Educational Technology & e-Learning 2011 (UK)

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R o u t l e d g e e d u c at i o n

New Titles and Key Backlist 2011

educational technology & e-learning


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Educational Technology & e-LearningNew Titles and Key Backlist 2011

Page 2 Page 4 Page 9 Page 10 Page 12 Page 13 Page 16 Page 19

contentsEducational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Practical Titles for e-Learning . . . . . . . . . . . . . . . . . . . . . . 4

Connecting with e-Learning Series . . . . . . . . . . . . . . . . . . 9

Practical Titles for Teaching and Learning . . . . . . . . . . . . 10

Learning Science and Technology . . . . . . . . . . . . . . . . . . 16

Open and Distance Learning . . . . . . . . . . . . . . . . . . . . . . 16

Open and Flexible Learning Series . . . . . . . . . . . . . . . . . . 19

Language and Literacy Teaching . . . . . . . . . . . . . . . . . . . 21

Routledge Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Backlist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

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EDUCATIONAl TECHNOlOGY

NEW IN 2011

Foundations of Educational TechnologyIntegrative Approaches and Interdisciplinary Perspectives

J. Michael Spector, University of Georgia, USA

Series: Interdisciplinary Approaches to Educational Technology

The first volume in Routledge’s new Interdisciplinary Approaches to Educational Technology series, Foundations of Educational Technology is an introductory textbook for students enrolled in educational technology masters and PhD programs. It focuses on fundamental characteristics that cut across users, contexts, and settings, considers the underlying assumptions of the field, introduces the relevant theories on which practice has been developed, and discusses the kinds of professional activities graduates are likely to engage in.

This text provides students with engaging exercises and activities that contribute to their professional growth, using these four pedagogical features:

•TELL:Presentationsanddirectionstomajorsourcesofinformation and resources.

•ASK:Activitiesthatencouragestudentstocritiqueapplications and share their individual interpretations.

•SHOW:Activitiesdemonstratetheapplicationofkeyconcepts and complex skills with appropriate opportunities for learner responses.

•DO:Learnersapplykeyconceptsandcomplexskillswhileworkingonpracticeassignmentsand/orprojectsfortheirelectronic portfolios.

June 2011: 7 x 10: 400ppHb:978-0-415-87470-0:£100.00 Pb:978-0-415-87471-7:£45.99

For more information, visit: www.routledge.com/9780415874717

NEW IN 2011

Learning Theory and Online TechnologyHowNewTechnologiesareTransformingLearningOpportunities

Linda Harasim, Simon Fraser University, Canada

Learning Theory and Online Technologyisabreak-throughtext based on extensive experience, theory, and research. Ideal for learning theory courses in educational technology masters programs and theory courses in instructional design programs, Learning Theory and Online Technology will prepare students to apply learning theory to instructional and pedagogical design and other uses of technology. Framed by a discussion of the historical roots and growth of technology, this text discusses the contributions of the three core learning theories to the field of instructional and pedagogical design – behaviorism, cognitivism, and constructivism. Connecting theory to practice,authorLindaHarasimprovidesaseriesofcasestudies expounding on the effective use of new online technologies.Ultimately,Harasimshowsreadershowcollaborative learning is a powerful theory for successful student engagement with technology.

Thisreader-friendlyandaccessibletext,drawinguponanextensive body of research:

•providesfulldiscussionofvariouslearningtheories,andhow they relate to online learning

•presentsapowerfulframeworkandsetoftoolsbasedone-learningresearch

•includesscenarios,minicasestudies,andexamplesofinternationalprojects

•reviewskeyissuesrelatedtopedagogy,evaluation,andhistory of the field

•describesthemostexciting,satisfying,andeffectivewaysto learn and teach online.

February2011:7x10:288ppHb:978-0-415-99975-5:£100.00 Pb:978-0-415-99976-2:£30.99


Want more information on a book?

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e-Inspection New in Paperback

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NEW

The Instructional Design Knowledge BaseTheory, Research, and Practice

Rita C. Richey,WayneStateUniversity,USA, James D. Klein, Arizona State University, USA and Monica W. Tracey,WayneStateUniversity,USA

The Instructional Design Knowledge Base: Theory, Research, and Practice provides ID professionals and students at all levels with a comprehensive exploration of the theories and research that serve as a foundation for current and emerging ID practice. This book offers both current and classic interpretations of theory from a range of disciplines and approaches. It encompasses general systems,

communication, learning, early instructional, media, conditions-based,constructivistdesignand performance-improvementtheories.

Features include:

•richrepresentationsoftheIDliterature

•concisetheorysummaries

•specificexamplesofhowtheoryisappliedtopractice

•recommendationsforfutureresearch

•aglossaryofrelatedterms

•acomprehensivelistofreferences.

A perfect resource for instructional design and technology doctoral, masters and educational specialist certificate programs, The Instructional Design Knowledge Base provides students and scholars with a comprehensive background for ID practice and a foundation for future ID thinking.

October2010:7x10:248ppHb:978-0-415-80200-0:£100.00 Pb:978-0-415-80201-7:£32.99 eBook:978-0-203-84098-6


NEW

Instructional Design for TeachersImproving Classroom Practice

Alison A. Carr-Chellman, Pennsylvania State University, USA

Good instructional design is the key to great instruction. Instructional Design for Teachers focuses on the instructional design processspecificallyforK-12teachers. It introduces a new, common-sensemodelofinstructionaldesigntotakeK-12teachers through the instructional designprocessstep-by-step,witha special emphasis on preparing, motivating, and encouraging new and ongoing use of instructional design principles.

Eachchaptercontainsframingquestions,commonerrors,easy-to-userulesofthumb,clearlystatedoutcomes,andexamples to show ID in action. The basic model and its applicationwithinconstructivismanduser-designwillhelpteachers adapt from a behavioral approach to a more open, student-centereddesignapproach.Combiningbasicswithstrategies to implement this model in the most advanced instructional approaches, this book empowers teachers and learners to use good instructional design with the most recentresearch-basedapproachestolearning.

Instructional Design for Teachers shows how instructional design principles can impact instructional moments in positive and practical ways. It is perfect for basic ID courses and introductory curriculum courses, and will be easily accessibletoin-serviceaswellaspre-serviceteachers.

July2010:6x9:176ppHb:978-0-415-80323-6:£100.00 Pb:978-0-415-80324-3:£23.99 eBook:978-0-203-84727-5


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Instructional-Design Theories and Models BuildingaCommonKnowledgeBase, Volume III

EditedbyCharles M. Reigeluth, Indiana University, USA and Alison A. Carr-Chellman, Pennsylvania State University, USA

Instructional-Design Theories and Models, Volume III is perhaps best described by its new subtitle. WhereasVolume II sought to comprehensively review the proliferating theories and models ofinstructionofthe1980’sand1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies

that constitute the field of Instructional Design. Unit one describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit two describes howtheuniversalprinciplesapplytosomemajorapproaches to instruction such as direct instruction or problem-basedinstruction.Unitthreedescribeshowtoapplytheuniversalprinciplestosomemajortypesoflearning such as understandings and skills. Unit four provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education.

2009:6x9:432ppHb:978-0-8058-6456-4:£26.99 eBook:978-0-203-87213-0


Researching I.T. in EducationTheory, Practice and Future Directions

EditedbyAnne McDougall, John Murnane, Anthony Jones and Nick Reynolds, all at University of Melbourne, Australia

Serious criticisms of research on IT in education have been published recentlyinboththeUKandtheUSA. Researching I.T. in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking qualityresearch.Establishingpriorities and directions for future researchinthesub-disciplineofITin education, the book is structured around five foci:

•theory

•history

•researchdirections

•methodology

•researchtopics.

This book argues for the enormous power of IT to enable fundamental research that both refines and develops theoryandpracticeineducation.Highqualityresearchthatadvances knowledge and educational practice in this area willgenerallyrequirelongertimelinesandmorecomplexdata collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoreticalworkonthesubjectofITineducation.

Researching I.T. in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book.

This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students,teachersandpolicy-makers.

January2010:6-1/4x9-1/4:232ppHb:978-0-415-56000-9:£80.00 Pb:978-0-415-56001-6:£23.99 eBook:978-0-203-86327-5


Full Table of ContentsFor full table of contents on all titles

featured in this catalog, visit:


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Companion Website

PRACTICAl TITlES FOR E-lEARNING

3rd Edition

Teaching OnlineA Practical Guide

Susan Ko, University of Maryland University College, USA and Steve Rossen

Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this bestselling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated

resource section.

Newtothisedition:

•newchapteronhowfacultyandinstructionaldesignerscan work collaboratively

•expandedchapteronOpenEducationalResources,copyright, and intellectual property

•moreinternationalrelevance,withglobalexamplesandinterviews with faculty in a wide variety of regions

•newinteractiveCompanionWebsitethatinvitesreaderstopostquestionstotheauthor,offersreal-lifecasestudies submitted by users, and includes an updated, online version of the resource section.

