersharness the power of computer-assisted technologies inmeeting the challenges of including all learners in effectiveinstruction.

August 2008: 246x174: 256ppHb: 978-0-415-95767-0: £75.00 US $135.00

Pb: 978-0-415-95768-7: £18.99 US $34.95

eBook: 978-0-203-89442-2

Technology-Mediated LearningEnvironments for Young English LearnersConnections In and Out of School

Edited by L. Leann Parker, University of California,Berkeley, USA

This book explores issues related tothe use of technologies to supportyoung second-language learners andlooks at promising areas forresearch, design, and development.Grounded in a socioculturaltheoretical framework, it inviteseducators, researchers, andeducational technology developersto consider a range of social andcultural factors in utilizingtechnology as a tool to help childrenfrom diverse linguistic and cultural

backgrounds develop their English-language and readingskills. A major contribution is the authors’ consideration ofways that technology outside of school can benefit thesestudents’ English-language development in school. Thecentral chapters are counter pointed by invited reflectionsthat bring to the discussion different, yet complementary,perspectives from notable scholars in the field of second-language literacy and learning.

Technology-Mediated Learning Environments for YoungEnglish-Language Learners is targeted to researchers,educators, and policymakers in the areas of elementaryeducation, after-school learning, second-language teachingand learning, English language and literacy development,and reading.

2007: 234x156: 336ppHb: 978-0-8058-6232-4: £65.00 US $105.00

Pb: 978-0-8058-6233-1: £21.99 US $39.95

eBook: 978-1-4106-1615-9

PRACTICAL TITLES FOR EDUCATIONAL TECHNOLOGY2

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NEW

Economics of Distance and Online LearningTheory, Practice and Research

Edited by William Bramble, University of New Mexico, USA and Santosh Panda, Indira GandhiNational Open University, India

This book provides a comprehensive overview of the organizational models ofdistance and online learning from an international perspective and from thepoint of view of economic planning, costing and management decision-making.The book points to directions for the further research and development in thisarea, and will promote further understanding and critical reflection on the partof administrators, practitioners and researchers of distance education. Theexperiences and perspectives in distance education in the US are balanced withthose in other areas of the world.

March 2008: 234x156: 312ppHb: 978-0-415-96388-6: £70.00 US $125.00

Pb: 978-0-415-96389-3: £22.99 US $39.95

2ND EDITION

Educational TechnologyA Definition with Commentary

Edited by Al Januszewski, SUNY Potsdam, USA,Michael Molenda, Indiana University, USA and Phillip Harris, AECT, Bloomington, USA

Sponsored by the Association forEducational Communications andTechnology (AECT), this bookpresents a definition of the field ofstudy and practice known aseducational technology orinstructional technology. It reflectsthe collaborative efforts of allmembers of the AECT Definition andTerminology Committee.

This book is appropriate for anyoneworking in the field of educationaltechnology: students, instructors,

researchers and in-service providers.

2007: 234x156: 384ppHb: 978-0-8058-5860-0: £70.00 US $125.00

Pb: 978-0-8058-5861-7: £21.99 US $34.95

The Digital PencilOne-to-One Computing for Children

Edited by Jing Lei, Syracuse University, USA, Paul Conway, University College, Cork, Ireland andYong Zhao, Michigan State University, USA

This book takes a serious historicaland international look at the ’digitalpencil’ movement to equip everystudent with a computing devicewith wireless connection. Using anecological perspective as anoverarching framework, and drawingon their own studies and availableliterature that illuminate the issuesrelated to one-to-one computing,the authors present well-reasoneddiscussions about a set of complexand critical issue facing policy

makers, educators, students, parents, and the general public.

2007: 234x156: 272ppHb: 978-0-8058-6060-3: £37.50 US $70.00

eBook: 978-1-4106-1431-5

Ten Steps to Complex LearningA Systematic Approach to Four-ComponentInstructional Design

Jeroen J.G. van Merrienboer and Paul A. Kirschner,both at Open University of the Netherlands

Ten Steps to Complex Learningpresents in ten steps a path from atraining problem to a trainingsolution in a way that students,practitioners, (both instructionaldesigners and teachers) andresearchers can understand and use.

2007: 234x156: 320ppHb: 978-0-8058-5792-4: £75.00 US $79.95

Pb: 978-0-8058-5793-1: £24.50 US $39.95

Teaching Teachers to Use TechnologyKulwadee Kongrith and D. Lamont Johnson

Though teachers may have access to the newest technology,they often avoid it because they don’t understand it or knowhow to use it to their best advantage. Teaching Teachers toUse Technology provides numerous strategies for effectivelyinfusing technology into teacher education. This timely bookincludes models for professional and staff development,inquiry learning, network-based assessment, andcollaborating through online learning and publications toincrease the quality and quantity of educators entering theworkforce as classroom teachers. The text provides severalhelpful tables and appendixes.

2007: 182ppHb: 978-0-7890-3503-5: £50.00 US $95.00

Pb: 978-0-7890-3504-2: £19.99 US $39.95



Design and Development ResearchMethods, Strategies, and Issues

Rita C. Richey, Wayne State University, Detroit, USA andJames D. Klein, Arizona State University, USA

This volume thoroughly discussesmethods and strategies appropriatefor conducting design anddevelopment research. Rich withexamples and explanations, the bookdescribes actual strategies thatresearchers have used to conduct;product and tool research, andmodel research.

2007: 234x156: 200ppHb: 978-0-8058-5731-3: £80.00 US $79.95

Pb: 978-0-8058-5732-0: £23.50 US $34.95

• AVAILABLE AS AN INSPECTION COPY

Finding Your Online VoiceStories Told by Experienced Online Educators

Edited by J. Michael Spector, Florida State University, USA

Finding Your Online Voice offers athought-provoking discussion ofinnovative approaches totechnology-based distanceeducation. Editor J. Michael Spectorfocuses on how highly experiencedteachers conceptualize and organizeonline classes.

2007: 234x156: 232ppHb: 978-0-8058-6219-5: £55.00 US $99.95

Pb: 978-0-8058-6228-7: £21.99 US $39.95

User DesignAlison A. Carr-Chellman, Penn State University, USA

User Design offers a freshperspective on how front-linelearners (users) can participate in thedesign of learning environments. Thebook presents a new set of methodsand strategies that show how thetools of professional designers canbe effectively shared with broadgroups of users and otherparticipants in the process ofcreating their own learning.

2006: 234x156: 160ppHb: 978-0-8058-5504-3: £42.50 US $62.95

Pb: 978-0-8058-5505-0: £14.99 US $23.95


Technology and the Politics ofInstructionJan Nespor, Virginia Polytechnic Institute and StateUniversity, USA

In this study of computer-mediatedinstruction (CMI) in a U.S. researchuniversity that is the site ofnationally known innovations in thisarea, Jan Nespor traces the varyingmaterial and organizationalentanglements of a constantlyreconfiguring network of people,things, categories, and ideas that aresometimes loosely, sometimes tightlyentangled in forms of CMI.

He unfolds how the different formsand meanings of CMI policy and

practice were constructed over time, across departments,and in relation to students’ academic trajectories. Tyingtogether a range of issues usually separated in discussions ofinstructional technology and examining often slighted topics,such as the articulations of local and national practices, thisbook questions the common vocabulary for making sense ofCMI and contributes to educational change theory byshowing how CMI has evolved both from the top-down andthe bottom-up.

Technology and the Politics of Instruction is distinctive in itsmulti-level approach and in the breadth of its conceptualframe. Departing from the mainstream research oninstructional technology to focus on mundane andwidespread forms of CMI – PowerPoint slides, CD-ROMs,self-paced labs, and the like – Nespor views these frommultiple standpoints, not just what they mean for professors,but also for administrators and students. The effect is todisplace the typical emphasis in CMI research from cutting-edge, high resource artifacts and systems (the importance ofwhich is not questioned) to the politics and organizationalprocesses that shape the uses of such things.

This book is intended primarily for scholars and students inthe fields of educational and more broadly organizationalchange, the politics and sociology of education, curriculumtheory, higher education, and educational administration,and will also interest instructional technologists andtechnology developers.

2006: 234x156: 208ppHb: 978-0-8058-5817-4: £42.50 US $62.95

Pb: 978-0-8058-5818-1: £14.99 US $23.95



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Student Engagement in Campus-Basedand Online EducationUniversity Connections

Hamish Coates, Australian Council for EducationalResearch, Australia

Presenting a theoretically-based and empirically-validatedmodel of engagement, this book examines the application ofthe model to improve the quality and productivity ofuniversity education.

2006: 234x156: 224ppHb: 978-0-415-39395-9: £80.00 US $160.00

eBook: 978-0-203-96946-5

Making a Difference: Volume I and IIThe Proceedings of the Seventh InternationalConference of the Learning Sciences (ICLS)

Edited by Sasha A. Barab, Indiana University,Bloomington, USA, Kenneth E. Hay, University ofGeorgia, Athens, USA, Nancy Butler Songer, Universityof Michigan, Ann Arbor, USA and Daniel T. Hickey,University of Georgia, Athens, USA2006: 276x219: 1168ppPb: 978-0-8058-6174-7: £125.00 US $205.00

Type II Uses of Technology in EducationProjects, Case Studies, and Software Applications

Cleborne D. Maddux and D. Lamont Johnson

Type II applications in educationmake it possible to teach in new andmore effective ways. Type II Uses ofTechnology in Education clearlyexplains methods and strategiespresently used by teachers to offerstudents a creative learningexperience through the applicationof technology. Each chapter presentsindividual examples of how teachershave applied technology in schoolsand classrooms, illustrating throughcase studies, projects, and software

applications how to effectively spark students’ interest andlearning.

2006: 226ppHb: 978-0-7890-3255-3: £50.00 US $95.00

Pb: 978-0-7890-3256-0: £19.99 US $39.95

Classroom Integration of Type II Usesof Technology in EducationEdited by Cleborne D. Maddux and D. Lamont Johnson

Educators have talked about usinginformation technology to improveteaching since the beginning of themodern computer movement buttrue integration remains an elusivegoal for most. Classroom Integrationof Type II Uses of Technology inEducation finds teachers who havemanaged to take advantage of thesophistication, power, andaffordability of today’s technology todevelop new and better strategies

for learning, despite the absence of an effective institutionalinfrastructure. This unique book reviews effective Type IIteaching applications and software used at all educationallevels, including Lego/Logo technologies, idea technologies,graphics software, laptop computers, and handheldcomputers.

