|
" Designing instruction for open sharing / "
Shalin Hai-Jew.
| Document Type
|
:
|
BL
|
| Record Number
|
:
|
859857
|
| Main Entry
|
:
|
Hai-Jew, Shalin
|
| Title & Author
|
:
|
Designing instruction for open sharing /\ Shalin Hai-Jew.
|
| Publication Statement
|
:
|
Cham, Switzerland :: Springer,, [2019]
|
| Page. NO
|
:
|
1 online resource
|
| ISBN
|
:
|
3030027139
|
|
|
:
|
: 3030027147
|
|
|
:
|
: 9783030027131
|
|
|
:
|
: 9783030027148
|
|
|
:
|
3030027120
|
|
|
:
|
9783030027124
|
| Bibliographies/Indexes
|
:
|
Includes bibliographical references and index.
|
| Contents
|
:
|
Intro; Preface; Thanks!; Acknowledgments; Contents; About the Author; Part I: The Open Sharing Ecosystem; Chapter 1: Understanding the Open Sharing Learning Environment Online and Local Starts; 1.1 Introduction; 1.2 Review of the Literature; 1.3 Environmental Scans of the Open Sharing Learning Environment and Local Starts; 1.3.1 Domain-Specific and Interdisciplinary Topical Exploration; 1.3.2 Explore Potential Gaps in Available Open-Access Learning in a Particular Domain in an Open Sharing Context; 1.3.3 Local Workplace and Designer/Developer Life Conditions
|
|
|
:
|
1.3.4 Define the Local Workplace or Organizational Context (for Issues of Domain Expertise, Interests in Open-Shared Learning) and Some Cost-Benefit Considerations as Precursors to Possible Designing and Developing for Open Sharing1.3.5 Learning Resource Project Do-ability; 1.4 Conclusion; 1.5 Reviews and Assignments; 1.5.1 Main Points Review; 1.6 Critical Thinking Questions; 1.7 Assignments; 1.7.1 Basic; 1.7.2 Advanced; References; Additional Reading Section; Key Terms and Definitions; Chapter 2: Profiling Target and Potential Learners Today and into the Future; 2.1 Introduction
|
|
|
:
|
2.2 Review of the Literature2.3 Profiling Target (and Potential) Learners: Current and Future; 2.3.1 Identifying "Target" and "Potential" Learners; 2.4 Set One: Inanimate First Node in the Learner Profiling Sequence; 2.5 Set Two: Animated First Node in the Learner Profiling Sequence; 2.6 Set Three: An Integrated, Synthetic Approach; 2.6.1 Importance of Pre-design and Pre-development Learner Profiling; 2.6.2 Some Dimensions of Learner Profiling; 2.6.3 Reaching Target Learners Through their Social Networks; 2.6.4 Connecting Learner Profiles and Learner Needs in "User Models."
|
|
|
:
|
2.7 Future Research Directions2.8 Conclusion; 2.9 Reviews and Assignments; 2.9.1 Main Points Review; 2.9.2 Critical Thinking Questions; 2.10 Assignments; 2.10.1 Basic; 2.10.2 Advanced; References; Additional Reading Section; Key Terms and Definitions; Part II: Building to Standards; Chapter 3: Thinking About the Learning Design: Theories, Models, Frameworks, and Heuristics; 3.1 Introduction; 3.2 Review of the Literature; 3.2.1 "Theories" to Understand Human Learning and Learners; 3.2.2 "Models" to Build Learning
|
|
|
:
|
3.2.3 "Frameworks" as Structures for Learning Design Methods and Learning Contents and Sequences3.2.4 "Heuristics" as Working Best Practices in Learning Design; 3.3 Learning Design Theories, Models, Frameworks, and Heuristics; 3.3.1 Part 1: Theories; 3.3.2 Part 2: Models; 3.3.3 Part 3: Frameworks; 3.3.4 Part 4: Heuristics; 3.3.5 Part 5: Defining Local Realities; 3.4 Future Research Directions; 3.5 Conclusion; 3.6 Reviews and Assignments; 3.6.1 Main Points Review; 3.6.2 Critical Thinking Questions; 3.7 Assignments; 3.7.1 Basic; 3.7.2 Advanced; References; Additional Reading Section
|
| Abstract
|
:
|
This textbook considers and addresses the design of online learning objects, electronic textbooks, short courses, long courses, MOOC courses, and other types of contents for open sharing. It also considers the design of online mediated communities to enhance such learning. The "openness" may be open-access, and/or it may even be open-source. The learning may range from self-directed and automated to AI robot-led to instructor-led. The main concept of this work is that design learning for open sharing, requires different considerations than when designing for closed and proprietary contexts. Open sharing of learning contents requires a different sense of laws (intellectual property, learner privacy, pedagogical strategies, technologies, media, and others). It requires different considerations of learner diversity and inclusion. It requires geographical, cultural, and linguistic considerations that are not as present in more localized designs. The open sharing aspect also has effects on learner performance tracking (assessments) and learner feedback. This textbook targets students, both undergraduate and graduate in computer science, education and other related fields. Also, professionals in this field managing online systems would find this book helpful.
|
| Subject
|
:
|
MOOCs (Web-based instruction)
|
| Subject
|
:
|
MOOCs (Web-based instruction)
|
| Dewey Classification
|
:
|
371.33/44678
|
| LC Classification
|
:
|
LB1044.87.H35 2019eb
|
| |