Focusing on the ‘how’ and ‘whys’ of implementation rather thantheory,thistextisamust-haveresourceforanyoneteaching online or for students enrolled in distance learning and educational technology masters programs.

March2010:5-1/2x8:472ppHb:978-0-415-99733-1:£100.00 Pb:978-0-415-99726-3:£29.99 eBook:978-0-203-85520-1


NEW

Rethinking Learning for a Digital AgeHowLearnersareShapingtheirOwnExperiences

EditedbyRhona Sharpe,OxfordBrookesUniversity,UK,Helen Beetham,UniversityofBristol,UKand Sara de Freitas,UniversityofCoventry,UK

Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-handaccountsfromlearnerswith extensive research and analysis, including a developmental model for effective e-learning,andawiderangeofstrategiesthatdigitally-connectedlearners are using to fit learning into their lives. A companion to

Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educationalstatusquo.

Rethinking Learning for a Digital Age:

•movesbeyondstereotypesofthe‘netgeneration’toexplorethediversityofe-learningexperiencestoday

•analyseslearners’experiencesholistically,acrossthemanytechnologies and learning opportunities they encounter

•revealsdigital-agelearnersascreativeactorsandnetworkers in their own right, who make strategic choices about their use of digital applications and learning approaches.

Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers,andpolicy-makerswillfindRethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.

June2010:6x9:256ppHb:978-0-415-87542-4:£100.00 Pb:978-0-415-87543-1:£28.99 eBook:978-0-203-85206-4


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NEW IN 20113rd Edition

Rethinking University TeachingAFrameworkfortheEffectiveuseofLearningTechnologies

Diana Laurillard,UniversityofLondon,UK

The third edition of Rethinking University Teaching builds upon the success of the bestselling second edition and maintains a sound theoretical basis for designing and using learning technologies at the higher education level. This new edition is fully updated and addresses the principal technological changes that have taken centre stage since 2004.

NewreaderswillfindDianaLaurillard’sworkfillsaglaringgapincurrente-learningliterature.Partoneeffectivelycovers what teachers and lecturers need to know of the most important research on student learning and the principal theories of teaching and learning. This sound theoretical foundation provides a backbone for readers to developafoundationalsetofrequirementsforteachingthat will help students learn more effectively. Part two represents this current understanding of the learning process as a framework tool that challenges the use of both conventional and digital technologies: the Conversational Framework (CF). The Conversational Framework (CF) is used to examine and analyse both conventional and digital technologies and encourages users tofocusona‘needs-driven’approachratherthana‘technology-driven’approach.Partthreetacklestheimplementation of both conventional and digital technologies within the everyday reality of university teaching. This section helps the teacher embrace the perspective of the student, who now studies and learns on campus, home and workplace, using a range of technologies.

Newandexpandedtopicsondevelopingtechnologiesinclude:

•mobilelearningandsocialnetworkingsites

•collaborativelearning

•learningdesigntools

•blendedlearning

•synchronouscommunicationtechnologies

•user-generatedcontenttechnologies

•learningoutsidetheinstitution

•openeducationresources.

January2011:6x9:250ppHb:978-0-415-80385-4:£100.00 Pb:978-0-415-80387-8:£24.99


NEW IN 20112nd Edition

E-Learning in the 21st CenturyA Framework for Research and Practice

D. Randy Garrison, University of Calgary, Canada

The second edition of E-Learning in the 21st Century providesacoherent,comprehensive,andempirically-basedframeworkforunderstandinge-learninginhighereducation. Garrison draws on his decades of experience and extensive research in the field to explore the technological, pedagogical, and organizational implications ofe-learning.Mostimportantly,heprovidespracticalmodels that educators can use to realize the full potential ofe-learning.Thisbookisuniqueinthatitfocuseslessonthelonglistofever-evolvingtechnologiesandmoreonthesearch for an understanding of these technologies from an educational perspective.

The second edition has been fully revised and updated throughout and includes discussions of how to utilize mobile learning applications and other emerging technologies in today’s classrooms. This book is an invaluableresourceforcoursesone-learninginhighereducation as well as for researchers, practitioners and senior administrators looking for guidance on how to successfullyadopte-learningintheirinstitutions.



VIEW INsIdE RoutlEdgE Books

Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions? For more information visit: www.routledge.com

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Companion Website


Mobile Learning CommunitiesCreatingNewEducationalFutures

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

Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ‘on the run’. This book provides empirical evidence that draws on the authors’ seventeen years of continuing research with international occupational travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile

groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture.

Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed analysis of how mobile groups position themselves and how they are positioned by others. This text will appeal to scholars in the field of distance education and educational technology and to researchers in education, cultural studies, and sociology. It will also be of interest to educational instructors, policy-makers,andadministrators,aswellasteachereducatorsandpre-serviceteachers.Itpaintsavividpictureof the experience of mobility through the words of the mobilelearnersthemselves,butalsocritiquesexistingnotions of learning and suggests ways of creating new educational futures for all learners and educators.

2009:6x9:224ppHb:978-0-415-99158-2:£80.00 Pb:978-0-415-99159-9:£22.99 eBook:978-0-203-87940-5


NEW IN 2011

Digital DiscourseNewDirectionsforTechnology-EnhancedLearning

Denise Whitelock,InstituteofEducationalTechnology,TheOpenUniversity,UK

Writtentopromotee-learningexcellence,Digital Discourse outlines and illustrates the effectiveness of computer mediateddiscourseinteachingandtechnology-enhancedlearning courses. It offers a coherent and effective teaching approach through the use of digital discourses. This approach has proven to be successful in raising student participation and reflection in the learning process. Grounded in pedagogical research conducted through The InstituteofEducationalTechnologyatTheOpenUniversity,this book provides evidence of the mediating role of such discourse in the development of thinking and also in the construction of different communities of practice. It includes further examples in the US that show how e-learningenvironmentsprovideenrichedlearningopportunities offered by a dialogic approach.

Up-to-dateandinnovativeinitsapproach,thisbookfocuses on the practical and theoretical aspects of digital discourses, including Aesopic Dialogue or the sharing and telling of stories. It further examines a number of recent developments that exhibit innovation in electronic communication that encourage the learning process; the most recent developments in pedagogical communication tools, such as ‘BuddySpace’ and ‘BuddyFinder’ are discussed together with the role of mobile technologies in support of learning dialogues.

Digital Discourse is the perfect resource for those interested in understanding the role of discourse in the promotion of reflective teaching and learning and offers:

•aselectionofexamples,actionpoints,activities,toolsandresources

•aninsightfulperspectiveintotheuseofsocialcomputingtoolssuchastosocialcomputingtoolssuchasWiki,blogs, YouTube and MySpace

•practicaladviceonhowtoovercometheinitialhurdlesthatcanactasbarriersine-learningenvironments.

Practicing lecturers, course leaders, designers, staff developers and students will find this book an invaluable resource. It presents new opportunities for the use of technology enhanced discourse learning and sheds light on the true power of discourse thinking in higher education.

July2011:6x9:176ppHb:978-0-415-99021-9:£100.00 Pb:978-0-415-99022-6:£24.99


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BEsTsELLER

E-TivitiesTheKeytoActiveOnline Learning

Gilly Salmon,UniversityofLeicester,UK

Beyond the hype of online learning liesastraightforwardquestion:how do you really deliver worthwhile learning online? This book, based on action research, provides a simple answer to this fundamentalquestionbyexploringakeytechniquethatenablesteachers and learners to use available technologies happily and successfully.

So,whataree-tivities?Theyaremotivating, engaging, purposeful

activitiesdevelopedandledbyane-moderator.Theyareframeworks for active and interactive online learning. E-tivitiesareinthehandsoftheteachersthemselvesandpromoteactivee-learning.

This is not a book about the technology of online learning. Practical, accessible and direct, it looks at personalizing and customizingteachingandlearning.Writtenforuseinanytopic,subjectorcourse,E-Tivitiesexplores:

•theimportanceofactivitiesinonlinelearning

•designingandrunninge-tivities

•thefive-stagemodelofteachingandlearningonline.

Backed up extensive illustrations and case studies, and includingauniquecollectionofthirty-fiveresourcesforpractitioners, this is a book for all professionals involved in online learning.

2002:6-1/4x9-1/4:238ppPb:978-0-7494-3686-5:£27.99



E-ModeratingTheKeytoOnline TeachingandLearning

Gilly Salmon,UniversityofLeicester,UK

The third edition of this bestselling text has been fully updated and addresses many technological changes that have taken place in the field of online learning since 2004. In this revision of E-Moderating, Gilly Salmon maintains her sound reputation and delivers another consistent and classic resource for practitioners working in the field of online teaching and learning.

Interest in online teaching continues to grow, yet one thing remainsconstant:thekeyroleofthee-moderatorinensuringthequalityandsuccessofonlinelearning.Offeringapracticalapproachandeasyaccessibility, E-Moderating is the perfect user’s guide to working effectively in the virtual world.

