Authors: O'Donoghue
ISBN-13: 9781591409625, ISBN-10: 1591409624
Format: Hardcover
Publisher: IGI Global
Date Published: March 2006
Edition: (Non-applicable)
Technology Supported Learning and Teaching: A Staff Perspective presents accounts and case studies of first-hand experience in developing, implementing, or evaluating learning technologies.
Technology Supported Learning and Teaching: A Staff Perspective highlights the many areas in which practitioners are attempting to implement learning technologies and reflects themes of current topical interest. It presents descriptions of the tools practitioners are using, explains the way practitioners have used these tools, and discusses the role of the student and educator in the learning process.
About the Author:
John O'Donoghue initially taught in a social priority area school, moving later to post graduate lecturing, advising and consultancy for both initial teaching training and education departments and more recently a within a National ICT Research Unit. He has held the position of Chair and President of the Association for Learning Technology (ALT) and has hosted a conference. O'Donoghue has held honorary research fellowships at universities across the globe. He now holds a visiting research fellowship at the University of Wollongong, Australia. O'Donoghue is currently a Senior Learning and Teaching Fellow at the Centre of Excellence in Learning and Teaching at the University of Wolverhampton where he has a responsibilty for advising and developing technology supported learning for both staff and students. This embraces all the academic and pedagogical aspects of networked learning technologies. He is also a consultant and an advocate of the "global classroom". He sits on a number of review, editorial and programme committees.
Preface | ||
Chapter I | Introduction | 1 |
Section I | Infrastructural and Cultural Issues | |
Chapter II | What Lecturers Say Helps and Hinders Their Use of a Virtual Learning Environment to Support Face-to-Face Teaching | 15 |
Chapter III | Academic Experiences of Using VLEs: Overarching Lessons for Preparing and Supporting Staff | 34 |
Chapter IV | Using Asynchronous Computer Conferencing to Support Learning and Teaching in a Campus-Based HE Context: Beyond E-Moderating | 51 |
Chapter V | Improving E-Learning Support and Infrastructure: An Evidence-Based Approach... | 71 |
Chapter VI | Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development | 91 |
Section II | Pedagogical Issues | |
Chapter VII | Staff Perspectives on ILT: Findings from a National Evaluation of the Learning and Skills Sector | 106 |
Chapter VIII | Drivers and Barriers to the Uptake of Learning Technologies: Staff Experiences in a Research-Led University | 125 |
Chapter IX | Constructivist E-Learning for Staff Engaged in Continuous Professional Development | 146 |
Chapter X | Staff Using an Institution-Wide VLE for Blended E-Learning: Implications of Student Views | 160 |
Chapter XI | Teaching Large Groups: Implementation of a Mixed Model | 176 |
Chapter XII | Patchwork E-Dialogues in the Professional Development of New Teachers | 192 |
Chapter XIII | Understanding Roles Within Technology Supported Teaching and Learning: Implications for Staff, Academic Units, and Institutions | 210 |
Chapter XIV | The Role of the Online Instructor as a Guide on the Side | 224 |
Section III | Technological Issues | |
Chapter XV | Online Learning Activities in Second Year Environmental Geography | 243 |
Chapter XVI | Lessons in Implementing a Learning Management System in a University: The Academic User Perspective | 261 |
Chapter XVII | Learning through Chat: University of the Arts London Case Studies in Online Learning in Art, Design and Communication | 277 |
Chapter XVIII | From SYnthia to Calma to Sybil: Developing Strategies for Interactive Learning in Music | 292 |
Chapter XIX | Lecturing by Streamed Digital Video: Blood, Sweat, Tears and Success | 309 |
About the Authors | 323 | |
Index | 332 |