2006: 212ppHb: 978-0-7890-3110-5: £50.00 US $95.00

Pb: 978-0-7890-3111-2: £19.99 US $39.95

Internet Applications of Type II Uses ofTechnology in EducationEdited by Cleborne D. Maddux and D. Lamont Johnson

The Internet, though brimming withpotential, is still vastly underused asa teaching resource. InternetApplications of Type II Uses ofTechnology in Education givesteachers new strategies for theInternet’s use as a dynamiceducational resource. Where Type Iteaching applications technologicallymimic the procedures previouslyused by teachers, Type II teachingapplications involve innovative

thinking in the use of technology in learning. Using Type IIapplications with the Internet, students are activelyempowered to look to its use as an effective partner in theirlearning process. This book clearly reviews several Type IIteaching applications and integrative software for use in alleducational levels, including Internet videoconferencing,instant messages, WebQuests, and WebCT.

2006: 206ppHb: 978-0-7890-2494-7: £50.00 US $95.00

Pb: 978-0-7890-2495-4: £19.99 US $39.95



Web-Based LearningTheory, Research, and Practice

Edited by Harold F. O’Neil and Ray S. Perez

This book explores the state of theart in the use of technology ineducation from a learningperspective and is designed forprofessionals in the educationaltechnology, assessment/evaluation,vocational/technical, schooladministrator and educationalpsychology communities.

2006: 234x156: 448ppHb: 978-0-8058-5100-7: £72.50 US $120.00

Virtual DecisionsDigital Simulations for Teaching Reasoning in theSocial Sciences and Humanities

Edited by Steve Cohen, Kent E. Portney, Dean Rehberger and Carolyn Thorsen

Focuses on the special issues related to the use of digitaltechnologies in teaching the complex nature of socialdecisions with particular attention to the use of digital role-play simulations as a means to accomplish this.

2005: 234x156: 280ppHb: 978-0-8058-4994-3: £60.00 US $94.95

Pb: 978-0-8058-4995-0: £20.99 US $31.95

eBook: 978-1-4106-1720-0• AVAILABLE AS AN INSPECTION COPY

Technology, Literacy, LearningA Multimodal Approach

Carey Jewitt

This book sets out a framework for rethinking the three keyareas of schooling that are most affected by technology’simpact on education today: knowledge as curriculum,learning and pedagogy, and literacy across the curriculum.

2005: 234x156: 192ppHb: 978-0-415-34549-1: £85.00 US $170.00

Computer Supported CollaborativeLearning 2005The Next 10 Years!

Edited by Timothy Koschmann, Tak-Wai Chan andDaniel D. Suthers2005: 276x219: 802ppPb: 978-0-8058-5782-5: £100.00 US $100.00

Collaborative Learning, Reasoning,and TechnologyEdited by Angela M. O’Donnell, Cindy E. Hmelo-Silver and Gijsbert Erkens

Series: Rutgers Invitational Symposium onEducation Series

’This book nicely portrays thegamut of ways in whichtechnology (and Web-basedonline software in particular) canenhance discourse betweenstudents and teachers and thedevelopment of higher levellearning ....provides manyinnovative ways to get learnersto collaborate for the commongood of advancing personal andcollective knowledge.’– PsycCRITIQUES

This volume presents research findings on the use oftechnology to support learning and reasoning incollaborative contexts. Featuring a variety of theoreticalperspectives, ranging from sociocultural to socialpsychological to information processing views, CollaborativeLearning, Reasoning, and Technology includes aninternational group of authors well known for theircontributions to research on technology learningenvironments.

2005: 234x156: 368ppHb: 978-0-8058-4778-9: £80.00 US $135.00

eBook: 978-1-4106-1565-7

Web-Based Learning in K-12ClassroomsOpportunities and Challenges

Jay Blanchard and James Marshall2005: 196ppHb: 978-0-7890-2492-3: £50.00 US $95.00

Pb: 978-0-7890-2493-0: £19.99 US $39.95



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Innovations in InstructionalTechnologyEssays in Honor of M. David Merrill

Edited by J. Michael Spector, Celestia Ohrazda,Andrew Van Schaack and David A. Wiley

Innovations in InstructionalTechnology is a collection of originalessays written by leading scholarsand practitioners who have workedwith and been inspired by ProfessorM. David Merrill. The chapters in thisbook represent a sampling of keyinnovations in the instructionaltechnology field and includeknowledge of how people learn,how people solve problems, howdesigners conceptualize learningspaces, how teachers implement

learning activities, and how evaluators assess outcomes.

2005: 234x156: 384ppHb: 978-0-8058-4836-6: £75.00 US $115.00

eBook: 978-1-4106-1368-4

Cognition, Education, andCommunication TechnologyEdited by Peter Gärdenfors and Petter Johansson

’People interested in recentdevelopments in theoreticalthinking will find parts of thistext informative and thought-provoking. People intrigued toread of researched innovations inteaching (especially of children),and in using IT, will find much ofinterest.’ – British Journal ofEducational Technology

’The topics covered are verycurrent and address manyimportant issues within the field

....[This book] fills a significant gap in the existingliterature.’ – Mitchell Rabinowitz, Fordham University, USA

This book presents some of the recent theoreticaldevelopments in the cognitive and educational sciences andthe implications for the use of ICT in the organization ofschool and university education.

2005: 234x156: 312ppeBook: 978-1-4106-1289-2Hb: 978-0-8058-4279-1: £55.00 US $83.95

Pb: 978-0-8058-4280-7: £22.99 US $36.50


IT and Organizational LearningManaging Change through Technology and Education

Arthur M. Langer2004: 234x156: 304ppeBook: 978-0-203-99743-7Hb: 978-0-415-94836-4: £75.00 US $135.00

Pb: 978-0-415-94837-1: £21.99 US $39.95


2ND EDITION

Computers, Curriculum, and Cultural ChangeAn Introduction for Teachers

Eugene F. Provenzo, Jr., Arlene Brett and Gary N. McCloskey2004: 246x174: 328ppeBook: 978-1-4106-1118-5Pb: 978-0-8058-4464-1: £27.99 US $45.95




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NEW

Multimedia and Literacy DevelopmentImproving Achievement for Young Learners

Edited by Adriana G. Bus, Leiden University, theNetherlands and Susan B. Neuman, The University ofMichigan, USA

Multimedia and Literacy Development reports experimentalresearch and practices with multimedia stories indicating thatnew dimensions of media contribute to young children’sability to understand stories and to read texts independently.This is the first synthesis of evidence-based research in thisfield. Four key themes are highlighted:

• understanding the multimedia environment for learning

•designing multimedia applications for learning

•new approaches to storybook reading

•multimedia applications in classroom instruction.

Written in jargon-free language for an internationalaudience of students in university courses on literacy andinformation technology, researchers, policymakers, programdevelopers, and media specialists, this volume is essentialreading for all professionals interested in early literacy andearly interventions.

September 2008: 234x156: 304ppHb: 978-0-415-98841-4: £75.00 US $135.00

Pb: 978-0-415-98842-1: £22.99 US $41.95

eBook: 978-0-203-89215-2

NEW

Handbook of Research on New LiteraciesEdited by Julie Coiro, University of Rhode Island, USA,Michele Knobel and Colin Lankshear, both atMontclair State University, New Jersey, USA and Donald J. Leu, New Literacies Project, University ofConnecticut, USA

Situated at the intersection of two ofthe most important areas ineducational research today – literacyand technology – this Handbookdraws on the potential of each whilecarving out important new territory.It provides leadership for this newlyemerging field, directing scholars tothe major issues, theoreticalperspectives, and interdisciplinaryresearch concerning new literacies.

Features of the book are that it:

•brings together a diverse international team of editors andchapter authors

•provides an extensive collection of research reviews in acritical area of educational research

•makes visible the multiple perspectives and theoreticalframes that currently drive work in new literacies

•establishes important space for the emerging field of newliteracies research

•includes a unique Commentary section.

The Handbook of Research on New Literacies is intended forthe literacy research community including scholars andstudents from the traditional reading and writing researchcommunities in education and educational psychology aswell as those from information science, cognitive science,psychology, sociolinguistics, computer mediatedcommunication, and other related areas that find literacy tobe an important area of investigation.

March 2008: 246x174: 1096ppHb: 978-0-8058-5651-4: £125.00 US $225.00

Pb: 978-0-8058-5652-1: £50.00 US $89.95

eBook: 978-1-4106-1889-4

EDUCATIONAL TECHNOLOGY RESEARCH8


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NEW

Handbook of TechnologicalPedagogical Content Knowledge(TPCK) for EducatorsEdited by the AACTE Committee on Innovation andTechnology, USA

Published by Routledge/Taylor & Francis Group for theAmerican Association of Colleges for Teacher Education

This Handbook addresses theconcept and implementation oftechnological pedagogical contentknowledge – the knowledge andskills that teachers need in order tomeaningfully integrate technologyinto instruction in specific contentareas. Recognizing, for example, thateffective uses of technology inmathematics are quite different fromeffective uses of technology in socialstudies, teachers need specificpreparation in using technology in

each content area they will be teaching.

Offering a series of chapters by scholars in different contentareas who apply the technological pedagogical contentknowledge framework to their individual content areas, thevolume is structured around three themes:

•What is Technological Pedagogical Content Knowledge?

•Integrating Technological Pedagogical Content Knowledgeinto Specific Subject Areas.

• Integrating Technological Pedagogical Content Knowledgeinto Teacher Education and Professional Development.

January 2008: 234x156: 336ppHb: 978-0-8058-6355-0: £85.00 US $150.00

Pb: 978-0-8058-6356-7: £32.50 US $59.95

eBook: 978-1-4106-1818-4

3RD EDITION

Handbook of Research on EducationalCommunications and TechnologyEdited by J. Michael Spector, M. David Merrill,Jeroen van Merriënboer and Marcy P. Driscoll

Series: AECT Series

Sponsored by the Association ofEducational Communication andTechnology (AECT), the third editionof this groundbreaking Handbookcontinues the mission of itspredecessors: to provide up-to-datesummaries and syntheses of recentresearch pertinent to the educationaluses of information andcommunication technologies. Inaddition to updating, this new

edition has been expanded from forty-one to fifty-sixchapters organized into the following six sections:foundations, strategies, technologies, models, design anddevelopment, and methodological issues.

