Education Technology and e-Learning 2010 (US)

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educational technology & e-learning

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contentsEducation Technology . . . . . . . . . . . . . . . . . . . . . . . . . 1

Practical Titles for e-Learning . . . . . . . . . . . . . . . . . . . . 6

Connecting with e-Learning Series. . . . . . . . . . . . . . . 10

Practical Titles for Teaching and Learning. . . . . . . . . . 11

Learning Science and Technology. . . . . . . . . . . . . . . . 15

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

Open and Flexible Learning Series . . . . . . . . . . . . . . . 18

Language and Literacy Teaching . . . . . . . . . . . . . . . . 20

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Library Recommendation Form . . . . . . . . . . . . . . . . . 27

Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Welcome to the Routledge

educational technology & e-learningNew Titles and Key Backlist 2010

FORTHCOMING IN 2011

Instructional Design Knowledge BaseFoundations of Current Theory and PracticeRita Richey, Emeritus Wayne State University, USA,Monica Tracey, Wayne State University, USA andJames Klein, Arizona State University - Tempe, USA

Written for Instructional Design and Technology Programs atall levels, Instructional Design Knowledge Base providesstudents with a comprehensive exploration of the theoriesand concepts that serve as a foundation for current andemerging Instructional Design practice. The various facets ofthis knowledge base are examined in light of theirphilosophical and empirical underpinnings, while recognizingthe development of design practice from a fairly consistentemphasis on systematic approaches to todays recognition ofmultiple design paradigms.

January 2011: 7 x 10: 496ppHb: 978-0-415-80200-0: $160.00Pb: 978-0-415-80201-7: $60.00www.routledge.com/9780415802000

FORTHCOMING IN 2010

Instructional Design for TeachersImproving Classroom PracticeAlison A. Carr-Chellman, Pennsylvania State University,USA

Good instructional design is the key to great instruction.Instructional Design for Teachers focuses on the instructionaldesign process specifically for PreK-12 teachers. Theinstructional design (ID) model presented is similar to otherestablished ID models, but with a special emphasis onpreparing, motivating, and encouraging new and ongoinguse of instructional design principles among those who findthemselves in the fast-paced environment of PreK-12schools.

The basic model and its application within constructivismand user-design will help teachers adapt from a behavioralapproach to a more open, student-centered designapproach. Balancing the basics with ways to use this modelpractically in the most advanced instructional approaches,this book empowers teachers and learners to use both goodinstructional design and the most recent research-basedapproaches to learning.

July 2010: 7 x 10: 176ppHb: 978-0-415-80323-6: $140.00Pb: 978-0-415-80324-3: $33.95

AVAILABLE AS A COMPLIMENTARY COPYwww.routledge.com/9780415803243

FORTHCOMING IN 2010

Learning, Context and the Role ofTechnologyRosemary Luckin, The London Knowledge Lab,University of London, UK

Series: Foundations and Futures of Education

Learning, Context and the Role of Technology seeks to re-dress the lack of attention that technology developers andenthusiasts pay to a learners wider context and proposes amodel to help educators and technologists develop moreproductive learning contexts. It offers a definition of contextas a set of inter-related resource elements, including peopleand objects, and focuses in particular on the intersectionbetween learning, context and technology. Context isframed not as something which is tied to a physical or virtuallocation, but rather as something that belongs to anindividual and is created through their interactions in theworld. The book explores:

the basic types of technology and what they have to offer

the Learner-Centric Ecology of Resources model ofcontext as a framework for designing and evaluatingtechnology enhanced learning

the impact of recent technological developments,including the world wide web, artificial intelligence andComputer Science as new tools for communication

the importance of matching available resources to eachlearners particular needs

the ways in which the learners environment and thetechnologies available might change over the comingyears

This interdisciplinary study investigates the dynamics andpotential of teacher-learner interaction within a learningcontinuum across a variety of contexts. It will be of interestto those teaching, researching and thinking about the use oftechnology in learning and pedagogy, as well as thoseinvolved in developing technology for education and thosewho use it in their own teaching.