Newtopicsincludedinthisedition:

•updatesofallliterature,keyterms,casestudiesandprojects

•freshnewexamplesforhowthefivestagemodelhasbeen successfully used around the world

•tipsfore-moderatinginvirtualrealityplatformssuchasSecondLife

•tipsfore-moderatinginsocialnetworkingsites

•newillustrativeexamplesfromthelatest‘AllThingsinModeration’ courses

•updatedapplicationsfortrainingschoolteachers

•fullyupdatedResourcesforPractitionerssection.

Highereducationpractitioners,professionaldevelopers,trainers, and online instructional designers will find this marketleadingtextisamust-haveresourceforanyoneteaching online or developing online courses. It is also an appropriatetextforstudentsenrolledinEducationalTechnologyandDistanceEducationMastersandPhDprograms.

June2011:6x9:258ppHb:978-0-415-88173-9:£85.00 Pb:978-0-415-88174-6:£24.99


GILLY SALMON

GILLY SALMON

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Companion Website


NEW IN 2011

Psychology for the Classroom: E-learningJohn Woollard,UniversityofSouthampton,UK

Series: Psychology for the Classroom

Psychology for the Classroom: E-learning provides a lively and accessible introduction to the developing nature of technology-supportedteachingand learning and the educational psychology associated with those developments. The author provides a broad, unbiased and practicalanalysisofe-learningtheory and practice, with a particular focus on the developing theories and practice of cybergogy

as well as an interpretation of conventional theories of behaviourism, cognitivism and constructivism in the light of e-learning.

The book explores how these developments are presenting new opportunities, contexts and environments for learning including: virtual learning environments, cybergogy, social networking,socialjustice,cyber-bullying,newpatternsoflearning, visualisations, neural networking, algorithm, programmed learning.

Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met.

Appealing to practising teachers and students alike, this book provides a valuable and practical guide to the theory andapplicationofe-learning,andisapplicabletoallthoseresponsible for providing effective teaching and learning.

February2011:6-1/4x9-1/4:144ppHb:978-0-415-59092-1:£75.00 Pb:978-0-415-59093-8:£18.99


NEW IN 2011

The Essential Guide to Online Course DesignAStandards-BasedApproach

Marjorie Vai,FreelanceConsultantandWriter,USAand Kristen Sosulski,NewYorkUniversity,USA

In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them.

The Essential Guide to Online Course Design takes a fresh, thoughtfullydesigned,step-by-stepapproachtoonlinecourse development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organisational and visual design principles are presented and modelled throughout the book anduserswillquicklylearnfromtheguide’shands-onapproach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.

The guide’s key features include:

•apracticalapproachinformedbytheory

•cleaninteriordesignthatoffersstraightforwardguidancefrom page one

•clearandjargon-freelanguage

•examples,screenshots,andillustrationstoclarifyandsupport the text

•aCompanionWebsitewithexamples,adaptabletemplates, interactive learning features, and online resources

•achecklistofonlinecoursedesignstandardsthatreaderscanusetoself-evaluate.

The Essential Guide to Online Course Design serves as a best-practicemodelfordesigningonlinecourses.Afterreading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organisational, and visual.

February2011:7x10:160ppHb:978-0-415-87299-7:£95.00 Pb:978-0-415-87300-0:£24.99 eBook:978-0-203-83831-0


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CONNECTING WITH E-lEARNING SERIES

NEW IN 2011

Evaluating the Effectiveness of E-learningA Practical Guide

Rob Phillips, Murdoch University, Australia, Carmel McNaught,TheChineseUniversityofHongKongandGregor Kennedy, University of Melbourne, Australia

Howcantheaverageeducatorwhoteachesonline,without experience in evaluating emerging technologies, build on what is successful and modify what is not?

Writtenforeducatorswhofeelill-preparedwhenrequiredtoevaluatee-learninginitiatives,Evaluating the Effectiveness of E-learning offersstep-by-stepguidanceforconductinganevaluationplanofe-learningtechnologies.Itbuilds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives including those covered in other books in the Connecting with E-learning series.

Thisusefulguideoffersamulti-levelapproachthatallowsreaders, both beginners and experienced professionals, to follow the level of text that suits their current needs. Practical applications discussed include:

•howtodevelopbroadevaluationquestions

•howtouseanevaluationframework

•howtodeterminethesourcesofdatatobeused

•howtodevelopanevaluationmatrix

•howtocollect,analyzeandinterpretthedata.

Readerswillfindthisjargon-freeguideisamust-haveresource that provides them with the proper tools for evaluatingtheirowne-learningpracticeswithease.

June2011:6x9:208ppHb:978-0-415-88193-7:£80.00 Pb:978-0-415-88194-4:£22.99


NEW

The Power of Role-based E-learningAGuidetoDesigningandModeratingOnlineRole Plays

Sandra Wills,UniversityofWollongong,Australia,Elyssebeth Leigh, FutureSearch, Australia and Albert Ip,FablusiP/L,Australia

The Power of Role-based E-learning offers helpful, accessible advice on the practice and research needed to design online role play. Drawing on the experiencesofworld-leadingpractitioners and citing an array of worldwide examples, it is a readable,non-technical,andcomprehensive guide to the design, implementation, and evaluation of this exciting teaching approach. Issues discussed include:

designing effective online role plays; defining games, simulations and role plays; moderating engaging and authenticrole-basede-learningactivities;assessmentandevaluation.

The Power of Role-based E-learning offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it is an invaluable resource for teachers, trainers, academics, and educational support staff involved in e-learning.

November2010:6x9:224ppHb:978-0-415-87784-8:£95.00 Pb:978-0-415-87785-5:£32.99 eBook:978-0-203-84267-6


Series Edited by Allison Littlejohn and Chris Pegler

This series offers relevant guides for both newcomers to teaching and experienced teachers who are developing their practice online. Featuring practical, accessible advice drawing on the experiences of expert practitioners, each book is structured and written to be immediate and accessible: any advice is generic and relevant to teachers worldwide.

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Companion Website

CONNECTING WITH E-lEARNING SERIES

A Guide to Authentic E-learningJan Herrington, Murdoch University, Australia, Thomas C. Reeves, University of Georgia, USA and Ron Oliver,EdithCowanUniversity,Australia

Part of the groundbreaking Connecting with E-learning series, A Guide to Authentic E-learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-basedpedagogiesthatrely

on information delivery and little else. Situated and constructivist theories advocate that learning is best achievedincircumstancesresemblingthereal-lifeapplicationofknowledge.Whiletherearemultiplelearningdesign models that share similar foundations, authentic e-learningtasksgobeyondprocesstobecomecomplex,sustained activities that draw on realistic situations to produce realistic outcomes.

A Guide to Authentic E-learning:

•developstheconceptualframeworkforauthenticlearning tasks in online environments

•providespracticalguidanceondesign,implementation,andevaluationofauthentice-learningtasks

•includescasestudiesandexamplesofoutcomesofusingauthentice-learningtasks.

Writtenforteachingprofessionalsinhighereducationwhoteach online, A Guide to Authentic E-learning offers concrete guidelines and examples for developing and implementingauthentice-learningtasksinwaysthatchallenge students to maximize their learning. This essential book provides effective, working examples to engages learners with authentic tasks in online learning settings.

2009:5-1/2x8-1/2:232ppHb:978-0-415-99799-7:£90.00 Pb:978-0-415-99800-0:£24.99 eBook:978-0-203-86426-5


NEW

Learning to Solve ProblemsAHandbookforDesigningProblem-SolvingLearningEnvironments

David H. Jonassen, University of Missouri, USA

This book provides a comprehensive,up-to-datelookatproblem-solvingresearchandpractice over the last fifteen years. Keyfeaturesinclude:

•Teaching Focus – The book is not merely a review of research. It also provides specific research-basedadviceonhowtodesignproblem-solvinglearningenvironments.

•Illustrative Cases – A rich array ofcasesillustratehowtobuildproblem-solvinglearningenvironments. Part two introduces six different functions of cases and also describes the parameters of a case.

•Chapter Integration–Keytheoriesandconceptsareaddressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated.

•Author Expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years.

This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially thoseinvolvedindesigningproblem-basedlearning,aswellas curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.

September2010:6x9:472ppHb:978-0-415-87193-8:£95.00 Pb:978-0-415-87194-5:£43.95 eBook:978-0-203-84752-7


11


PRACTICAl TITlES FOR TEACHING AND lEARNING

2nd Edition

Learning, Creating, and Using KnowledgeConcept Maps as Facilitative Tools in Schools and Corporations

Joseph D. Novak,FloridaInstituteforHumanandMachine Cognition, USA

This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic wellbeing in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’spioneeringtheoryofeducation presented in the first edition remains viable and useful.

This second edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational – that is, concept maps, created with the use of CMapTools and the V diagram.

The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools softwareishighlyintuitiveandeasy-to-use.Peoplewhohave until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.