This Handbook is intended for graduate students and theirprofessors, instructional designers and researchers ineducational communication and technology plus the librariesthat serve them.

December 2007: 276x219: 928ppHb: 978-0-8058-5849-5: £130.00 US $250.00

Pb: 978-0-415-96338-1: £55.00 US $99.95

eBook: 978-1-4106-0951-9

Interactive Literacy EducationFacilitating Literacy Environments Through Technology

Edited by Charles K. Kinzer, Columbia University, NewYork, USA and Ludo Verhoeven, Radboud UniversityNijmegen, the Netherlands

Interactive Literacy Education combines the latest researchand theory related to technology-based instructional designfor children’s literacy development. It shows how technologycan be used to build literacy learning environments that are

2007: 234x156: 336ppHb: 978-0-8058-5213-4: £75.00 US $89.95

Pb: 978-0-8058-5214-1: £29.99 US $49.95

eBook: 978-1-4106-1749-1

9EDUCATIONAL TECHNOLOGY RESEARCH


Video Research in the LearningSciencesEdited by Ricki Goldman, New York University, JerseyCity, USA, Roy Pea, Stanford University, Stanford, USA,Brigid Barron, Stanford University, Sanford, USA andSharon J. Derry, University of Wisconsin/Madison, USA

Video Research in the LearningSciences is a comprehensiveexploration of key theoretical,methodological, and technologicaladvances in uses of digital video-as-data in the learningsciences as a way of knowing aboutlearning, teaching, and educationalprocesses. It is designed around fourthemes: theoretical frameworks forvideo research; video research onpeer, family, and informal learning;video research on classroom and

teacher learning; and video collaborations and technologicalfutures. This volume is intended for researchers, universityfaculty, teacher educators, and graduate students ineducation, and for anyone interested in how knowledge isexpanded using video-based technologies.

Visit the website affiliated with this book:www.videoresearch.org

2007: 246x174: 624ppHb: 978-0-8058-5359-9: £100.00 US $180.00

Pb: 978-0-8058-5360-5: £42.50 US $59.95

eBook: 978-1-4106-1619-7

Ubiquitous Computing in EducationInvisible Technology, Visible Impact

Edited by Mark van ’t Hooft and Karen Swan, both atKent State University, USA

Digital technology has radically altered the way in which welive and work, but has not had a substantial impact oneducation. Ubiquitous Computing in Education explores theeducational potential of ubiquitous computing initiatives thatmake digital tools available to students and teachers.

2006: 234x156: 408ppHb: 978-0-8058-5735-1: £65.00 US $115.00

Pb: 978-0-8058-5736-8: £32.50 US $57.95


2ND EDITION

Handbook of Distance EducationEdited by Michael Grahame Moore, Pennsylvania StateUniversity, USA

The second edition of this award-winning book continues themission of its predecessor, to providea comprehensive compendium ofresearch in all aspects of distanceeducation, arguably the mostsignificant development in educationover the past quarter century. Whilethe book deals with education thatuses technology, the focus is onteaching and learning and how itsmanagement can be facilitatedthrough technology.

Key features include:

•Comprehensive coverage includes all aspects of distanceeducation including design, instruction, management,policy, and a section on different audiences.

•Chapter Structure: Chapter authors frame their topic interms of empirical research (past and present) and discussthe nature of current practice in terms of that research.Future research needs are discussed in relation to bothconfirmed practice and recent changes in the field.

•Theoretical Foundation: Section one provides a uniquereview of the theories that support distance educationpedagogy.

•Global Perspective: Section six provides a unique review of distance education as a component of a global culture.

•New Material: All chapters have been updated andapproximately one third are either new or havenew authors.

This book will be of interest to anyone engaged in distanceeducation at either the K-12 or college level. It is alsoappropriate for corporate and government trainers and foradministrators and policy makers in all these environments.

2007: 246x174: 720ppHb: 978-0-8058-5847-1: £105.00 US $195.00

EDUCATIONAL TECHNOLOGY RESEARCH10


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International Handbook of Literacyand TechnologyVolume II

Edited by Michael C. McKenna, University of Virginia,Charlottesville, USA, Linda D. Labbo, University ofGeorgia, Athens, USA, Ronald D. Kieffer, OhioNorthern University, USA and David Reinking, ClemsonUniversity, USA

This Handbook provides acomprehensive and internationalrepresentation of state-of-the-artresearch, theory, and practice relatedto principal areas in which significantdevelopments are occurring in thestudy of literacy and technology. Itoffers a glimpse of thecommonalities faced by literacyeducators around the world,together with specific challengesraised by unique circumstances.

2006: 246x174: 440ppHb: 978-0-8058-5087-1: £80.00 US $135.00

Pb: 978-0-8058-5088-8: £32.50 US $52.95

eBook: 978-0-203-92913-1

Intelligence and TechnologyThe Impact of Tools on the Nature and Developmentof Human Abilities

Edited by Robert J. Sternberg and David D. Preiss

Series: Educational Psychology Series

2005: 234x156: 232ppHb: 978-0-8058-4927-1: £55.00 US $83.95

NEW FOR 2009

Digital DiscourseNew Directions for Technology-Enhanced Learning

Denise Whitlock

Written to promote e-learning excellence, Digital Discourseoutlines and illustrates the effectiveness of computermediated discourse in teaching and technology-enhancedlearning courses. It offers a coherent and effective teachingapproach through the use of digital discourses. Thisapproach has proven to be successful in raising studentparticipation and reflection in the learning process.

Grounded in pedagogical research conducted through TheInstitute of Educational Technology at the Open University,this book provides evidence of the mediating role of suchdiscourse in the development of thinking and also in theconstruction of different communities of practice. It includes further examples in the US that show how e-learning environments provide enriched learningopportunities offered by a dialogic approach.

Up-to-date and innovative in its approach, this book focuseson the practical and theoretical aspects of digital discourses,including Aesopic Dialogue or the sharing and telling ofstories. It further examines a number of recent developmentsthat exhibit innovation in electronic communication thatencourage the learning process; the most recentdevelopments in pedagogical communication tools, such as’BuddySpace’ and ’BuddyFinder’ are discussed together withthe role of mobile technologies in support of learningdialogues.

Practicing lecturers, course leaders, designers, staffdevelopers and students will find this book an invaluableresource. It presents new opportunities for the use oftechnology enhanced discourse learning and sheds light onthe true power of discourse thinking in Higher Education.

April 2009: 234x156Hb: 978-0-415-99021-9: £75.00 US $135.00

Pb: 978-0-415-99022-6: £24.99 US $44.95

11EDUCATIONAL TECHNOLOGYRESEARCH


PRACTICAL TITLES FOR E-LEARNING

NEW FOR 2009

Mobile Learning CommunititesCreating New Educational Futures

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

A significant feature of life in this century is the experienceof mobility as people move across and within nationalborders in search of work, study and lifestyle experiences.Many mobile groups can be understood as learningcommunities whose lived experience involves formal andinformal education and training. Mobile LearningCommunities explores the diverse ways in which travelinggroups experience learning ’on the run’.

The book provides empirical evidence that draws on theauthors’ fifteen years of continuing research withinternational occupational travelers. International in focus,this book deals with an issue of increasing globalsignificance and shows the complexities of the lives andlearning experiences of such mobile cultures, thuschallenging simplistic and stereotypical images of travelinggroups that are still found in mainstream media and popularculture.

This text will appeal to scholars in the field of HigherEducation and to researchers in the fields of education,cultural studies and sociology. It will also be of interest to HEInstructors, policy-makers, and administrators. It effectivelypresents alternative views of the mobile learners themselvesbut also offers a detailed examination of notions of learningwhich will inform all educational practices and policy.

June 2009: 234x156: 192ppHb: 978-0-415-99158-2: £75.00 US $135.00

Pb: 978-0-415-99159-9: £24.99 US $44.95

NEW

Emergent Computer LiteracyA Developmental Perspective

Helen Mele Robinson, CUNY/Borough of ManhattanCommunity College, USA

Series: Routledge Research in Education

The United States is currently grappling with how to prepareour students to be computer literate citizens in thecompetitive technological world we live in.

Understanding how children develop computer knowledge,and the ways that adults are able to guide their computerlearning experiences, is a vital task facing parents andeducators. This groundbreaking book is an attempt to fill agap in current understanding of how we become computerliterate and proposes a theory of how computer literacy skillsemerge in computer users.

October 2008: 234x156: 144ppHb: 978-0-415-96131-8: £60.00 US $95.00

eBook: 978-0-203-88791-2

PRACTICAL TITLES FOR E-LEARNING12


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Can’t find what you’re looking for?

Visit our up-to-date website for a complete listing of all our titles


NEW

Play, Creativity and Digital CulturesEdited by Rebekah Willett, University of London, UK,Muriel Robinson, Bishop Grosseteste University College,UK and Jackie Marsh, University of Sheffield, UK

Series: Routledge Research in Education

Recent work on children’s digital cultures has identified arange of literacies emerging through children’s engagementwith new media technologies. This edited collection focuseson children’s digital cultures, specifically examining the roleof play and creativity in learning with these newtechnologies.

The chapters in this book were contributed by aninternational range of respected researchers, who seek toextend our understandings of children’s interactions withnew media both within and outside of school. They addressand provide evidence for continuing debates around thefollowing questions:

• What notions of creativity are useful in our fields?

• How does an understanding of play inform analysis ofchildren’s engagement with digital cultures?

• How might school practice take account of out-of-schoollearning in relation to digital cultures?

• How can we understand children’s engagements withdigital technologies in commercialised spaces?

Offering current research, theoretical debate and empiricalstudies, this intriguing text will challenge the thinking ofscholars and teachers alike as it explores the evolving natureof play within the media landscape of the 21st-century.

September 2008: 234x156: 208ppHb: 978-0-415-96311-4: £60.00 US $95.00

eBook: 978-0-203-88869-8

NEW

Plagiarism, the Internet, and StudentLearningImproving Academic Integrity

Wendy Sutherland-Smith, Monash University, Australia

Written for Higher Educationeducators, managers and policy-makers, Plagiarism, theInternet and Student Learningcombines theoretical understandingswith a practical model of plagiarismand aims to explain why and howplagiarism developed. It offers a newway to conceptualize plagiarism andprovides a framework forprofessionals dealing with plagiarismin higher education.