July 2010: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-55441-1: $125.00Pb: 978-0-415-55442-8: $42.95www.routledge.com/9780415554428

1EDUCATION TECHNOLOGY

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FORTHCOMING IN 2010

Identity and Agency in VirtuallyFigured WorldsA Socio-Cultural PerspectiveRussell Francis, University of Oxford, UK

Edited by Gill Boag-Munroe

Identity and Agency in Virtually-Figured Worlds provides aunique perspective on the implications of media change forlearning, literacy and education. Francis draws our attentionto the plight of advanced resourceful learners as they start tobreak away from traditional modes of instruction and learnthrough active engagement in a globally interconnectedparticipatory culture.

Chapters illustrate students designing radically personalizedlearning environments to support advanced knowledgework; learners cultivating and nurturing globally distributedfunds of living knowledge they take with them as theymigrate across countries and institutional contexts; andlearners shaping their own sense of self and life trajectoriesthrough serious play in virtually figured worlds. Theseconcepts are illustrated with vignettes that suggest some ofthe surprising and unexpected ways emergent media formslike Wikipedia, YouTube, Facebook and the Amazon bookrecommendation system are now routinely exploited bystudents as powerful learning resources. Nevertheless, thesestories also highlight the challenges and choices confrontingstudents as they struggle to negotiate the faultlines of mediaconvergence and master the New Media Literacies they needto exploit the full potential of participatory media for selfeducation.

Overall, this compelling argument proposes that we arewitnessing a period of historic systemic change in the cultureof university learning that may allow us to peer into thefuture of education more generally. In particular, theargument highlights why we need to start conceiving oflearners identities as powerful mediators (and motivators) oflearning activity given the loss of enabling constraintsimplicit in the design of traditional learning spaces andpaper-based learning media.

May 2010: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-55053-6: $125.00eBook: 978-0-203-95802-8www.routledge.com/9780415550536

FORTHCOMING IN 2010

Learning Theory and OnlineTechnologyHow New Technologies are Transforming LearningOpportunitiesLinda Harasim, Simon Fraser University, Canada

This is a break-through text based on extensive experience,theory, and research. Ideal for learning theory courses ineducational technology masters programs and theorycourses in instructional design programs, Learning Theoryand Online Technology will prepare students to applylearning theory to instructional and pedagogical design andother use of technology. Framed by a discussion of thehistorical roots and growth of technology, this text discussesthe contributions of the three core learning theories to thefield of instructional and pedagogical designbehaviorism,cognitivism, and constructivism. Connecting theory topractice, author Linda Harasim provides a series of casestudies expounding on the effective use of new onlinetechnologies. Ultimately, Harasim shows readers howcollaborative learning is a powerful theory with whichstudents can successfully engage with technology.

This reader-friendly and accessible text, drawing upon anextensive body of research:

provides full discussion of various learning theories, andhow they relate to online learning

presents a powerful framework and set of tools based one-learning research

includes scenarios, mini case studies, and examples ofinternational projects

reviews key issues related to pedagogy, evaluation, andhistory of the field

describes the most exciting, satisfying, and effective waysto learn and teach online.

Educators are adopting the Internet for more efficient andeconomical purposes, but dont necessarily use it for moreeffective ways to support learning. This innovative textencourages students to think about new ways of teachingand learning, and provides them with a theory of learning toaddress todays realities. Affording students with aframework for using learning theories to establish anunderstanding of education in the context of rapidtechnological changes, this book will aid in shaping practicein the midst of this technological revolution. Readers willfind Learning Theory and Online Technology transformsyears of research and field experience into an invaluableresource.

July 2010: 7 x 10: 288ppHb: 978-0-415-99975-5: $140.00Pb: 978-0-415-99976-2: $45.95


EDUCATION TECHNOLOGY2

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Instructional-Design Theories andModels, Volume IIIBuilding a Common Knowledge BaseEdited by Charles M. Reigeluth, Indiana University, USAand Alison A. Carr-Chellman, Pennsylvania StateUniversity, USA

Instructional-Design Theories andModels, Volume III: Building aCommon Knowledge Base isperhaps best described by its newsubtitle. Whereas Volume II soughtto comprehensively review theproliferating theories and models ofinstruction of the 1980s and1990s, Volume III takes on an evenmore daunting task: starting tobuild a common knowledge basethat underlies and supports the vastarray of instructional theories,

models and strategies that constitute the field ofInstructional Design. Unit I describes the need for a commonknowledge base, offers some universal principles ofinstruction, and addresses the need for variation anddetailed guidance when implementing the universalprinciples. Unit II describes how the universal principles applyto some major approaches to instruction such as directinstruction or problem-based instruction. Unit III describeshow to apply the universal principles to some major types oflearning such as understandings and skills. Unit IV provides adeeper understanding of instructional theory using thestructural layers of a house as its metaphor and discussesinstructional theory in the broader context of paradigmchange in education.