2009:6x9:336ppHb:978-0-415-99184-1:£90.00 Pb:978-0-415-99185-8:£32.99 eBook:978-0-203-86200-1


Online Communication and CollaborationA Reader

EditedbyHelen Donelan, Karen Kear and Magnus Ramage,allatTheOpenUniversity,UK

Online Communication and Collaboration presents a very timely set of articles that cover a range of different perspectives upon these themes, both classic and contemporary. It is unusually broad in the range of technologies itconsiders-manybooksonthesetopics cover only a few forms of collaborationtechnology-andinconsideringwell-establishedtechnologies as well as recent ones. It blends academic and

popular articles to combine scholarly rigour with readability.

The book is divided into eight sections, covering the foundations of online communication and collaboration, together with current collaboration technologies such as wikis, instant messaging, virtual worlds and social network sites. These modern communication tools are considered in terms of their interactions but also looking back at lessons to be learnt from their technological ‘ancestors’. The book also contains an extended case study of online collaboration,takingopen-sourcesoftwareasitsexample.

2009:6-1/4x9-1/4:304ppHb:978-0-415-56477-9:£80.00 Pb:978-0-415-56478-6:£23.99


Order Yours Today!For simple and secure online ordering,

please visit www.routledge.com/education

Or use the order form at the back of this catalog.

12



Companion Website


Re-designing Learning ContextsTechnology-rich,Learner-centredEcologies

Rosemary Luckin,TheLondonKnowledgeLab,UniversityofLondon,UK

Series: Foundations and Futures of Education

‘One of the most important contributions on the whole TEL field.’ – Richard Noss, Director of ESRC/EPSRC TEL Research Program

Re-designing Learning Contexts seekstore-dressthelackofattention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner

andasetofinter-relatedresourceelementsthatarenottied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores:

•themeaningoftheconceptofcontextandit’srelationship to learning

•thewaysinwhichdifferenttypesoftechnologycanscaffold learning in context

•theLearner-Centric‘EcologyofResources’modelofcontextasaframeworkfordesigningtechnology-richlearning environments

•theimportanceofmatchingavailableresourcestoeachlearner’s particular needs

•thewaysinwhichthelearner’senvironmentandthetechnologies available might change over the coming years

•thepotentialimpactofrecenttechnologicaldevelopments within computer science and artificial intelligence.

This interdisciplinary study investigates the dynamics and potentialofteacher-learnerinteractionwithinalearningcontinuum, and across a variety of locations.

ForpracticalexamplesofthewaytheEcologyof Resources framework has been used visit: http://eorframework.pbworks.com.

April2010:6-1/4x9-1/4:208ppHb:978-0-415-55441-1:£75.00 Pb:978-0-415-55442-8:£23.99 eBook:978-0-203-85475-4


NEW IN 2011

New Technologies and Creativity in the Secondary SchoolTheory, Issues and Ideas for Developing CreativeLearners

EditedbyAndy Connell,KeeleUniversity,UKandTony Edwards,LiverpoolHopeUniversity,UK

Whatdoesitmeantoteachsomeonetobecreative?Howdo new technologies support creativity?

New Technologies and Creativity in the Secondary School examines what we mean by teaching young people to be creative, and how technology – vital in young people’s lives – can be used to encourage and enhance creative thinking and learning.

Engagingwiththeunderpinningtheoryandlatestresearchin the field in an accessible, applied way, this book provides a sound introduction to the nature of creativity in education and why technology is a powerful tool for its development. Central to the book is an accesible framework that can be usedbyallsubjectteacherstoeffectivelyharnesstechnology in your lessons. The book:

•considerscreativityinsecondaryschoolsnow

•examinestherelationshipbetweentechnologyandcreativity and how it can empower teachers and students

•showsyouhowtoovercometheperceivedbarrierstousing technologies

•presentsaframeworkthatencouragesimaginativeandlateral thinking in your students and promotes the use of different intelligences

•considershowwecanassesscreativityeffectively,andmonitor and record creative development.

Illustrated by detailed case studies of how a wide range of technology has been used by teachers, this book is an essential introduction for all student teachers, practising teachers, technology consultants and coordinators, and education studies students who are investigating the power of technology for promoting creativity.

July2011:6-3/4x9-3/4:224ppHb:978-0-415-57470-9:£80.00 Pb:978-0-415-57471-6:£22.99


13



NEW

Schools and Schooling in the Digital AgeA Critical Analysis

Neil Selwyn,InstituteofEducation,UniversityofLondon,UK

Series: Foundations and Futures of Education

Thisbookpresentsawide-rangingand critical exploration of a topic that lies at the heart of contemporary education. The use of digital technology is now a key feature of schools and schooling around the world. Yet despite its prominence, technology use continues to be an area of education that rarely receives sustained critical attention and thought, especially from those people who are most involved and

affected by it. Technology tends to be something that many teachers,learners,parents,policy-makersandevenacademics approach as a routine rather than reflective matter.

Tackling the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, this book offers to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology.

In particular, the book examines contemporary schooling in termsofsocialjustice,equalityandparticipatorydemocracy.Seekingtore-politiciseanincreasinglydepoliticised area of educational debate and analysis, setting out to challenge the many contradictions that characterise the field of education technology today, the author concludes by suggesting what forms schools and schooling in the digital age could, and should, take.

This is the perfect volume for anyone interested in the application and use of technology in education, as well as the education policy and politics that surround it; many will also find its innovative proposals for technology use an inspiration for their own teaching and learning.

October2010:6-1/4x9-1/4:192ppHb:978-0-415-58929-1:£75.00 Pb:978-0-415-58930-7:£24.99 eBook:978-0-203-84079-5


Constructivist InstructionSuccess or Failure?

EditedbySigmund Tobias, Teachers College, Columbia University, USA and Thomas M. Duffy, Indiana University, USA

Constructivist Instruction: Success or Failure? brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have alsobeenthesubjectofsharpcriticism regarding sparse research

support and adverse research findings. This volume presents:

•theevidenceforandagainstconstructivism

•thechallengesfrominformation-processingtheorists

•commentariesfromleadingresearchersinareassuchastext comprehension, technology, as well as math and science education, who discuss the constructivist framework from their perspectives.

Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialoguebuiltintoitbetweenthedifferentpositions.Eachchapter concludes with discussions in which two authors withopposingviewsraisequestionsaboutthechapter,followedbytheauthor(s)’responsestothosequestions;forsomechaptersthereareseveralcyclesofquestionsandanswers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research.

2009:6x9:392ppHb:978-0-415-99423-1:£100.00 Pb:978-0-415-99424-8:£34.99 eBook:978-0-203-87884-2


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Companion Website


NEW IN 2011

Developing Inquiry for LearningReflection, Collaboration and Assessment in HigherEducation

Peter Ovens,UniversityofCumbria,UK, Frances Wells, Patricia Wallis and Cyndy Hawkins, bothatNottinghamTrentUniversity,UK

Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn andtobecomeprofessionalinquirers.

Participation in higher education is widening and students have increasingly diverse needs and learning styles and many bring powerful expectations that learning tends to be apassiveprocess.Universitytutorsrequiredtoteacheverlarger groups are finding increasing difficulty to meet these needs and help people to become more independently motivated and more collaborative learners. In the innovative and proven approach developed by the authors however, students are guided to perform action research into their learning practices, actions and reflections. Using a rollingprogrammeofcyclicalinquiriesandwholegroup‘conferences’ on improving learning, students write ‘patches’ on learning development which are then shared acrosstheyeargrouponline.Eachstudent’scumulativesetof patches, together with their regular reflective writing, provide the basis for assembling a composite final assignment, a ‘patchwork text’, for assessment. This style of curriculum and assessment organization encourages regular peer feedback and formative assessment, as part of the whole module process, to build personal confidence within students both as learners and as professionals.

Whileprovidingteachingmaterialsandexamplesofstudents’responses,includingtheuseofBlogs,WikisandDiscussion Boards, the book also analyses and theorises on the deeper characteristics of the difficulties being addressed, using several theoretical perspectives. Readers arethusequippedtoadopt,adaptandexperimentwiththeir own developments in their teaching and curricula with relevant frameworks of theory and values.

March2011:6-1/4x9-1/4:208ppHb:978-0-415-59876-7:£75.00 Pb:978-0-415-59877-4:£24.99


Active Learning and Student EngagementInternational Perspectives and Practices in GeographyinHigherEducation

EditedbyMick Healey, University of Gloucestershire, UK,Eric Pawson,UniversityofCanterbury,NewZealand and Michael Solem, Association of American Geographers, USA

This book examines significant issues in geography teaching and learning from the perspectives of an international network of academic geographers and postgraduate students. Drawing on classroom experiences and research in a wide variety of educational settings, the authors describe conceptually interesting and practical applications for enhancing student learning through inquiry,problem-basedlearning,fieldstudy,onlinecollaboration, and other highly engaging forms of pedagogy.Otherarticlesfocusonapproachesforimprovingthe experiences of distance learners, strategies for enhancing the employability of geography students, and preparing students to engage ethical issues in the discipline.