Sutherland-Smith presents a modelof plagiarism, called the plagiarism continuum, whichusefully informs discussion and direction of plagiarismmanagement in most educational settings. The model wasdeveloped from a cross-disciplinary examination ofplagiarism with a particular focus on understanding howeducators and students perceive and respond to issues ofplagiarism. The evolution of plagiarism, from its birth in Law,to a global issue, poses challenges to international educatorsin diverse cultural settings.

The case studies included are the voices of educators andstudents discussing the complexity of plagiarism in policyand practice, as well as the tensions between institutionaland individual responses. A review of international studiesplus qualitative empirical research on plagiarism, conductedin Australia between 2004-2006, explain why it hasemerged as a major issue. The book examines currentteaching approaches in light of issues surroundingplagiarism, particularly Internet plagiarism. The model affordsinsight into ways in which teaching and learning approachescan be enhanced to cope with the ever-changing face ofplagiarism. This book challenges Higher Education educators,managers and policy-makers to examine their own beliefsand practices in managing the phenomenon of plagiarism inacademic writing.

August 2008: 234x156: 240ppHb: 978-0-415-43292-4: £70.00 US $140.00

Pb: 978-0-415-43293-1: £21.99 US $41.95

eBook: 978-0-203-92837-0

13PRACTICAL TITLES FOR E-LEARNING


NEW

e-Learning and Social NetworkingHandbookResources for Higher Education

Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and IslandsMillennium Institute, UK

This book aims to provide the readerwith enough backgroundinformation to appreciate the valueof social networking, especially fordistributed education. Throughhighlighting the most relevant,interesting, and challenging aspectsof e-Learning the book providespractical advice for using socialnetworking tools in course design.

Illustrated by short descriptive casestudies, it also highlights contactaddresses, websites, and further

reading to help readers find resources and enhance theirdesign.

This practical guide will help all those involved in the designand delivery of online learning in higher education make thebest choices when preparing courses for distributed learning.

Please visit the authors’ wiki at:www.socialnetworking.wetpaint.com

June 2008: 234x156: 208ppHb: 978-0-415-42606-0: £75.00 Pb: 978-0-415-42607-7: £22.99 eBook: 978-0-203-92776-2

NEW

Teaching in Transnational Higher EducationEnhancing Learning for Offshore InternationalStudents

Edited by Michelle Wallace and Lee Dunn, both atSouthern Cross University, Australia

Teaching in Transnational HigherEducation examines current trendsand challenges that face students,teachers and institutions of highereducation around the globe. Thisbook comes at a pivotal momentwhere many universities are offeringtheir courses in offshore locations.Students who could once not accessan international qualification cannow do so without leaving theirhome country.

The book clearly defines and takesan in-depth look at the various types of transnationaleducation, including: institutions that have campusesabroad, teach specific courses abroad, and form partnershipswith diverse schools to teach jointly.

The authors choose to highlight a broad sampling oftransnational programs including those in: Zambia, China,and the United Arab Emirates among others. Interviews withstudents and teachers participating in these programs ofstudy make this an enjoyable and unique portrait of highereducation that is invaluable to those who teach and learnaround the world.

March 2008: 234x156: 296ppHb: 978-0-415-42053-2: £75.00 US $135.00

Pb: 978-0-415-42054-9: £24.99 US $44.95

eBook: 978-0-203-93062-5



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NEW

The e-Revolution and Post-CompulsoryEducationUsing e-Business Models to Deliver Quality Education

Edited by Jos Boys, London Metropolitan University, UKand Peter Ford, Nottingham University, UK

Moving debates about ICT andhigher education beyond a simplefocus on e-learning, this book takesinto consideration the provision ofpost-secondary education as awhole.

In a highly competitive educationalmarketplace, institutions need toreact to and embrace newtechnologies to provide rich andcompetitive learning environmentsfor the students of tomorrow. Thediscussion and guidance in this book

is essential reading for all leaders, managers and heads of e-learning in higher and further education.

January 2008: 234x156: 176ppHb: 978-0-415-41986-4: £75.00 US $150.00

Pb: 978-0-415-41987-1: £22.99 US $41.95

A Practical Guide to Problem-basedLearning OnlineMaggi Savin-Baden

Providing an overview of the currentstate of problem based learningonline, this book examines whywe’re moving from face-to-face toonline provision, considers existingforms of provision, outlines commonmistakes and strategies to avoidfuture problems, and shows how toeffectively facilitate learning.

February 2008: 234x156: 168ppHb: 978-0-415-43787-5: £75.00 US $135.00

Pb: 978-0-415-43788-2: £22.99 U

eBook: 978-0-203-93814-0

Project Managing E-LearningA Handbook for Successful Design, Delivery and Management

Maggie McVay Lynch, Portland State University, USAand John Roecker, Project Management Institute, USA

Project Managing E-learning providesan essential framework, based onthe globally accepted IPECC model,for planning, designing, delivering,managing and evaluating e-learningprojects successfully. It focuses onpractical, easy-to-understandmethods and offers applications ofproject management principles in thereal world. Illustrated by case studiesof projects undertaken in businessand academia it provides a step-by-step guide and highlights

where projects typically fail.

The practical framework and sound advice offered in Project Managing E-learning is essential reading for all thosewho want to successfully implement and manage highquality e-learning in both academic and corporate trainingsettings on time and to budget.

2007: 234x156: 208ppHb: 978-0-415-77219-8: £75.00 US $150.00

Pb: 978-0-415-77220-4: £22.99 US $45.95

eBook: 978-0-203-94699-2

Rethinking Pedagogy for a Digital AgeDesigning and Delivering E-Learning

Helen Beetham, University of Bristol, UK and Rhona Sharpe, Oxford Brookes University, UK

Incorporating a variety of contexts – face-to-face, self-directed, blendedand distance learning modes – thisbook examines different perspectiveson effectively designing anddelivering learning activities toensure that future development ispedagogically sound, learner focusedand accessible.

Illustrated by case studies from thedisciplines and with a helpfulappendix of tools and resources forresearchers, practitioners and

teachers, this book is an essential guide to effective designand implementation of sound e-learning activities.

2007: 234x156: 288ppHb: 978-0-415-40873-8: £75.00 US $150.00

Pb: 978-0-415-40874-5: £22.99 US $45.95

eBook: 978-0-203-96168-1

15PRACTICAL TITLES FOR E-LEARNING


Virtual Learning EnvironmentsUsing, Choosing and Developing your VLE

Martin Weller, The Open University, UK

Virtual learning environments arewidely spread in higher education,yet they are often under utilised bythe institutions that employ them.This book addresses the need tomove beyond thinking about the VLEsimply in terms of the particularpackage that an institution hasadopted, and viewing it as asignificant educational technologythat will shape much of the teachingand learning process in the comingyears.

It contains essential advice for those choosing a VLE andencourages all those involved in the deployment of a VLEs touse them more productively in order to create engaginglearning experiences.

2007: 234x156: 192ppHb: 978-0-415-41430-2: £75.00 US $150.00

Pb: 978-0-415-41431-9: £24.99 US $49.98

eBook: 978-0-203-96434-7

Transnational EducationIssues 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 internationalmobility of institutions and courses on a large scale is a morenovel phenomenon. Transnational education is at theleading-edge of the most fundamental changes taking placein higher education today.

Transnational Education presents a global perspective on thedevelopment of international online education, partner-supported transnational programs and international branchcampuses. It provides a comprehensive and analyticalaccount of the active role some universities are playing onthe international stage and offers valuable guidance onfuture trends in the sector.

2006: 234x156: 192ppHb: 978-0-415-37267-1: £80.00 US $160.00

eBook: 978-0-203-96835-2

E-Learning and Disability in HigherEducationAccessibility Research and Practice

Jane Seale, University of Southampton, UK

’Here is a very timely book ... Theauthor’s main area is educationalinnovation, though she has astrong proactive interest inbarriers to learning and assistivetechnology ... but, of course,overcoming students’ disabilitiesat university would indeed beeducational innovation.’ – BritishJournal of Educational Technology, Vol 38 No 2 2007

Most practitioners know that theyshould make e-learning accessible to

students with disabilities, yet it is not always clear exactlyhow this should be done. E-Learning and Disability in HigherEducation evaluates current practice and provision andexplores the tools, methods and approaches available forimproving accessible practice.

Examining the social, educational and political backgroundbehind making e-learning accessible in higher and furthereducation, this book considers the role of and providesadvice for, the key stake-holders involved in e-learningprovision: lecturers, learning technologists, student supportservices, staff developers and senior managers.

E-Learning and Disability in Higher Education is valuablereading for all practitioners and researchers involved in thedesign and delivery of accessible e-learning in higher, furtherand distance education.

2006: 234x156: 248ppHb: 978-0-415-38309-7: £80.00 US $160.00

Pb: 978-0-415-38310-3: £23.99 US $47.98




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Handbook of Electronic and DigitalAcquisitionsThomas W. Leonhardt, Director, Scarborough-PhillipsLibrary, St. Edward University, Austin, Texas, USA

Everything you need to know about adding e-resources toyour library’s services Handbook of Electronic and DigitalAcquisitions steers librarians through the process ofevaluating, choosing, and managing electronic resources asthey expand their collection development policies to includeelectronic databases. This handy, how-to guide takes apractical approach to acquisitions, providing commonsenseinformation on basic copyright laws, fair use guidelines andpolicies, offsite and in-house databases, virtual referencesoftware, EDI, and vendors. The book’s contributors draw ontheir own experiences, providing case studies and helpfulevaluation checklists, worksheets, and templates.

2006: 182ppHb: 978-0-7890-2291-2: £50.00 US $95.00

Pb: 978-0-7890-2292-9: £19.99 US $39.95

Elearning: The Key ConceptsRobin Mason, The Open University, UK and Frank Rennie, The University of Highlands and IslandsMillennium Institute, UK

Series: Routledge Key Guides

E-Learning has long been touted asthe brave new frontier of education,offering fresh challenges to teachers,students and, indeed, the whole ofthe education system. Addressingthis, E-Learning: The Key Concepts isthe perfect reference for anyoneseeking to navigate the myriad ofnames, concepts and applicationsassociated with this new era ofteaching, training and learning.