February 2009: 6 x 9: 432ppHb: 978-0-8058-6456-4: $50.00eBook: 978-0-203-87213-0


User DesignAlison A. Carr-Chellman, Pennsylvania State University,USA

Offers a fresh perspective on how front-line learners (users)can participate in the design of learning environments. Thebook presents a new set of methods and strategies thatshow how the tools of professional designers can beeffectively shared with broad groups of users and otherparticipants in the process of creating their own learning.

2006: 6 x 9: 160ppHb: 978-0-8058-5504-3: $65.95Pb: 978-0-8058-5505-0: $24.95www.routledge.com/9780805855050

FORTHCOMING

Researching IT in EducationTheory, Practice and Future DirectionsEdited by Anne McDougall, John Murnane,Anthony Jones and Nick Reynolds, all at University ofMelbourne, Australia

Serious criticisms of research on ITin education have been publishedrecently in both the UK and theUSA. Researching IT in Educationaims to provoke thought anddiscussion among practicingresearchers by considering a rangeof approaches to undertakingquality research.

This book argues for the enormouspower of IT to enable fundamentalresearch that both refines anddevelops theory and practice in

education. High quality research that advances knowledgeand educational practice in this area will generally requirelonger timelines and more complex data collection andanalysis methods. The authors draw attention to the value oftheoretical frameworks used in mainstream educationalresearch and highlight the early theoretical work on thesubject of IT in education.

With individual chapters contributed by expert researchersand leaders in the field from ten countries, this provides anunusually broad but coherent international set ofperspectives for the issues examined in the book. It willbenefit anyone interested in or undertaking research on IT ineducation, including academics, research students, teachersand policy makers.

December 2009: 6-1/4 x 9-1/4: 232ppHb: 978-0-415-56000-9: $130.00Pb: 978-0-415-56001-6: $45.95www.routledge.com/9780415560016



2ND EDITION

On the InternetHubert L. Dreyfus, University of California, Berkeley,USA

Series: Thinking in Action

Can the internet solve the problemof mass education, and bringhuman beings to a new level ofcommunity? Drawing on a diversearray of thinkers from Plato toKierkegaard, On the Internet arguesthat there is much in commonbetween the disembodied, freefloating web and Descartesseparation of mind and body.Dreyfus also shows howKierkegaards insights into theorigins of a media-obsessed public

anticipate the web surfer, blogger and chat room. Drawingon studies of the isolation experienced by many internetusers and the insights of philosopher such as Descartes andKierkegaard, Dreyfus shows how the internets privatizationof experience ignores essential human capacities such astrust, moods, risk, shared local concerns and commitment.The second edition is revised throughout and includes abrand new chapter on Second Life.

2008: 5-1/4 x 7-3/4: 192ppPb: 978-0-415-77516-8: $21.95eBook: 978-0-203-88793-6www.routledge.com/9780415775168

Technology, Literacy, LearningA Multimodal ApproachCarey Jewitt, Institute of Education, University ofLondon, UK

This book sets out a framework forrethinking the three key areas ofschooling that are most affected bytechnologys impact on educationtoday: knowledge as curriculum,learning and pedagogy, and literacyacross the curriculum.

2008: 6-1/4 x 9-1/4: 192ppPb: 978-0-415-47883-0: $44.95www.routledge.com/9780415478830

3RD EDITION

Handbook of Research on EducationalCommunications and TechnologyEdited by J. Michael Spector, Florida State University,USA, M. David Merrill, Utah State University, USA,Jeroen van Merrinboer, Open Universiteit, theNetherlands and Marcy P. Driscoll, Florida StateUniversity, USA

Sponsored by the Association ofEducational Communication andTechnology (AECT), the third editionof this groundbreaking Handbookcontinues the mission of itspredecessors: to provide up-to-datesummaries and syntheses of recentresearch pertinent to theeducational uses of information andcommunication technologies. It isintended for graduate students andtheir professors, instructionaldesigners and researchers in

educational communication and technology plus the librariesthat serve them.