An international audience of educators will find much of value through the use of comparative examples, literature reviews encompassing research in multiple national contexts, and an underlying awareness of the diversity of practices in higher education internationally.

This book is a collection of articles previously published in two special issues of the Journal of Geography in Higher Education.

January2010:6-3/4x9-3/4:240ppHb:978-0-415-56492-2:£80.00


Recommend key titles to your librarian today!

Ensure that your library has access to all the latest publications.

Visit www.routledge.com/info/librarian.asp today and complete our online

Library Recommendation Form.

15



NEW IN 2011

Learning FuturesImaginingtheEducationalWorldtoCome

Keri Facer,ManchesterMetropolitanUniversity,UK

Inthetwenty-firstcenturyeducatorsaroundtheworldarebeing told that they need to adapt young people for an increasingly global knowledge economy in which digital technologies intensify competition and change. They are beingaskedtore-designandre-imagineeducationalsystems to meet this future world. Too rarely, however, do we ask whether this vision is robust, achievable or even desirable or whether alternative futures might be in development.

Drawing on ten years of research into educational innovation, incorporating scientists, teachers, students, industryprofessionalsandpolicy-makers,thisbookchallenges the often adopted notion of a single, linear educational future. Considering alternative strategies for conceptualisingthefutureofeducation,KeriFacertakesinto account the challenges that future decades may face, including:

•theeffectsofclimatechangeontechnologies

•socio-technicaldevelopmentsrelevanttoeducators

•changingrelationshipsbetweenhumansandmachines

•ageingpopulationsandintergenerationalrelationships

•thetheoreticalandpracticalknowledgeandtoolsneeded.

Approachingthesubjectfromaneducationalstandpoint,incorporating the accounts of educators, students and communities as active agents in shaping their educational futures, this book is positioned around key areas of interest ineducation,including:adult-childrelationships,modelsofintelligence and workforce polarisation. Packed with examples from around the world and utilising vital research undertakenbytheauthorwhilerunning‘TheUK’sFutureLab’thebookhelpstobringintofocusthefuturethatisjustoverthehorizon.

An important contribution to the debates surrounding educational futures, this book is compelling reading for all professionals involved in education, as academics, students andpolicy-makers.

April2011:6-1/4x9-1/4:224ppHb:978-0-415-58142-4:£80.00 Pb:978-0-415-58143-1:£19.99


BEsTsELLER3rd Edition

A Handbook for Teaching and Learning in Higher EducationEnhancingAcademicPractice

EditedbyHeather Fry,HEFCE,UK,Steve Ketteridge, QueenMary,UniversityofLondon,UKand Stephanie Marshall,LeadershipFoundationforHigherEducation,UK

The Handbook is sensitive to the competing demands of teaching, research and scholarship, and academic management. Against the contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, the fully updated and expanded edition includes new material on, forexample,e-learning,lecturing

to large groups, formative and summative assessment, and supervising research students.

•Partoneexaminesteachingandsupervisinginhighereducation, focusing on a range of approaches and contexts.

•Parttwoexaminesteachingindiscipline-specificareasand includes new chapters on engineering, economics, law and the creative and performing arts.

•Partthreeconsidersapproachestodemonstratingandenhancing practice.

Writtentosupporttheexcellenceinteachingrequiredtobringaboutlearningofthehighestquality,thiswillbeessential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as all those experienced lecturers who wish to improve their teaching. Those working in adult learning and education development will find it a particularly useful resource.

2008:7-1/2x9-3/4:544ppHb:978-0-415-43463-8:£110.00 Pb:978-0-415-43464-5:£27.99 eBook:978-0-203-89141-4


16



Companion Website

lEARNING SCIENCE AND TECHNOlOGY

OPEN AND DISTANCE lEARNING

NEW IN 2011

Design Research on Learning and Thinking in Educational SettingsEnhancingIntellectualGrowthandFunctioning

EditedbyDavid Yun Dai, University at Albany, USA

Series: Educational Psychology

Thecentralquestionthisbookaddressesishowadesignresearch-basedscienceoflearning(withitspracticalmodelsand related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints? More specifically:

•Howcanspecificdomainsorsubjectmattersbetaughtfor broad intellectual development?

•Howcantechnologybeintegratedinenhancinghumanfunctioning?

•Howcanthesocialorganizationofclassroomlearningbeoptimized to create social norms for promoting deep intellectual engagement and personal growth?

Part one provides an overview of the foundations of instructional design for intellectual development and functioning, setting up an overarching framework. Parts two and three focus on substantive models for teaching subjectmattersandfortechnology-andcommunity-enhanceddesigns.Eachchapterpresentsthetheoreticalbasis for the model and what educational and developmental issues it is designed to address, reviews how the conceptual model was developed and materialized in specific educational settings through design research; explains the distinct components and organizational features in the instructional design and how they are orchestrated in authentic learning settings to serve the instructional goals; and discusses what lessons can be learned from building these instructional models about enhancing intellectual functioning and promoting intellectual growth, conceptually as well as methodologically.



An Introduction to Distance EducationUnderstandingTeachingandLearninginaNewEra

EditedbyM.F. Cleveland-Innes, Athabasca University, Canada and D.R. Garrison, University of Calgary, Canada

An Introduction to Distance Education is a comprehensive look at the field today, outlining current theories, practices and goals. The book reviews the influence of past distance education theory and practice, along with current changes. It outlines the practical skills and information that are essential to effective distance education design, delivery and navigation.

This volume brings together seminal contributors who have and who are currently researching and shaping our understanding and practice of distance education. A discussion of past and present practices in higher and distance education leads to an understanding of accessible education and the appropriate useofWeb2.0technology.

Utilizingastudent-guidedapproach,eachchapterofferspedagogical features to engage and support the teaching and learning process, including:

•questionsforreflection,reviewanddiscussion:studentscanusethesequestionsastriggersforfurtherthoughtsrelatedtothetopic.Instructorscanusethesequestionsfor classroom and online discussion

•keyquotations:strategicallyplacedthroughoutthetext,these points act as a springboard for further reflection and classroom discussion

•conceptdefinitions:centralconceptsdiscussedinthetextare defined or students at the end of each chapter.

A perfect textbook for educational technology doctorate, masters and certificate programs, students will find An Introduction to Distance Education offers a solid foundation from which to explore and develop new approaches to designing and implementing online courses.



17




Technology, e-Learning and the Knowledge SocietyA.W. (Tony) Bates,e-LearningConsultant,Canada

Series: Routledge Studies in Distance Education

Thisdefinitiveguideonhowbesttodelivere-learningmaterials clearly weighs the pros and cons of using different media in learning environments. Unlike books that justfocusongooddesignordefineteachingwithtechnology as merely incoporating the internet and learningmanagementsystems,thismuch-anticipatednewedition also discusses the relative roles of text, audio and video,andsynchronousvsasynchronous.Award-winningauthor Tony Bates adapts and extends his popular model for the appropriate use of technology for teaching and learning,fromdistanceeducationtocampus-basedteachingandlearning.Heprovidesconcreteguidanceforselecting technologies based on criteria of costs, learner differences, and organizational issues.

Extensivelyre-writtenfromthesecondeditiontotakeaccount of all the latest technologies, social networking, and organizational change, the book provides instructors, administrators and students with a practical set of guidelines on appropriate technology use, based on theory, researchandexperience.WithaparticularfocusonWeb2.0 technologies and their implications for emerging pedagogy, the book is a valuable tool for anyone who wantsprovideane-learningexperiencetailoredtotheneeds of their learners

April2011:6x9:256ppHb:978-0-415-87775-6:£80.00 Pb:978-0-415-87776-3:£24.99


NEW

The Decentring of the Traditional UniversityTheFutureof(Self)EducationinVirtuallyFiguredWorlds

Russell Francis,UniversityofOxford,UK

The Decentring of the Traditional University provides a uniqueperspectiveontheimplicationsofmediachangeforlearning and literacy that allows us to peer into the future of(self)education.Eachchapterdrawsonsocio-culturaland activity theory to investigate how resourceful students are breaking away from traditional modes of instruction and educating themselves through engagement with a globallyinterconnectedweb-basedparticipatoryculture.

The argument is developed with reference to the findings of an ethnographic study that focused on university students’ informal uses of social and participatory media. Eachchapterdrawsattentiontotheshiftinglocusofagency for regulating and managing learning and describes an emergent genre of learning activity. For example, Russell Francis explores how students are cultivating and nurturing globally distributed funds of living knowledge that transcend institutional boundaries and describes students learning through serious play in virtually figured worlds that support radically personalised lifelong learning agendas. These stories also highlight the challenges and choices learners confront as they struggle to negotiate the faultlines of media convergence and master the new media literaciesrequiredtoexploitthefullpotentialofWeb2.0asa learning resource.