The only text of its kind to provideconcise and user-friendly definitions

of the crucial terms used in this growing field, this is a highlyuseful resource for online course co-ordinators,undergraduate students taking online courses, students onmasters-level online learning courses, and trainers.

2006: 216x138: 200ppHb: 978-0-415-37306-7: £55.00 US $100.00

Pb: 978-0-415-37307-4: £14.99 US $26.95


E-literature for ChildrenEnhancing Digital Literacy Learning

Len Unsworth, University of New England, Australia

These practical ideas, suggestionsand real-life experiences will helpyou to understand the differencesand similarities of the literaryexperience for children throughclassic, modern and leading-edgenarratives in both book andcomputer formats.

2005: 234x156: 192ppHb: 978-0-415-33329-0: £85.00 US $145.00

Pb: 978-0-415-33330-6: £24.99 US $47.95

Learning OnlineA Guide to Success in the Virtual Classroom

Maggie McVay Lynch, Portland State University, USA

Series: Routledge Study Guides

’Anyone considering continuinghis or her studies online woulddo well to consider the issuesaddressed in this book and makecareful note of the hints andsuggestions for effective onlinelearning ... [It] also providestutors, administrators anddevelopers, with importantinsights into the challenges facedby online learners. It is a relevantsource book for any staffdevelopment programme on

online learning and teaching.’ – Debra Marsh, eLearningConsultant, Escalate website

Both current and prospective online learners will benefitfrom this practical book, which is filled with clear, detailedassistance for learning online.

2004: 216x138: 232ppHb: 978-0-415-70005-4: £75.00 US $150.00

Pb: 978-0-415-70000-9: £16.99 US $31.95

17PRATCICAL TITLES FOR E-LEARNING


Connecting with e-Learning Series

Series Editors: Allison Littlejohn and Chris Pegler

Underpinned by theory but maintaining an emphasison practice the Connecting with e-learning Seriesoffers relevant guides for both newcomers toteaching and experienced teachers who aredeveloping their practice online. Drawing on theexperiences of expert practitioners, each book isimmediately accessible and provides the core skillsand knowledge teachers in higher education needwhen introducing blended and e-learning into theirteaching.

Preparing for Blended e-LearningAllison Littlejohn, Glasgow Caledonian University, UKand Chris Pegler, Institute of Technology, OpenUniversity, UK

Blended and online learning skills arerapidly becoming essential foreffective teaching and learning inuniversities and colleges. Coveringtheory where useful but maintainingan emphasis on practice, this bookprovides teachers and lecturers withan accessible introduction to e-learning.

Beginning by exploring the meaningof ’e-learning’, it supports tutors inidentifying how they plan to usetechnology to support courses that

blend online and face-to-face interactions.

Packed with practical advice and ideas, this book providesthe core skills and knowledge that teachers in HE and FEneed when starting out and further developing theirteaching course design for blended and online learning.

2007: 216x138: 272ppHb: 978-0-415-40360-3: £75.00 Pb: 978-0-415-40361-0: £22.99eBook: 978-0-203-96132-2

The Educational Potential of e-PortfoliosSupporting Personal Development and ReflectiveLearning

Lorraine Stefani, University of Auckland, New Zealand,Robin Mason, The Open University, UK and Chris Pegler, Institute of Technology, Open University, UK

E-portfolios are a valuable learningand assessment tool. They can serveas an administrative tool to manageand organise work, to presentcourse assignments and act as themedium for learners to record theirlearning goals, outcomes andachievements. They encouragepersonal reflection and involve theexchange of ideas and feedback.

Using technology in this waysupports students’ abilities in usingand exploiting technology for

professional and personal purposes, enabling any time, anyplace learning and peer learning and facilitating theprovision of tutor feedback.

The Educational Potential of e-Portfolios is a comprehensive,practical guide for lecturers and staff developers who needto know more about the development of purposeful e-portfolios for supporting students in reflecting on theirlearning.

2007: 216x138: 200ppHb: 978-0-415-41213-1: £75.00Pb: 978-0-415-41214-8: £17.99eBook: 978-0-203-96129-2

FORTHCOMING IN 2009

A Practical Guide to Authentic e-LearningJan HerringtonDecember 2009: 224ppHb: 978-0-415-99799-7: £75.00Pb: 978-0-415-99800-0: £20.99

CONNECTING WITH E-LEARNING 18


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4TH EDITION

Learning in GroupsA Handbook for Face-to-Face and Online Environments

David Jaques, Independent Education Consultant, UKand Gilly Salmon, University of Leicester, UK

’This is a truly excellent book.With a solid theoreticalunderpinning, it is wide-ranging,accessible, practical and, aboveall, useful... Whatever your role,if you want to enable groups tofunction and learn well, read anduse this book!’ – Bob Rotheram,Leeds Metropolitan University, UK

’What a great book! One of theall-time great writers on small

group work joins forces with the queen of onlinelearning. This book is readable, theoretically rigorous,practical, and excellently presented.’ – Trish Greenhalgh,University College London, UK

’The book progresses well from the theoreticalunderpinning of group behaviour to assessment withingroups and practical check lists for leaders. The onlinelearning points are well integrated and not viewed asadd-ons. In its general framework, the book isextremely coherent with excellent use of bullet points,diagrams, tables and shading to encourage clarity ofthought.’ – British Journal of Educational Technology

This Handbook is a comprehensive guide for anyone involvedin groupwork, with advice and practical exercises to developgroup learning skills for learners and tutors. Thoroughlyupdated with valuable new material throughout on grouplearning and collaborating online.

2006: 246x189: 360ppHb: 978-0-415-36527-7: £90.00 US $180.00

Pb: 978-0-415-36526-0: £24.99 US $49.95


2ND EDITION

E-ModeratingThe Key to Online Teaching and Learning

Gilly Salmon, University of Leicester, UK

Fully updated and expanded, thesecond edition of this online learningclassic features new material on thelatest research and practice in thefield, fresh case studies andpractitioners resources, and a brandnew chapter on future e-learningscenarios.

2004: 234x156: 256ppHb: 978-0-415-33543-0: £85.00 US $170.00

Pb: 978-0-415-33544-7: £25.99 US $51.98

E-tivitiesThe Key to Active Online Learning

Gilly Salmon, University of Leicester, UK

This best-selling guide to techniques that enable teachersand learners to use technologies happily and successfully ispacked with tried and tested ideas, illustrations and casestudies, to help teachers personalise and customize e-learning.

2002: 234x156: 238ppPb: 978-0-7494-3686-5: £25.99 US $51.98

eBook: 978-0-203-64638-0

19BOOKS BY GILLY SALMON


Gilly Salmon is one of the pioneers of good online teaching. She joined the University of Leicester in the UKin 2004 as Professor of E-learning and Learning Technologies to head the Beyond Distance Research Alliance,after 15 years with the Open University Business School. She is the author of a number of best-selling titles,including E-Moderating and E-Tivities and was awarded a National Teaching Fellowship in 2006.

BESTSELLER

BESTSELLER

The Open and Flexible LearningSeries

Series Editors: Fred Lockwood, Som Naidu andTony Bates

The leading series in the field. This internationallyrespected series offers practical advice and up todate insight into aspects of developing, teaching,learning and managing online and distance learningmaterials.

Students’ Experiences of e-learning inHigher EducationThe Ecology of Sustainable Innovation

Robert Ellis, University of Sydney Institute of Teaching,Australia, Peter Goodyear, University of Sydney,Australia

Grounded in relevant international research, StudentísExperiences of e-learning in Higher Education helpsacademic instructors and university managers understandhow e-learning relates to, and can be integrated with, otherstudent experiences of learning, such as learning in lectures,seminars and laboratories, as well as private study. Adistinctive feature of the book is that it foregrounds thestudentsí experience of learning, emphasizing theimportance of the ways students interpret the challenges setfor them, their conceptions of learning and their approachesto learning.

August 2009Hb: 978-0-415-98935-0: £75.00Pb: 978-0-415-98936-7: £24.99e-book: 978-0-203-94529-2

Learning with Digital GamesA Practical Guide to Engage Students in HigherEducation

Nicola Whitton

Written for Higher Education teaching and learningprofessionals, Learning with Digital Games provides astraightforward introduction to the field of computer game-based learning. Keeping up to date with current trends andthe changing learning needs to engage todayís students, thistext offers straightforward guidance on how to effectivelyimplement computer game-based learning activities at theHE level. Loaded with practical tips and strategies, this timelyand accessible text is the perfect starter’s guide.

Learning with Digital Games enables readers to quickly graspthe practical and technological concepts, with examples thatcan easily be applied to their own practice. It also offers:

A companion website is available and provides up-to-datetechnological information, additional resources and furtherexamples.

June 2009: 192ppHb: 978-0-415-99774-4: £70.00Pb: 978-0-415-99775-1: £22.99

OPEN AND FLEXIBLE LEARNING20


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NEW FOR 2009

Open and Distance LearningDevelopments in AsiaPolicy, Management and Research

Colin Latchem Curtin University, Perth, Australia,Insung Jung, International Christian University, Japan

Open and Distance Learning Developments in Asia is aunique and comprehensive overview of open, distancelearning (ODL) and information and communicationtechnology (ICT) in Asian education and training. Broad incoverage, this book also critically examines ODL and ICTexperiences in Iran, Turkey, Japan and the Phillipines –drawing conclusions from the successes and failures, andrecommending ways in which planning, management andpractice may be further developed.

This innovative book identifies the main trends, issues andneeds, drawing mainly on Asian theory, research andpractice to present ideas on the leadership andmanagement, professional development, innovation andquality assurance and research and diffusion needed tofurther advance knowledge, skills and practices. This book further:

•examines how affordable technology enables people tolearn, share information, collaborate and be empowered inways never previously possible

•examines how Asian countries are using ODl/ICT to extendeducational opportunity to develop intellectual and creativecapacities of every student

•outlines how e-learning and blended learning are beingused to develop new knowledge and skills in companies,government and local government departments

•examines the issues involved in leading and managing thekinds of change necessary for open, distance and blendedlearning

•discusses the instructional design and Teaching andLearning approaches that are needed to achieve a newshift in paradigms

•provides an analysis of Asian research in ODL/ICT

•summarizes the latest lessons learned in regard to AsianODL/ICT and identifies the issues that remain to beaddressed.