2008: 8-1/2 x 11: 928ppHb: 978-0-8058-5849-5: $250.00Pb: 978-0-415-96338-1: $105.00www.routledge.com/9780415963381

Ten Steps to Complex LearningA Systematic Approach to Four-ComponentInstructional DesignJeroen J.G. van Merrinboer and Paul A. Kirschner,both at Open University of the Netherlands

Ten Steps to Complex Learningpresents in ten steps a path from atraining problem to a trainingsolution in a way that students,practitioners, (both instructionaldesigners and teachers) andresearchers can understand and use.


EDUCATION TECHNOLOGY4



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Online Social Networking on CampusUnderstanding What Matters in Student CultureAna M. Martnez Alemn andKatherine Lynk Wartman, both at Boston College,USA

In the era of such online spaces asFacebook, Instant Messenger, LiveJournal, Blogger, Web Shots, andcampus blogs, college students areusing these resources and otheronline sites as a social medium.Inevitably, this medium presentsstudents with ethical decisionsabout social propriety, self disclosureand acceptable behavior. Becauseonline social networking sites haveproven problematic for collegestudents and for college

administrators, this book aims to offer professional guidanceto Higher Education administrators and policy makers.

Online Social Networking on Campus investigates howcollege students use online sites to explore and makes senseof their identities. Providing information taken frominterviews, surveys, and focus group data, the book presentsan ethnographic view of social networking that will helpStudent Affairs administrators, Information Technologyadministrators, and faculty better understand and provideguidance to the neomillennials on their campuses.

2008: 6 x 9: 168ppHb: 978-0-415-99019-6: $150.00Pb: 978-0-415-99020-2: $44.95eBook: 978-0-203-88496-6www.routledge.com/9780415990202

Design and Development ResearchMethods, Strategies, and IssuesRita C. Richey, Wayne State University, USA andJames D. Klein, Arizona State University, USA

This volume thoroughly discusses methods and strategiesappropriate for conducting design and developmentresearch. Rich with examples and explanations, the bookdescribes actual strategies that researchers have used toconduct: 1) product and tool research and 2) modelresearch.


Teaching English Language Learnersthrough TechnologyTony Erben, University of Tampa, USA, Ruth Ban, BarryUniversity, USA and Martha Castaeda, MiamiUniversity, USA

Series: Teaching English Language Learners Across theCurriculum

The authors explore the use ofcomputers/technology as apedagogical tool to aid in theappropriate instruction of ELLsacross all content areas. The specialfocus of this book is on theinformed use of varioustechnologies and software programsthat can specifically aid ELLs.Strategies are also provided forvarying levels of accesswhetherteachers teach in a one computerclassroom, have access to multiple

computers, or have the ability to go into a computer lab attheir school. A fully annotated list of web and printresources completes the volume, making this a valuablereference to help teachers harness the power of computer-assisted technologies in meeting the challenges of includingall learners in effective instruction.

2008: 7 x 10: 240ppHb: 978-0-415-95767-0: $140.00Pb: 978-0-415-95768-7: $33.95eBook: 978-0-203-89442-2


2ND EDITION

Educational TechnologyA Definition with CommentaryEdited by Al Januszewski, SUNY Potsdam, USAand Michael Molenda, Indiana University, Bloomington,USA

Sponsored by the Association for EducationalCommunications and Technology (AECT), this book presentsa definition of the field of study and practice known aseducational technology or instructional technology. It reflectsthe collaborative efforts of all members of the AECTDefinition and Terminology Committee.




Economics of Distance and OnlineLearningTheory, Practice and ResearchEdited by William J. Bramble, University of NewMexico, USA and Santosh Panda, Indira GandhiNational Open University, India

This book provides a comprehensiveoverview of the organizationalmodels of distance and onlinelearning from an internationalperspective and from the point ofview of economic planning, costingand management decision-making.The book points to directions forthe further research anddevelopment in this area, and willpromote further understanding andcritical reflection on the part ofadministrators, practitioners and

researchers of distance education. The experiences andperspectives in distance education in the US are balancedwith those in other areas of the world.