Overall,thiscompellingargumentproposesthatwearewitnessing a period of historic systemic change in the cultureofuniversitylearningasanemergentweb-basedparticipatory culture starts to disrupt and displace a top-downcultureindustrymodelofeducationthathasevolved around the medium of the book. As a result, Francisarguesthatweneedtore-conceivehighereducationasanidentity-projectinwhichstudentsworkontheirprojectiveidentities(orimaginedfutureselves)through engagement with both formal and informal learning activities.

November2010:6-1/4x9-1/4:176ppHb:978-0-415-55053-6:£75.00 eBook:978-0-203-85802-8:£24.99


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Companion Website


NEW IN 2011

Knowledge Making in the ClassroomTrackingLearninginStudents’MultimodalTexts

Shirley Palframan,InstituteofEducation,UniversityofLondon,UK

This book is the first to foreground issues of learning and assessment in relation to multimodality – the variety of ways students experience communication outside of school, for example, interactive websites and chat rooms.

It explores the use of social semiotic theories in interpreting evidence of learning across the modes: visual texts, writing, speech and gesture. Using examples from secondary science and history it shows how particular students responded to what they were taught, and how they re-constructedcurriculumknowledgeinlinewiththeirownexperiences and interest; in short, how they learnt.

This book demonstrates a new methodology for identifying and interpreting evidence of learning in students’ multimodaltexts.Here,students’responsesarejuxtaposedwith teaching input in such a way that representational choices are made explicit and the transformation of knowledge clearly visible. Anyone concerned with the exciting possibilities that multimodal approaches offer in the classroom will find this book fascinating reading.

April2011:6-1/4x9-1/4:224ppHb:978-0-415-41111-0:£70.00


NEW

Transnational EducationIssuesandTrendsinOffshoreHigherEducation

Grant McBurnie,OfficeofInternationalDevelopment,Australia and Christopher Ziguras, RMIT University, Australia

Whiletheinternationalmobilityofstudentsisa well-establishedfeatureofhighereducation,theinternational mobility of institutions and courses on a large scale is a more novel phenomenon. Transnational education isattheleading-edgeofthemostfundamentalchangestaking place in higher education today.

Topics discussed in this new volume include:

•theextentandformofoffshoreactivity

•thepedagogicalandculturalcontroversiesthathaveplagued transnational education

•thechallengesitpresentstogovernments,educatorsandHEmanagers

•howgovernmentsaredevelopingformsofregulationtointegratecross-borderprogramsandbranch-campusesinto their strategic planning for the sector

•thenewopportunitiesforstudentsandinstitutions.

Transnational Education presents a global perspective on the development of international online education, partner-supportedtransnationalprogramsandinternationalbranch campuses. It provides a comprehensive and analytical account of the active role some universities are playing on the international stage and offers valuable guidance on future trends in the sector.

September2010:6-1/4x9-1/4:192ppPb:978-0-415-60359-1:£22.99


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19


OPEN AND FlEXIBlE lEARNING SERIES

NEW

Online and Social Networking CommunitiesABestPracticeGuideforEducators

Karen Kear,TheOpenUniversity,UK

Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities,itaddresses‘Web2.0’ and other ‘social software’ tools and considers the role these technologies play in supporting student learning and building learning communities. The guide offers:

•real-worldcasestudiesandqualityresearch

•amust-havelistofusefulresources

•guidanceonbuildingandsupportingonlinelearningcommunities

•informationonhowcollaborativelearningassessmentdiffers from assessment of individual learning

•coverageofWikis,forums,bloggingandmicro-blogging,instantmessaging,YouTube,Facebook,SecondLife,Twitter, Flicker, desktop audio, videoconferencing, and social-networkingsites.

Online and Social Networking Communities helps educators and trainers develop a critical approach by exploring online teaching from both the student and educator’s perspective. This practical guide provides the tools to become a confident and thoughtful online educator, able to create successfulandenjoyablelearningexperiencesforyourstudents.

November2010:6x9:208ppHb:978-0-415-87246-1:£80.00 Pb:978-0-415-87247-8:£23.99 eBook:978-0-203-84273-7


Mega-Schools, Technology and TeachersAchievingEducationforAll

John Daniel,CommonwealthofLearning,Canada

EducationforAll(EFA)hasbeenatop priority for governments and intergovernmental development agencies for the last twenty years. SofartheglobalEFAmovementhas placed its principal focus on providingqualityuniversalprimaryeducation(UPE)forallchildrenby2015.

This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of

children and young adults and examines:

•thecreationandexpansionofMega-Schools,whichcombine distance learning and community support and have a proven track record of increasing access at scale

•howtopreparethetenmillionnewteachersthatarerequiredtoachieve‘EducationforAll’by2015byfocusingonclassroom-basedin-servicetraining

•strategiesforusingtechnologytoscaleupdistanceeducationcost-effectively

•thecreationofatwenty-firstcenturyeducationalecosystem that integrates open schooling and teacher education with communities and their school systems

•successfulexamplesofopenschoolsandteachereducation programmes operating at scale around the world.

An insightful and practical book on educational technology. Mega-Schools, Technology and Teachers will be of interest to all who are concerned by the central educational challenge of our times: providing secondary education to tens of millions of young people around the world.



Series Edited by Fred Lockwood, A.W. (Tony) Bates and Som Naidu

the open and Flexible learning Series features invaluable contributions from the world’s leading experts in the field of online learning. It offers a combination of innovative research and practical advice, offering valuable insights into the comprehensive process of developing, teaching, learning, and managing online and distance learning materials.

20



Companion Website

OPEN AND FlEXIBlE lEARNING SERIES

Learning with Digital GamesAPracticalGuidetoEngagingStudentsinHigherEducation

Nicola Whitton, Manchester Metropolitan University, UK

Writtenforhighereducationteaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to thefieldofcomputergame-basedlearning.

2009:6x9:232ppHb:978-0-415-99774-4:£85.00 Pb:978-0-415-99775-1:£22.99 eBook:978-0-203-87298-7


Distance and Blended Learning in AsiaColin Latchem,OpenLearningConsultant,Australiaand Insung Jung, International Christian University, Japan

Distance and Blended Learning in Asiaisauniqueandcomprehensive overview of open, distancelearning(ODL)andinformation and communication technology (ICT) in Asian education and training. Broad in coverage, this book also critically examinesODLandICTexperiencesfrom Japan to Turkey and from Sri LankatoMongolia–drawingconclusions from the successes and failures, and recommending

ways in which planning, management and practice may be further developed.

2009:6x9:280ppHb:978-0-415-99409-5:£75.00 Pb:978-0-415-99410-1:£23.99 eBook:978-0-203-87877-4


Students’ Experiences of E-Learning in Higher EducationTheEcologyofSustainableInnovation

Robert Ellis and Peter Goodyear, both at University of Sydney, Australia

Grounded in relevant international research, Students’ Experiences of E-Learning in Higher Educationhelpsacademicinstructorsanduniversitymanagersunderstandhowe-learningrelatesto, and can be integrated with, other student learning experiences, such as learning in lectures, seminars and laboratories, as well as private study. A distinctive feature of the book is that it foregrounds the students’ experience of learning, emphasizing the importance of the ways students interpret the challenges set for them, their conceptions of learning and their approaches to learning.

2009:6x9:232ppHb:978-0-415-98935-0:£75.00 Pb:978-0-415-98936-7:£24.99 eBook:978-0-203-87297-0


21


ROUTlEDGE RESEARCH

lANGUAGE AND lITERACY TEACHING

NEW IN 2011

Teaching Literature in Virtual WorldsImmersiveLearninginEnglishStudies

EditedbyAllen Webb,WesternMichiganUniversity,USA

Whataretherealitiesandpossibilitiesofutilizingon-linevirtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high school and college literature teachers involvedinapioneeringprojecttodevelopvirtualworldsfor literary study, detailing how they created, utilized, and researched different immersive and interactive virtual reality environments to support the teaching of a wide range of literaryworks.Readersseehowstudentsrole-playasliterarycharactersandhowtheyexploreon-line,interactiveliterature maps, museums, archives, and game worlds to analyze the impact of historical and cultural setting, language, and dialogue on literary characters and events.

June2011:6x9:240ppHb:978-0-415-88628-4:£95.00 Pb:978-0-415-88629-1:£32.99 eBook:978-0-203-83647-7


Multiliteracies in MotionCurrent Theory and Practice

EditedbyDavid R. Cole, University of Technology, Sydney, Australia and Darren Lee Pullen, University of Tasmania, Australia

This volume brings together top-qualityscholarshipandresearch that has embraced the notion and features new contributions by many of the originators of this approach to literacy. It provides frontline information and a vital update on the evolution of mulitliteracies and the current state of literacy theory in relation to it.