The book will be of important interest to Asian educatorsand trainers interested in ODL/ICT, as well as westerneducators and administrators interested in educationaldevelopment, exporting programs or partnering withinstitutions in the region.

July 2009: 234x156Hb: 978-0-415-99409-5: £75.00Pb: 978-0-415-99410-1: £21.99

Reconsidering Open and DistanceLearning in the Developing WorldMeeting Students’ Learning Needs

David Kember, The Chinese University of Hong Kong

Distance learning is now moreprevalent in the developing worldthan ever before. This bookreconsiders the suitability andsuccess of established modes ofdistance learning for currentcontexts in the developing world.

Drawing upon research into studentsconceptions of, and approaches tolearning, this critical analysis of thestate of open and flexible learningexamines the characteristics, needsand learning approaches of students,

considering whether or not current provision is successful,what changes are necessary, and, crucially, how studentretention can be improved.

2007: 234x156: 224ppHb: 978-0-415-40139-5: £75.00Pb: 978-0-415-40140-1: £22.99eBook: 978-0-203-96654-9

21OPEN AND FLEXIBLE LEARNING


The Open and Flexible LearningSeries Continued...

Online Education Using Learning ObjectsEdited by Rory McGreal, Athabasca University School ofBusiness, Canada

Provides a comprehensive look at astate-of-the-art online education,and presents advice on the creation,adaptation and implementation oflearning objects and metadata.

This book will be essential referencematerial for learning technologists,course developers at learninginstitutions, postgraduate students,teachers and learners in the field ofe-learning.

2007: 234x156: 396ppPb: 978-0-415-41660-3: £24.99

Contemporary Perspectives in E-Learning ResearchThemes, Methods and Impact on Practice

Edited by Gráinne Conole, The Open University, UK andMartin Oliver, Institute of Education, UK

E-learning is at an exciting point inits development; this book aims todefine e-learning as a field ofresearch, highlighting the complexissues, activities and tensions thatcharacterize the area.

2006: 234x156: 288ppHb: 978-0-415-39393-5: £85.00 Pb: 978-0-415-39394-2: £25.99 eBook: 978-0-203-96626-6

Interactions in Online EducationImplications for Theory and Practice

Edited by Charles Juwah, The Robert GordonUniversity, UK

This groundbreaking study into thequality of interactivity in onlinelearning covers both theory and thepractical implications of all the issuesand includes a collection of researchand innovative case material drawnfrom international experts.

2006: 234x156: 272ppHb: 978-0-415-35741-8: £80.00Pb: 978-0-415-35742-5: £25.99 eBook: 978-0-203-00343-5

Designing Video and Multimedia forOpen and Flexible LearningJack Koumi, Freelance Consultant and Trainer, Rugby, UK

This is a comprehensive, practicalguide to the most effective use ofvideo and multimedia in open anddistance learning. Illustratedthroughout, it considers pedagogicdesign principles for the highestquality learning material.

With insights into the comprehensiveprocess of designing, developing andmanaging distance learningmaterials, this book will appeal tothose involved in coursedevelopment, educational video,

audiovision and interactive multimedia design, as well as tostudents of general video and multimedia production.

2006: 234x156: 256ppHb: 978-0-415-38304-2: £80.00Pb: 978-0-415-38303-5: £25.99eBook: 978-0-203-96628-0

Mobile LearningA Handbook for Educators and Trainers

Edited by Agnes Kukulska-Hulme and John Traxler2005: 234x156: 224ppHb: 978-0-415-35739-5: £85.00Pb: 978-0-415-35740-1: £25.99eBook: 978-0-203-00342-8

22


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OPEN AND FLEXIBLE LEARNING

NEW3RD EDITION

A Handbook for Teaching andLearning in Higher EducationEnhancing Academic Practice

Edited by Heather Fry, Imperial College, University ofLondon, UK, Steve Ketteridge and Stephanie Marshall, Leadership Foundation for HigherEducation, UK

Praise for previous editions:

‘This book should be essentialreading for all new staff engagedin supporting teaching andlearning within highereducation.’ – Journal of Higher andFurther Education

’It is excellent. A book of thisquality will always have a place.’– Educational Developments

’It is a very valuable asset to any university lecturer’spersonal library and I cannot recommend it highlyenough.’ – Physical Sciences Educational Reviews

This Handbook is sensitive to the competing demands ofteaching, research and scholarship, academic management.Against the contexts, this book focuses on developingprofessional academic skills for teaching. Dealing with therapid expansion of the use of technology in higher educationand widening student diversity, the fully updated andexpanded edition includes new material on for example,e-learning, lecturing to large groups, formative andsummative assessment, and supervising research students.

Written to support the excellence in teaching required tobring about learning of the highest quality, it will beessential reading for all new lecturers, particularly anyonetaking an accredited course in teaching and learning inhigher education, as well as all those experienced lecturerswho wish to improve their teaching. Those working in adultlearning and education development will find it a particularlyuseful resource.

August 2008: 246x189: 536ppHb: 978-0-415-43463-8: £90.00 US $155.00

Pb: 978-0-415-43464-5: £27.99 US $59.95


NEW

Working One-to-One with StudentsSupervising, Coaching, Mentoring, and Personal Tutoring

Gina Wisker, Maria Antoniou and Pauline Ridley, allat University of Brighton, UK and Kate Exley,Nottingham University, UK

Series: Key Guides for Effective Teaching in Higher Education

Working One-to-One with Studentsis written for Higher Educationacademics, adjuncts, teachingassistants and research students whoare looking for guidance inside andoutside the classroom. This book is ajargon-free, practical guide toimproving one-to-one teaching,covering a wide range of teachingcontexts, including mentoringstudents and staff, supervisingdissertations and how to approachinformal meetings outside of lectures.

Written in an engaging, accessible style and grounded inexperience, this book offers a combination of practicaladvice backed by relevant learning theory.

This book is a short, snappy, practical guide that covers thiskey element of a lecturer’s work. In the spirit of the series(Key Guides For Effective Teaching In Higher Education) thisbook covers relevant theory that effectively informs practice.

August 2008: 216x138: 224ppHb: 978-0-415-36530-7: £70.00 US $140.00

Pb: 978-0-415-36531-4: £17.99 US $35.95


23PRACTICAL TITLES FOR TEACHING AND LEARNING


BESTSELLER

2ND EDITION

Globalisation & PedagogySpace, Place and Identity

Richard Edwards, Institute of Education, University ofSterling, UK and Robin Usher, Royal MelbourneInstitute of Technology University, Australia

With different pedagogic practicescome different ways of examiningthem and fresh understandings oftheir implications and assumptions.It is the examination of thesechanges and developments that isthe subject of this book.

The authors examine a number ofquestions posed by the rapid marchof globalisation, incuding:

• What is the role of the teacher,and how do we teach in the context of globalisation?

•What curriculum is appropriate when people and ideasbecome more mobile?

•How do the technologies of the internet and mobile phoneimpact upon what is learnt and by whom?

The second edition of this important book has been fullyupdated and extended to take account of developments intechnology, pedagogy and practice, in particular the growthof distance and e-learning.

2007: 234x156: 200ppHb: 978-0-415-42895-8: £80.00 US $160.00

Pb: 978-0-415-42896-5: £22.99 US $41.95

eBook: 978-0-203-94500-1

Technology, E-Learning and Distance EducationA.W. Bates

Series: Routledge Studies in Distance Education

2005: 234x156: 256ppHb: 978-0-415-28436-3: £85.00 US $170.00

Pb: 978-0-415-28437-0: £26.99 US $53.98

Assessment of Problem Solving Using SimulationsEdited by Eva Baker, University of California at LosAngeles, USA, Jan Dickieson, Naval Health ResearchCommand, USA Wallace Wulfeck, Office of NavalResearch, USA and Harold F. O’Neil, University ofSouthern California, USA

This volume explores the application of computer simulationtechnology to measurement issues in education, especially asit pertains to problem based learning. Whereas mostassessments related to problem solving are based onexpensive and time consuming measures (i.e., think-aloudprotocols or performance assessments that require extensivehuman rater scoring), this book relies on computerization ofthe major portion of the administration, scoring, andreporting of problem-solving assessments. It is appropriatefor researchers, instructors and graduate students ineducational assessment, educational technology, andeducational psychology.

2007: 234x156: 360ppHb: 978-0-8058-6293-5: £70.00 US $110.00

Approaches to Developing AccessibleLearning ExperiencesConceptualising Best Practice

Edited by Jane Seale, University of Southampton, UK

This book describes these approaches and explores theextent to which they might challenge current thinking andunderstanding.

Exploration and discussion of these topics will challengepractitioners to reconceptualise their understanding of ‘bestpractice’ in relation to accessibility and e-learning and offerdirections for future practice and development.

This book was previously published as a special issue of Alt-J.

2006: 246x174: 160ppHb: 978-0-415-41149-3: £75.00 US $150.00

OPEN AND DISTANCE LEARNING24


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Libr@riesChanging Information Space and Practice

Edited by Cushla Kapitzke, University of Queensland,Australia and Bertram C. Bruce, University of Illinois atUrbana-Champaign, USA

’That information is the vitalelement in a ’new’ politics andeconomy linking space,knowledge, and capital is thecentral theme and premise of thisprovocative and compelling[volume] ....This is a vitalcollection to be read not only byteachers, libraries, and academicsof all persuasions, but also, morebroadly, by the general readingpublic.’ – Michael A. Peters,University of Glasgow, From the Foreword

This volume examines the social, cultural, & politicalimplications of the shift from print-based libraries to digitallibraries – how library as place and library as space may beboth contradictory & complimentary.

2006: 234x156: 360ppHb: 978-0-8058-5481-7: £80.00 US $130.00

eBook: 978-0-203-92863-9

Learning Cities, Learning Regions,Learning CommunitiesLifelong Learning and Local Government

Norman Longworth, Vice-President, The WorldInitiative on Lifelong Learning

This book explores the mental andsocial landscape of the city of todayand tomorrow; the way in whichpeople think, interact, worktogether, learn and live with andamong each other.

