Using Learning Technologies
International Perspectives on Practice
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Using Learning Technologies by Elizabeth J. Burge
Book DescriptionThis collection of first-hand accounts from experienced and accomplished learning technology practitioners highlights issues in using learning technologies for flexible, distance and open learning. Drawing on their own experience, the authors identify and explore the most practical and complex issues faced and reflect upon the lessons learned. The definition of learning technologies is broad, encompassing not only the tools (print, audio, video, online applications) but their creative and informed application and social effects. Experiences from eight different countries are presented while the themes addressed include policy development, teaching skills, learner guidance, evaluation and reflective practice. Often, busy practitioners argue that they do not have time for reflection but that they do have time to swap stories with colleagues. Using Learning Technologies promotes such engagement through a broad range of first-hand accounts of facing the challenges entailed in using learning technologies. The stories recounted here speak directly to practitioners, researchers and administrators, provide a model for reflection and offer practical guidelines for comparison with the reader's own experience.
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Book DetailsISBN: 9780415216876
(234mm x 156mm x 15mm)
Imprint: Routledge Falmer
Publisher: Taylor & Francis Ltd
Publish Date: 23-Aug-2001
Country of Publication: United Kingdom
Books By Author Elizabeth J. Burge
Negotiating Ethical Practice in Adult Education, Paperback (October 2009)
Here is a collection for twenty-first century challenges! One practical philosopher and seven experienced adult educators dig into their driving values, the existing literature, and frank narratives of direct experience to illuminate key lessons in being one's own applied ethicist.
Flexible Higher Education, Paperback (October 2007)» View all books by Elizabeth J. Burge
This unique book analyzes the work of over forty pioneers who helped drive key changes in access to higher education, via distance education. It examines how they defined their challenges, coped with traditionalist resistance, developed new teaching and learning models, and, above all, respected adult learners' goals and contexts.
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