2009:6x9:288ppHb:978-0-415-80156-0:£100.00 Pb:978-0-415-80157-7:£34.99 eBook:978-0-203-86403-6


NEW

Teaching and Learning with TechnologyBeyond Constructivism

EditedbyConcetta M. Stewart, Pratt Institute, USA, Catherine C. Schifter and Melissa E. Markaridian Selverian, both at Temple University, USA

Series: Routledge Research in Education

Today, new media is both augmenting and extending the traditionalclassroomwithavarietyoftechnology-basedtools available to both students and faculty, and has created ‘new’ virtual classrooms for anywhere, anytime availability to education. Despite the enormous potential for technology to support the educational enterprise in this emerging ‘creative’ economy, technologies are still not yet fully integrated in the classroom and their association with educationaloutcomesisas-yetunclear.Thisbookprofilesscholarly work from around the world to examine closely the effectiveness of the newest media in education at bridging the gaps among and between teachers, students andsubjectmatteratalllevels,fromK-12throughadulteducation.Thesepiecesaretheory-basedinvestigationswith implications for future research, theory and application. Contributors examine how the fields of education and new media have evolved and are continuing to evolve pedagogically and practically, from predominantly instructivist,withapassive,one-wayteachingformat;toconstructivist,includingteacher-andlearner-controlled,sensorially immersive and socially interactive exchanges. This book will be of interest to students and faculty in the areas of new media in education, including distance learning, online learning and ‘virtual’ learning.

June2010:6x9:314ppHb:978-0-415-87850-0:£70.00 eBook:978-0-203-85205-7


22



Companion Website

ROUTlEDGE RESEARCH

Perspectives on Supported Collaborative Teacher InquiryEditedbyDavid Slavit, Tamara Holmlund Nelson and Anne Kennedy,allatWashingtonStateUniversityVancouver, USA


Thisvolumedescribessupportedcollaborativeinquiryasaframework for teacher professional development. The chapters focus on the building of collaborative support structures,nurturinganinquirystance,progressingthroughaninquiryprocess,aswellasthevariouskindsofsupportmechanisms necessary to engage in SCTI.

2009:6x9:208ppHb:978-0-415-99926-7:£70.00 eBook:978-0-203-87654-1


NEW IN 2011

Pedagogy of MultiliteraciesRewriting Goldilocks

Heather Lotherington, York University, Canada


Based on case studies from public schools in Toronto, Canada, this book aims to develop a theory and practice of teaching multiliteracies in culturally diverse, linguistically heterogeneousurbanclassrooms.Lotheringtonarguesthatin a globalized world literacy must be reassessed on an international scale and multilingualism must be theorized – and practiced – as a component of multimodal literacy.

June2011:6x9:208ppHb:978-0-415-88710-6:£75.00


Changing Language Education Through CALLEditedbyRandall P. Donaldson and Margaret A. Haggstrom,bothatLoyolaCollegeinMaryland, Baltimore, USA

This practical text brings together sixteen internationally respectedexpertsinsecond-languageacquisitionandcomputertechnologies,focusingonthelanguage-learningprocess and the teacher’s role in facilitating this through theuseofCALL.

2009:6-1/4x9-1/4:300ppPb:978-0-415-54387-3:£20.00


NEW

WorldCALLInternationalPerspectivesonComputer-AssistedLanguageLearning

EditedbyMike Levy, University of Queensland, Australia, Françoise Blin, Dublin City University, Ireland, Claire Bradin Siskin, University of Pittsburgh, USA and Osamu Takeuchi,KansaiUniversity,Japan

Series: Routledge Studies in Computer Assisted Language Learning

As technological innovation continues to affect language pedagogy, there is an increasing demand for information, exemplars, analysis and guidance. This edited volume focusesoninternationalperspectivesinComputer-AssistedLanguageLearning(CALL)inallofitsforms,includingTechnologyEnhancedLanguageLearning,Network-BasedLanguageLearning,InformationandCommunicationTechnologiesforLanguageLearning.

December2010:6x9:304ppHb:978-0-415-88086-2:£70.00


23


BACklIST

EDUCATIONAl TECHNOlOGYTitle Author Date Format & ISBN Price

EconomicsofDistanceandOnline WilliamJ.Brambleand 2008 Hb:978-0-415-96388-6 £90.00 Learning:Theory,PracticeandResearch SantoshPanda Pb:978-0-415-96389-3 £29.99 www.routledge.com/9780415963893 eBook:978-0-203-89298-5

OntheInternet:2ndEdition HubertL.Dreyfus 2008 Pb:978-0-415-77516-8 £12.99 www.routledge.com/9780415775168 eBook:978-0-203-88793-6

OnlineSocialNetworkingonCampus: AnaM.MartínezAlemánand 2008 Hb:978-0-415-99019-6 £85.00 UnderstandingWhatMattersinStudent KatherineLynkWartman Pb:978-0-415-99020-2 £24.99 Culture eBook:978-0-203-88496-6 www.routledge.com/9780415990202

TeachingEnglishLanguageLearners TonyErben,RuthBanand 2008 Hb:978-0-415-95767-0 £100.00 throughTechnology MarthaCastañeda Pb:978-0-415-95768-7 £26.99 www.routledge.com/9780415957687 eBook:978-0-203-89442-2

Technology,Literacy,Learning: CareyJewitt 2008 Pb:978-0-415-47883-0 £23.99 A Multimodal Approach www.routledge.com/9780415478830

PRACTICAl TITlES FOR E-lEARNINGTitle Author Date Format & ISBN Price

APracticalGuidetoProblem-Based MaggiSavin-Baden 2007 Hb:978-0-415-43787-5 £85.00 LearningOnline Pb:978-0-415-43788-2 £24.99 www.routledge.com/9780415437882 eBook:978-0-203-93814-0

e-LearningandSocialNetworking RobinMasonandFrankRennie 2008 Hb:978-0-415-42606-0 £80.00 Handbook:ResourcesforHigher Pb:978-0-415-42607-7 £24.99 Education eBook:978-0-203-92776-2 www.routledge.com/9780415426077

Plagiarism,theInternet,andStudent WendySutherland-Smith 2008 Hb:978-0-415-43292-4 £75.00 Learning Pb:978-0-415-43293-1 £21.99 www.routledge.com/9780415432931

Thee-RevolutionandPost-Compulsory JosBoysandPeterFord 2005 Hb:978-0-415-41986-4 £85.00 Education:Usinge-BusinessModelsto Pb:978-0-415-41987-1 £24.99 DeliverQualityEducation www.routledge.com/9780415419871

24



Companion Website

BACklIST

PRACTICAl TITlES FOR TEACHING AND lEARNINGTitle Author Date Format & ISBN Price

EducatingLearningTechnologyDesigners: ChrisDiGiano,ShelleyGoldman 2008 Hb:978-0-8058-6471-7 £95.00 GuidingandInspiringCreatorsof andMichaelChorost Pb:978-0-8058-6472-4 £32.99 InnovativeEducationalTools eBook:978-0-203-35721-7 www.routledge.com/9780805864724

LearningtoTeachDesignandTechnology GwynethOwen-Jackson 2008 Pb:978-0-415-46493-2 £23.99 intheSecondarySchool:ACompanionto eBook:978-0-203-01649-7 SchoolExperience www.routledge.com/9780415464932

WorkingOne-to-OnewithStudents: GinaWisker,KateExley,Maria 2008 Hb:978-0-415-36530-7 £80.00 Supervising,Coaching,Mentoring,and AntoniouandPaulineRidley Pb:978-0-415-36531-4 £19.99 Personal Tutoring www.routledge.com/9780415365314

HandbookofTechnologicalPedagogical PublishedbyTheAACTE 2008 Hb:978-0-8058-6355-0 £105.00 ContentKnowledge(TPCK)forEducators CommitteeonInnovationand Pb:978-0-8058-6356-7 £41.99 www.routledge.com/9780805863567 Technology eBook:978-1-4106-1818-4

ImprovingClassroomLearningwithICT RosamundSutherlandand 2008 Hb:978-0-415-46173-3 £78.00 www.routledge.com/9780415461740 SusanRobertson Pb:978-0-415-46174-0 £23.99

eBook:978-0-203-88534-5

lEARNING SCIENCE AND TECHNOlOGYTitle Author Date Format & ISBN Price

HandbookofDesignResearchMethodsin AnthonyE.Kelly,RichardA.Lesh 2008 Hb:978-0-8058-6058-0 £180.00 Education:InnovationsinScience, andJohnY.Baek Pb:978-0-8058-6059-7 £65.00 Technology,Engineering,and eBook:978-1-4106-1794-1 MathematicsLearningandTeaching www.routledge.com/9780805860597

lANGUAGE AND lITERACY TEACHINGTitle Author Date Format & ISBN Price

HandbookofResearchonNewLiteracies JulieCoiroandMicheleKnobel 2008 Hb:978-0-8058-5651-4 £160.00 www.routledge.com/9780805856521 Pb:978-0-8058-5652-1 £69.99

MultimediaandLiteracyDevelopment: AdrianaG.Busand 2008 Pb:978-0-415-98842-1 £95.00 ImprovingAchievementforYoung SusanB.Neuman eBook:978-0-203-89215-2 Learners www.routledge.com/9780415988421