Written by one of the world’sforemost thinkers in the field, thisbook is highly readable and easilyaccessible to anyone interested inthe issues addressed. Workers inlocal, regional and nationalgovernment, academics and

students of lifelong learning, in addition to anyone with aninterest in the future of cities and communities will find thisa truly invaluable resource and guide to a way of thinkingthat many see as the way to a better tomorrow.

2006: 234x156: 248ppHb: 978-0-415-37174-2: £80.00 US $160.00

Pb: 978-0-415-37175-9: £24.99 US $47.95


Adult Learning in the Digital AgeInformation Technology and the Learning Society

Neil Selwyn, Stephen Gorard and John Furlong

This engaging book sheds light onthe ways in which adults in thetwenty-first century interact withtechnology in different learningenvironments. Based on one of thefirst large-scale academic researchprojects in this area, the authorspresent their findings and offerpractical recommendations for theuse of new technology in a learningsociety.

2005: 234x156: 248ppHb: 978-0-415-35698-5: £80.00 US $160.00

Pb: 978-0-415-35699-2: £25.99 US $47.95

eBook: 978-0-203-00303-9

25OPEN AND DISTANCE LEARNING


Want more information on a book?

Visit the direct URL found at thebottom of the title description

Routledge Studies in ComputerAssisted Language Learning Series

The Path of Speech Technologies inComputer Assisted Language LearningFrom Research Toward Practice

Edited by Melissa Holland and F. Pete Fisher, both atUS Army Research Laboratory, Adelphi, Maryland, USA

This collection examines the promise and limitations forcomputer-assisted language learning of emerging speechtechnologies: speech recognition, text-to-speech synthesis,and acoustic visualization.

Using pioneering research from contributors based in the USand Europe, this volume illustrates the uses of eachtechnology for learning languages, the problems entailed intheir use, and the solutions evolving in both technology andinstructional design.

To illuminate where these technologies stand on the pathfrom research toward practice, the book chapters areorganized to reflect five stages in the maturation of learningtechnologies: basic research, analysis of learners’ needs,adaptation of technologies to meet needs, development ofprototypes to incorporate adapted technologies, andevaluation of prototypes. The volume demonstrates theprogress in employing each class of speech technology whilepointing up the effort that remains for effective, reliableapplication to language learning.

2007: 234x156: 270ppHb: 978-0-415-96076-2: £60.00

Changing Language EducationThrough CALLEdited by Randall P. Donaldson, Loyola College inMaryland, Baltimore, USA and Margaret A. Haggstrom, Loyola College in Maryland,Baltimore, USA

This practical text brings together sixteen internationallyrespected experts in second-language acquisition andcomputer technologies, focusing on the language-learningprocess and the teacher’s role in facilitating this through theuse of CALL.

2006: 234x156: 304ppHb: 978-0-415-36187-3: £70.00eBook: 978-0-203-00842-3

Learner Autonomy and CALLEnvironmentsKlaus Schwienhorst, Trinity College Dublin Centre forLanguage and Communication Studies, Ireland

This volume brings together two prominent strands insecond language acquisition theory and research: theconcept of learner autonomy and computer-assistedlanguage learning (CALL). Learner autonomy supportslearners in becoming more reflective and communicative andin experimenting with language and language learning.CALL environments offer more and qualitatively differentopportunities for learner autonomy than the traditionallanguage classroom. This book offers researchers a startingpoint into researching learner autonomy in CALL contextsand offers teachers practical advice on chances and pitfalls inrealizing learner autonomy goals in the CALL-supportedclassroom.

2007: 234x156: 336ppHb: 978-0-415-36190-3: £65.00eBook: 978-0-203-01220-8

Errors and Intelligence in Computer-Assisted Language LearningParsers and Pedagogues

Trude Heift, Simon Fraser University, Canada andMathias Schulze, University of Waterloo, Canada

This book provides the first comprehensive overview oftheoretical issues, historical developments and current trendsin ICALL (Intelligent Computer-Assisted Language Learning).It is of interest to upper undergraduate and/or graduatestudents who study CALL, SLA, language pedagogy, appliedlinguistics, computational linguistics or artificial intelligenceas well as researchers with a background in any of thesefields.

2007: 234x156: 304ppHb: 978-0-415-36191-0: £70.00

ROUTLEDGE STUDIES IN COMPUTER ASSISTED LANGUAGE LEARNING26


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CALL DimensionsOptions and Issues in Computer-Assisted LanguageLearning

Mike Levy, Griffith University, Australia and Glenn Stockwell, Waseda University, Japan

’....a major state-of-th- artvolume. Highly intelligent andauthoritative, it shows theknowledge, expertise, andexperience of the authors onevery page.’ – Martha C.Pennington, Elizabethtown College,USA

‘...an important work that haslong been needed.’ – PhilipHubbard, Stanford University, USA

This volume gives language teachers,software designers, and researchers who wish to usetechnology in second or foreign language education theinformation they need to absorb what has been achieved sofar and to make sense of it.

2006: 234x156: 328ppHb: 978-0-8058-5633-0: £60.00Pb: 978-0-8058-5634-7: £20.99

CALL Research PerspectivesEdited by Joy L. Egbert and Gina Mikel Petrie

’I read every single word of eachchapter and each bibliography. I was mesmerized! ...I wasenergized by each author andfound myself often exclaiming,’Yes! This is the research that Iwant to do!’. ...I recommend thisbook to a wide global audience – to teachers and students inteacher preparation programs, tonovice and experienced languageteachers at all levels of technicalsophistication and in all language

learning environments, to educational researchers, andto administrators ....I predict this book will move theCALL research agenda ahead by leaps and bounds.’– Christine F. Meloni, George Washington University, USA

2005: 234x156: 216ppHb: 978-0-8058-5137-3: £42.50eBook: 978-1-4106-1357-8

27ROUTLEDGE STUDIES IN COMPUTER ASSISTED LANGUAGE LEARNING


To Order

For simple and secure online ordering visit:

www.routledge.com/educationor use the order form in this catalogue

2ND EDITION

Open and Distance Learning in theDeveloping WorldHilary Perraton, Von Hügel Institute, St Edmund’sCollege Cambridge, UK

Series: Routledge Studies in Distance Education

This revised and updated edition ofthis successful textbook sets theexpansion of distance education inthe context of general educationalchange, and explores its use forbasic and non-formal education,schooling, teacher training andhigher education.

2006: 234x156: 256ppHb: 978-0-415-39397-3: £65.00 US $130.00

Pb: 978-0-415-39398-0: £22.99 US $45.98

eBook: 978-0-203-98386-7

Rethinking Learner Support inDistance EducationChange and Continuity in an International Context

Edited by Roger Mills and Alan Tait2002: 234x156; 232ppHb: 978-0-415-30143-5: £90.00 US $180.00

Pb: 978-0-415-30144-2: £27.99 US $53.95

e-book: 978-0-203-00619-1

Planning and Developing Open andDistance LearningA Framework for Quality

Reginald F. Melton 2002: 234x156: 240ppHb: 978-0-415-25480-9: £90.00 US $180.00

Pb: 978-0-415-25481-6: £27.99 US $55.95

e-book:978-0-203-00596-5

Using Learning TechnologiesInternational Perspectives on Practice

Elizabeth J. Burge and Margaret Haughey2001: 234x156: 176ppHb:978-0-415-21687-6: £85.00 US $170.00

Pb: 978-0-415-21688-3: £27.99 US $55.95

Strategies for Sustainable Open andDistance LearningWorld Review of Distance Education and OpenLearning: Volume 6

Andrea Hope and Patrick Guiton

With scarce material available in thefield, this volume examines thenature of sustainability in open anddistance learning in order to providea guide to successfulimplementation. It is published inassociation with the Commonwealthof Learning.

2005: 234x156: 208ppHb: 978-0-415-34525-5: £85.00 US $170.00

Pb: 978-0-415-34526-2: £23.99 eBook: 978-0-203-53720-6• AVAILABLE AS AN INSPECTION COPY

VOLUME 5

Vocational Education and Trainingthrough Open and Distance LearningLouse Moran and Greville Rumble2004: 234x156: 256ppHb: 978-0-415-34523-1: £85.00 US $170.00

Pb: 978-0-415-34524-8: £28.99 US $57.95

ebook: 978-0-203-53719-0

VOLUME 4

Policy for Open and Distance LearningHelen Lentell and Hilary Perraton2003: 234x156: 288ppHb: 978-0-415-26306-1: £90.00 US$ 180.00

Pb: 978-0-415-26307-8: £27.99 US $55.95

ebook: 978-0-203-46440-3

VOLUME 3

Teacher Education Through Open andDistance LearningBernadette Robinson and Colin Latchem2002: 234x156: 272ppHb: 978-0-415-36955-8: £85.00 US $170.00

Pb: 978-0-415-36956-5: £27.99 US $55.95

ebook: 978-0-203-01869-9

ROUTLEDGE STUDIES INDSITANCE EDUCATION

28


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WORLD REVIEW OF DISTANCE EDUCATION

AAACTE Committee on Innovation and Technology . . . . . . . . . . . 9Adult Learning in the Digital Age. . . . . . . . . . . . . . . . . . . . . . . 25AECT Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9American Association of Colleges for Teacher Educational

Communication and Technology. . . . . . . . . . . . . . . . . . . . . . . 9Ana M. Martínez Alemán, Ana M.. . . . . . . . . . . . . . . . . . . . . . . 1Antoniou, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Approaches to Developing Accessible Learning Experiences. . . 24Assessment of Problem Solving Using Simulations . . . . . . . . . . 24

BBaker, Eva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Ban, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Barab, Sasha A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Barron, Brigid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Bates, A.W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Bates, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Beetham, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Blanchard, Jay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Boys, Jos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Bramble, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Brett, Arlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Bruce, Bertram C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Burge, Elizabeth J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Bus, Adriana G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Butler Songer, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

