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Delivering digitally : managing the transition to the knowledge media

Author: Alistair Inglis; Peter Ling; Vera Joosten
Publisher: London : Kogan Page, 2002.
Series: Open and distance learning series.
Edition/Format:   Print book : English : 2nd edView all editions and formats
Database:WorldCat
Summary:

The second edition of this work addresses the issues of digitally delivered education and provides a comprehensive guide to the issues, principles, best practices and skills required to succeed in  Read more...

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Document Type: Book
All Authors / Contributors: Alistair Inglis; Peter Ling; Vera Joosten
ISBN: 0749434716 9780749434717
OCLC Number: 48110894
Notes: Previous edition: 1999.
Description: xiv, 272 pages : illustrations ; 24 cm.
Contents: Part 1: Context --
1. The origins of the knowledge media --
Revolution or evolution? --
The creation of the World Wide Web --
Laying the foundations for the Web --
The concept of hypertext --
The expansion of the internet --
Interactive multimedia --
Optical disk technology --
Authoring systems for interactive multimedia --
Computer-assisted instruction --
Computer-managed learning --
Computer-mediated communication --
The development of integrated electronic learning environments --
The convergence of technologies --
Summing up --
2. Forces driving educational change --
What is new in the world? --
Is the current era different? --
A period of transition --
Does it matter how we see the social context? --
Technology and the current era --
Educational instruction in the current era --
The changing character of post-secondary education --
Collaboration, internationalization and globalization --
Increasing flexibility in education and training --
Changing delivery modes contributing to flexibility --
The key issues facing post-secondary education --
The implications of trends for policy-making --
Summing up. 3. Learning in an electronic environment --
What is learning? --
What does it mean to be expert? --
What do we mean by 'theory'? --
Theory and action --
Tacit knowledge --
'Espoused theories' and 'theories-in-use' --
Action-oriented learning --
What constitutes good teaching? --
The historical development of distance education --
Conceptions of teaching reflected in traditional distance education --
The resource-based and classroom-based models of distance education delivery --
Conceptions of electronic learning --
How should technology be used to support learning? --
The role of information technology --
Alternatives to the information dissemination model of electronic delivery --
What functions does an electronic learning environment need to support? --
Why switch to the knowledge media? --
Avoiding the risks of being oversold on technology --
How effective is electronic delivery? --
Summing up. Part 2: Implementation --
4. Counting the cost --
The cost motive for going online --
Economies of scale --
Cost differences between resource-based and classroom-based delivery --
The effect of size of intake --
The effect of varying the ratio between fixed and variable costs --
The contribution of marketing costs --
The relationship between efficiency and effectiveness --
The scope for cost savings --
Taking advantage of economies of scale to manage costs --
The potential for achieving economies of scale with online delivery --
The potential for achieving economies of scale with delivery of interactive multimedia --
The scope for obtaining cost savings through moving to online delivery --
Some assumptions underlying expectations of cost savings --
Will shifting to online delivery reduce overall costs? --
What are the likely costs? --
What about the 'hidden' costs? --
Who pays the cost? --
The possible impact of increased costs on course enrollments --
Summing up --
5. A cost or an investment? --
The importance of seeing learning materials and delivery systems as assets --
What difference does it make to treat an expense as an investment? --
Making the investment decision --
Marketing --
Keeping courseware current --
Keeping systems up to date --
Planning for the investment --
Protecting the intellectual property component of courseware --
Responding to competition --
Maximizing the return on investment --
The importance of real-cost accounting --
Summing up. 6. Re-engineering technological infrastructure --
The importance of planning --
The functions that a course delivery system needs to perform --
Alternative approaches to acquiring an online course delivery system --
Integrated electronic learning environments --
Some 'off-the-shelf' integrated electronic learning environments --
Which system should you choose? --
Upgrading local networks --
Updating staff workstations --
Solving the problem of student access --
Summing up --
7. Re-skilling and supporting staff --
Creating an appropriate work environment --
What new skills will staff need? --
Staffing implications of use of an integrated electronic learning environment --
Assessing the computer proficiency of teaching staff --
Forms of staff development --
Designing a staff development programme --
Summing up --
8. Reorienting the teaching programme --
Approaches to teaching with the knowledge media --
Self-contained learning packages --
Computer-mediated communication --
Combining approaches --
Using a computer-managed learning system --
Approaches and the role of the provider --
Should coursware be developed or acquired? --
Copyright clearance --
Criteria for selection of courseware --
Considerations in design and development --
How can the design of courses contribute to learning effectiveness? --
How can the design of courses contribute to learning efficiency? --
Roles in design and development of courseware --
Adopting a multi-skilling approach --
Adopting a specialist approach --
Should courseware production staff be employed or contracted in? --
Project managing course design and development --
The collaborative approach --
Assessment issues --
Assessment for educational purposes --
Assessment for accreditation purposes --
A checklist for assessment considerations --
Summing up. 9. Reorganizing learner support services --
Setting up help desk services --
Putting library services online --
Offering counselling services online --
Summing up --
10. Developing an evaluation strategy --
Evaluation and the knowledge media --
How can we make evaluation of knowledge media effective? --
Some key issues in undertaking evaluation --
Some guidelines for carrying out evaluation --
Criteria for evaluating innovations involving knowledge media --
Frames of reference for selecting evaluation criteria --
Interpreting the results of an evaluation --
Summing up --
11. Managing the transition --
Organizational responsibility --
Project management and evaluation --
Phases of the change process --
Strategies for managing costs --
Summing up --
Part 3: Quality improvement --
12. Improving the quality of online learning programmes --
The demand for quality --
The quality agenda in education and training --
Applying models of best practice to education and training --
A quality improvement framework for best practice in new learning technologies --
Components of the framework --
A best practice framework for the delivery of online learning and new learning technology programmes --
Implementing the framework --
a user guide for managers --
Implementing the framework --
a practical example. Part 4: The future --
13. Anticipating tomorrow's innovations --
Trends in education and training --
The advance of digital technology --
What's on the horizon? --
Overcoming the inherent limitations of the Web --
Development of standards for interactive multimedia delivery --
Putting the developments together --
In the end, teaching is about facilitating learning.
Series Title: Open and distance learning series.
Responsibility: Alistair Inglis, Peter Ling & Vera Joosten.
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"As the manager of the distance education unit at my university, I found this book to be an excellent and comprehensive introduction to knowledge media and its relationship with teaching and learning Read more...

 
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