25


aActiveLearningandStudent

Engagement ...................................... 14Alemán,AnaM.Martínez ....................... 23Antoniou, Maria ..................................... 24

BBaek, John Y. .......................................... 24Ban, Ruth ................................................ 23Bates,A.W.(Tony) ................................... 17Beetham,Helen ........................................ 4Blin, Françoise ......................................... 22Boys, Jos ................................................. 23Bramble,WilliamJ. ................................. 23Bus, Adriana G. ....................................... 24

cCarr-Chellman,AlisonA. ....................... 2,3Castañeda, Martha ................................. 23Changing Language Education Through

CALL .................................................. 22Chorost, Michael .................................... 24Cleveland-Innes,M.F. .............................. 16Coiro, Julie .............................................. 24Cole, David R. ......................................... 21Connecting with E-learning (series) ..... 9,10Connell, Andy ......................................... 12Constructivist Instruction ......................... 13

dDai, David Yun ........................................ 16Danaher, Geoff ......................................... 6Danaher, Patrick ........................................ 6Daniel, John ............................................ 19de Freitas, Sara ......................................... 4Decentring of the Traditional University,

The .................................................... 17Design Research on Learning and

Thinking in Educational Settings ........ 16Developing Inquiry for Learning .............. 14DiGiano, Chris ........................................ 24Digital Discourse ....................................... 6Distance and Blended Learning in Asia .... 20Donaldson, Randall P. .............................. 22Donelan,Helen ....................................... 11Dreyfus,HubertL. ................................... 23Duffy, Thomas M. ................................... 13

EEconomics of Distance and Online

Learning ............................................ 23Educating Learning Technology

Designers ........................................... 24Educational Psychology Series (series) ...... 16Edwards,Tony ......................................... 12e-Learning and Social Networking

Handbook ......................................... 23E-Learning in the 21st Century .................. 5Ellis,Robert ............................................. 20E-Moderating ............................................ 7Erben,Tony ............................................. 23e-Revolution and Post-Compulsory

Education, The ................................... 23Essential Guide to Online Course Design,

The ...................................................... 8E-Tivities ................................................... 7Evaluating the Effectiveness of e-learning .. 9Exley,Kate .............................................. 24

fFacer,Keri ............................................... 15Ford, Peter .............................................. 23Foundations and Futures of Education

(series) ......................................... 12,13Foundations of Educational Technology..... 1Francis, Russell ........................................ 17Fry,Heather ............................................ 15

gGarrison, D. Randy .................................... 5Garrison, D.R. ......................................... 16Goldman, Shelley .................................... 24Goodyear, Peter ...................................... 20Guide to Authentic e-Learning, A ............ 10

hHaggstrom,MargaretA. ......................... 22Handbook for Teaching and Learning in

Higher Education, A ........................... 15Handbook of Design Research Methods

in Education ...................................... 24Handbook of Research on New Literacies 24Handbook of Technological Pedagogical

Content Knowledge (TPCK) for Educators .......................................... 24

Harasim,Linda .......................................... 1Hawkins,Cyndy ...................................... 14Healey,Mick ........................................... 14Herrington,Jan ....................................... 10

IImproving Classroom Learning with ICT ... 24Improving Learning (series) ...................... 24Instructional Design for Teachers ............... 2Instructional Design Knowledge Base,

The ...................................................... 2Instructional-Design Theories and Models,

Volume III ............................................ 3Interdisciplinary Approaches to

Educational Technology (series) ............ 1Introduction to Distance Education, An ... 16Ip, Albert .................................................. 9

jJewitt, Carey ........................................... 23John, Peter .............................................. 24Jonassen,DavidH. .................................. 10Jones, Anthony ......................................... 3Jung, Insung ........................................... 20

kKear,Karen ....................................... 11,19Kelly,AnthonyE. ..................................... 24Kennedy,Anne ....................................... 22Kennedy,Gregor ....................................... 9Ketteridge,Steve .................................... 15Key Guides for Effective Teaching in

Higher Education (series) .................... 24Klein,JamesD. ......................................... 2Knobel,Michele ...................................... 24Knowledge Making in the Classroom ...... 18Ko,Susan ................................................. 4

LLankshear,Colin...................................... 24Latchem,Colin ........................................ 20Laurillard,Diana ........................................ 5Learning Futures ..................................... 15Learning Theory and Online Technology .... 1Learning to Solve Problems ..................... 10Learning to Teach Design and Technology

in the Secondary School ..................... 24Learning to Teach Subjects in the

Secondary School Series (series) ......... 24Learning with Digital Games ................... 20Learning, Creating, and Using

Knowledge ........................................ 11Leigh,Elyssebeth ....................................... 9Lesh,RichardA. ...................................... 24Leu,DonaldJ. ......................................... 24Levy,Mike ............................................... 22Lotherington,Heather ............................. 22Luckin,Rosemary .................................... 12

INDEX

26



Companion Website

mMarshall, Stephanie ................................ 15Mason, Robin ......................................... 23McBurnie, Grant ..................................... 18McDougall, Anne ...................................... 3McNaught,Carmel ................................... 9Mega-Schools, Technology and

Teachers ............................................ 19Mobile Learning Communities ................... 6Moriarty, Beverley ..................................... 6Multiliteracies in Motion ......................... 21Multimedia and Literacy Development .... 24Murnane, John ......................................... 3

NNelson,TamaraHolmlund ....................... 22Neuman,SusanB. ................................... 24New Technologies and Creativity in the

Secondary School .............................. 12Novak,JosephD. .................................... 11

oOliver,Ron .............................................. 10On the Internet ....................................... 23Online and Social Networking

Communities ..................................... 19Online Communication and

Collaboration ..................................... 11Online Social Networking on Campus ..... 23Open and Flexible Learning Series

(series) ......................................... 19,20Ovens,Peter ........................................... 14Owen-Jackson,Gwyneth ........................ 24

pPalframan, Shirley ................................... 18Panda, Santosh ....................................... 23Pawson,Eric ........................................... 14Pedagogy of Multiliteracies ..................... 22Perspectives on Supported Collaborative

Teacher Inquiry .................................. 22Phillips, Rob .............................................. 9Plagiarism, the Internet, and Student

Learning ............................................ 23Power of Role-based e-Learning, The ........ 9Practical Guide to Problem-Based

Learning Online, A ............................. 23Psychology for the Classroom (series) ........ 8Psychology for the Classroom: E-Learning . 8PublishedbyTheAACTECommitteeon

Innovation and Technology ................ 24Pullen,DarrenLee ................................... 21

RRamage, Magnus .................................... 11Re-Designing Learning Contexts .............. 12Reeves, Thomas C. .................................. 10Reigeluth, Charles M. ................................ 3Rennie, Frank .......................................... 23Researching IT in Education ....................... 3Rethinking Learning for a Digital Age ........ 4Rethinking University Teaching .................. 5Reynolds,Nick .......................................... 3Richey, Rita C. ........................................... 2Ridley, Pauline ......................................... 24Robertson, Susan .................................... 24Rossen, Steve ............................................ 4Routledge Research in Education

(series) ......................................... 21, 22Routledge Studies in Computer Assisted

Language Learning (series) ................. 22Routledge Studies in Distance Education

(series) ............................................... 17

sSalmon, Gilly ............................................. 7Savin-Baden,Maggi ................................ 23Schifter, Catherine C. .............................. 21Schools and Schooling in the Digital

Age ................................................... 13Selverian,MelissaE.Markaridian ............. 21Selwyn,Neil ............................................ 13Sharpe, Rhona .......................................... 4Siskin, Claire Bradin ................................ 22Slavit, David ............................................ 22Solem, Michael ....................................... 14Sosulski,Kristen ........................................ 8Spector, J. Michael .................................... 1Stewart, Concetta M. .............................. 21Students’ Experiences of e-Learning in

Higher Education ............................... 20Sutherland, Rosamund ............................ 24Sutherland-Smith,Wendy ....................... 23

TTakeuchi,Osamu ..................................... 22Teaching and Learning with Technology .. 21Teaching English Language Learners

across the Curriculum (series) ............. 23Teaching English Language Learners

through Technology ........................... 23Teaching Literature in Virtual Worlds ....... 21Teaching Online ........................................ 4Technology, e-Learning and the

Knowledge Society ............................ 17Technology, Literacy, Learning ................. 23Thinking in Action (series) ....................... 23Tobias, Sigmund ...................................... 13Tracey,MonicaW. ..................................... 2Transnational Education .......................... 18

VVai,Marjorie ............................................. 8

WWallis,Patricia ......................................... 14Wartman,KatherineLynk ........................ 23Webb,Allen ............................................ 21Wells,Frances ......................................... 14Whitelock,Denise ..................................... 6Whitton,Nicola ....................................... 20Wills,Sandra ............................................. 9Wisker,Gina ........................................... 24Woollard,John.......................................... 8Working One-to-One with Students ........ 24WorldCALL ............................................. 22

zZiguras, Christopher ................................ 18

INDEX

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