CCALL Dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27CALL Research Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Carr-Chellman, Alison A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 4Casta-eda, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Chan, Tak-Wai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Change and Continuity in an International Context . . . . . . . . . 28Changing Language Education Through CALL . . . . . . . . . . . . . 26Classroom Integration of Type II Uses of Technology in Education5Coates, Hamish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Cognition, Education, and Communication Technology . . . . . . . 7Cohen, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Coiro, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Collaborative Learning, Reasoning, and Technology . . . . . . . . . . 6Computer Supported Collaborative Learning 2005. . . . . . . . . . . 6Computers, Curriculum, and Cultural Change . . . . . . . . . . . . . . 7Connecting with e-Learning Series. . . . . . . . . . . . . . . . . . . . . . 18Conole, Gráinne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Contemporary Perspectives in E-Learning Research . . . . . . . . . 22Conway, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Cushla Kapitzke, Cushla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

DDanaher, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Danaher, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Design and Development Research . . . . . . . . . . . . . . . . . . . . . . 4Designing Video and Multimedia for Open and

Flexible Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Dickieson, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Digital Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Digital Pencil, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Donaldson, Randall P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Driscoll, Marcy P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Dunn, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

EEconomics of Distance and Online Learning. . . . . . . . . . . . . . . . 2Educational Potential of e-Portfolios, The. . . . . . . . . . . . . . . . . 18Educational Psychology Series . . . . . . . . . . . . . . . . . . . . . . . . . 11Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Edwards, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Egbert, Joy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27E-Learning and Disability in Higher Education . . . . . . . . . . . . . 16e-Learning and Social Networking Handbook . . . . . . . . . . . . . 14Elearning: The Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . 17E-literature for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Ellis, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Emergent Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . 12E-Moderating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Erben, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2e-Revolution and Post-Compulsory Education, The . . . . . . . . . 15Erkens, Gijsbert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Errors and Intelligence in Computer-Assisted

Language Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26E-tivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Exley, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

FFinding Your Online Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Fisher, F. Pete . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Ford, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Fry, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Furlong, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

GGärdenfors, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Globalisation & Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goldman, Ricki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Goodyear, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Gorard, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Guiton, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

HHaggstrom, Margaret A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Handbook for Teaching and Learning in Higher Education, A . 23Handbook of Distance Education. . . . . . . . . . . . . . . . . . . . . . . 10Handbook of Electronic and Digital Acquisitions . . . . . . . . . . . 17Handbook of Research on Educational Communications

and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Handbook of Research on New Literacies . . . . . . . . . . . . . . . . . 8Handbook of Technological Pedagogical Content Knowledge

(TPCK) for Educators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Harold F. O’Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Harris, Phillip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Haughey, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Hay, Kenneth E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Heift, Trude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Herrington, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Hickey, Daniel T.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Hmelo-Silver, Cindy E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Holland, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Hope, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

IInnovations in Instructional Technology . . . . . . . . . . . . . . . . . . . 7Instructional-Design Theories and Models, Volume III . . . . . . . . . 1Intelligence and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . 11

29INDEX


Interactions in Online Education . . . . . . . . . . . . . . . . . . . . . . . 22Interactive Literacy Education. . . . . . . . . . . . . . . . . . . . . . . . . . . 9International Handbook of Literacy and Technology. . . . . . . . . 11Internet Applications of Type II Uses of Technology in Education 5IT and Organizational Learning . . . . . . . . . . . . . . . . . . . . . . . . . 7

JJanuszewski, Al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Jaques, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Jewitt, Carey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Johansson, Petter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Johnson, D. Lamont J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Jung, Insung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Juwah, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

KKember, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Ketteridge, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Key Guides for Effective Teaching in Higher Education. . . . . . . 23Kieffer, Ronald D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Kinzer, Charles K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Kirschner, Paul A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Klein, James D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Knobel, Michele. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Koschmann, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Koumi, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Kukulska-Hulme, Agnes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

LLabbo, Linda D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Langer, Arthur M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Lankshear, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Latchem, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 28Learner Autonomy and CALL Environments . . . . . . . . . . . . . . . 26Learning Cities, Learning Regions, Learning Communities . . . . 25Learning in Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Learning Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Learning with Digital Games . . . . . . . . . . . . . . . . . . . . . . . . . . 20Lei, Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Lentell, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Leonhardt, Thomas W.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Leu, Donald J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Levy, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Libr@ries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Littlejohn, Allison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Lockwood, Fred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Longworth, Norman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Lynk Wartman, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

MMaddux, Cleborne D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Making a Difference: Volume I and II . . . . . . . . . . . . . . . . . . . . . 5Marsh, Jackie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Marshall, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Marshall, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Mason, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 17, 18McBurnie, Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16McCloskey, Gary N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7McGreal, Rory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22McKenna, Michael C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11McVay Lynch, Maggie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 17Melton, Reginald F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Merrill, M. David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Mikel Petrie, Gina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Mills, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Mobile Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Mobile Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . 12Molenda, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Moore, Michael Grahame . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Moran, Louise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Moriarty, Beverley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Multimedia and Literacy Development . . . . . . . . . . . . . . . . . . . . 8

NNaidu, Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Nespor, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Neuman, Susan B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

OO’Donnell, Angela M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6O’Neil, Harold F.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Ohrazda, Celestia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Oliver, Martin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Online Education Using Learning Objects. . . . . . . . . . . . . . . . . 22Online Social Networking on Campus . . . . . . . . . . . . . . . . . . . . 1Open and Distance Learning Developments in Asia . . . . . . . . . 21Open and Distance Learning in the Developing World . . . . . . . 28Open and Flexible Learning Series, The. . . . . . . . . . . . . . . . 20-22

PPanda, Santosh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Parker, L. Leann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Path of Speech Technologies in Computer Assisted

Language Learning, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Pegler, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Perraton, Hilary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Plagiarism, the Internet, and Student Learning. . . . . . . . . . . . . 13Planning and Developing Open and Distance Learning . . . . . . 28Play, Creativity and Digital Cultures . . . . . . . . . . . . . . . . . . . . . 13Policy for Open and Distance Learning. . . . . . . . . . . . . . . . . . . 28Portney, Kent E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Practical Guide to Authentic e-Learning, A . . . . . . . . . . . . . . . 18Practical Guide to Problem-based Learning Online, A. . . . . . . . 15Preiss, David D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Preparing for Blended e-Learning. . . . . . . . . . . . . . . . . . . . . . . 18Project Managing E-Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 15Provenzo, Jr., Eugene F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

RRay S. Perez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Reconsidering Open and Distance Learning in the

Developing World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Rehberger, Dean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Reigeluth, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Reinking, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Rennie, Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 17Rethinking Learner Support in Distance Education . . . . . . . . . . 28Rethinking Pedagogy for a Digital Age . . . . . . . . . . . . . . . . . . 15Richey, Rita C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Ridley, Pauline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Robinson, Bernadette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Robinson, Helen Mele . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Robinson, Muriel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

INDEX30


+44 (0)1235 400524OrderNow!

Fax: +44 (0)20 7017 6699

Roecker, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Routledge Key Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Routledge Research in Education . . . . . . . . . . . . . . . . . . . . . . . 13Routledge Studies in Computer Assisted Language

Learning Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Routledge Studies in Distance Education . . . . . . . . . . . . . . . . . 24Routledge Studies in Distance Education . . . . . . . . . . . . . . . . . 28Routledge Study Guides. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Rumble, Grenville. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Rutgers Invitational Symposium on Education Series . . . . . . . . . 6

SSalmon, Gilly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Savin-Baden, Maggi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Schulze, Mathias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Schwienhorst, Klaus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Seale, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 24Selwyn, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Sharpe, Rhona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Spector, J. Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 9, 7Stefani, Lorraine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Sternberg, Robert J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Stockwell, Glenn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Strategies for Sustainable Open and Distance Learning . . . . . . 28Student Engagement in Campus-Based and Online Education . . 5Students’ Experiences of e-learning in Higher Education . . . . . 20Sutherland-Smith, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Suthers, D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Swan,Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

TTait, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Teacher Education Through Open and Distance Learning. . . . . 28Teaching English Language Learners through Technology . . . . . 2Teaching in Transnational Higher Education . . . . . . . . . . . . . . . 14Technology and the Politics of Instruction . . . . . . . . . . . . . . . . . 4Technology, E-Learning and Distance Education . . . . . . . . . . . . 24Technology, Literacy, Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 6Technology-Mediated Learning Environments for

Young English Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Ten Steps to Complex Learning . . . . . . . . . . . . . . . . . . . . . . . . . 3Thorsen, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Transnational Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Traxler, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Type II Uses of Technology in Education . . . . . . . . . . . . . . . . . . . 5

UUbiquitous Computing in Education . . . . . . . . . . . . . . . . . . . . 10Unsworth, Len . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17User Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Usher, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Using Learning Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Vvan ’t Hooft, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10van Merrienboer, Jeroen J.G. . . . . . . . . . . . . . . . . . . . . . . . . . 3, 9Van Schaack, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Verhoeven, Ludo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Video Research in the Learning Sciences . . . . . . . . . . . . . . . . . 10Virtual Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Virtual Learning Environments . . . . . . . . . . . . . . . . . . . . . . . . . 16Vocational Education and Training through Open

and Distance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

WWallace, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Web-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Web-Based Learning in K-12 Classrooms . . . . . . . . . . . . . . . . . . 6Weller, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Whitlock, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Whitton, Nicola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Wiley, David A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Willett, Rebekah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Wisker, Gina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Working One-to-One with Students. . . . . . . . . . . . . . . . . . . . . 23Wulfeck, Wallace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

ZZhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Ziguras, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

31INDEX


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2nd Edition

TEACHING ONLINEA Practical GuideSusan Ko and Steve Rossen

Now available from Routledge,Teaching Online, Second Edition

is written by authors who have taught online themselves and have trained thousands of faculty to successfully teach online.This best selling and practical guide is a must-have resource for anyone teaching online. It is also the perfect resource for instructors supplementing a traditional classroom with online elements.

NEW TO THE SECOND EDITION:

• Increased Coverage of "Hybrid" Courses

• Sample Assessment Rubrics

• Updates of Key Technologies

NO

Wfr

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RO

UT

LED

GE

A leader in the online field, this best-selling professional resource offers a readerfriendly tone and exceptional practical advice for teaching online.


Routledge,Taylor & Francis

August 2008 (originally published 2004)352pgs, 50 illustrationsPB: 978-0-415-99690-7 £22.99

ed studies catalog adv2 UK.indd 1 22/8/08 14:56:22

Highlights

Page 1 Page 2 Page 13

Page 14 Page 15 Page 15

Page 23 Page 23

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Education Technology 2009 Uk

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