Teaching Teachers to use TechnologyEdited by D. LaMont Johnson andKulwadee Kongrith, both at University of Nevada, USA

Provides numerous strategies for effectively infusingtechnology into teacher education. This timely book includesmodels for professional and staff development, inquirylearning, network-based assessment, and collaboratingthrough online learning and publications to increase thequality and quantity of educators entering the workforce asclassroom teachers.

2007: 182ppHb: 978-0-7890-3503-5: $95.00Pb: 978-0-7890-3504-2: $39.95www.routledge.com/9780789035042

BESTSELLER

NEW EDITION FORTHCOMING IN 2010

3RD EDITION

Rethinking University TeachingA Framework for the Effective Use of LearningTechnologiesDiana Laurillard, London Knowledge Lab, Institute ofEducation, UK

The third edition of Rethinking University Teaching buildsupon the success of the best-selling second edition andmaintains a sound theoretical basis for designing and usinglearning technologies at the Higher Education level. This newedition is fully updated and addresses the principaltechnological changes that have taken center stage since2004.

New readers will find Diana Laurillards work fills a glaringgap in current e-learning literature that is available today.Part I effectively covers what teachers and lecturers need toknow of the most important research on student learningand the principal theories of teaching and learning. Part IIrepresents this current understanding of the learning processas a framework tool that challenges the use of bothconventional and digital technologies: the ConversationalFramework (CF). The Conversational Framework (CF) is usedto examine and analyze both conventional and digitaltechnologies and encourages users to focus on a needs-driven approach rather than a technology-driven approach.Part III tackles the implementation of both conventional anddigital technologies within the everyday reality of universityteaching. This section helps the teacher embrace theperspective of the student, who now studies and learnsusing a range of technologies.

New and expanded topics include:

mobile learning and social networking sites

collaborative learning

learning design tools

blended learning

synchronous communication technologies

user-generated content technologies

learning outside the institution

open education resources.

This professional guide is essential reading for academics,support staff, administrators and anyone concerned withimproving the quality of teaching in Higher Education. Thistext is also appropriate for courses found in EducationalTechnology and e-learning graduate level programsworldwide.

August 2010: 6 x 9: 250ppHb: 978-0-415-80385-4: $150.00Pb: 978-0-415-80387-8: $48.95www.routledge.com/9780415803878

EDUCATION TECHNOLOGYPRACTICAL TITLESFOR E-LEARNING

6



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BESTSELLER

NEW EDITION FORTHCOMING IN 2010

3RD EDITION

Teaching OnlineA Practical GuideSusan Ko, University of Maryland, USA andSteve Rossen

This is a practical, concise guide foreducators teaching online. The newedition has been fully revamped andreflects important changes thathave occurred since the secondeditions publication. A leader in theonline field, this best-sellingresource maintains its readerfriendly tone and offers exceptionalpractical advice. Both authors havetaught online themselves and havetrained thousands of other facultyto successfully teach online. The

success of this text can be attributed to the authors focuson the how and whys of implementation rather thantheory.

Updates to the third edition are substantial and reflective ofnew technologies and help readers choose and fullyintegrate the latest technology tools and valuable onlineeducational resources.

New to this Edition:

new chapter on how faculty and instructional designerscan work collaboratively

expanded chapter on open educational resources,copyright, and intellectual property

more international relevance, with references to onlineand hybrid teaching worldwide and interviews with globalfaculty

new interactive companion website that invites readers topost questions to the author and also includes real-lifecase studies and tips on how to use new technologiesthat will be added on an ongoing basis

new teaching examples, faculty interviews, break-out tips,samples of course materials, and a complete updatedResource Section.

This text is a must-have resource for anyone teaching onlineor for instructors supplementing a traditional classroom withonline elements. It is also appropriate for students enrolled inDistance Learning and Educational Technology MastersPrograms and librarians working within the context of onlineeducation.

March 2010: 6 x 9: 352ppHb: 978-0-415-99733-1: $150.00Pb: 978-0-415-99726-3: $46.95www.routledge.com/9780415997263

NEW

Mobile Learning CommunitiesCreating New Educational FuturesPatrick Danaher, University of Southern Queensland,Australia, Beverley Moriarty and Geoff Danaher,both at Central Queensland University, Australia

Mobile Learning Communitiesexplores the diverse ways in whichtravelling groups experiencelearning on the run. This bookprovides empirical evidence thatdraws on the authors seventeenyears of continuing research withinternational occupational Travelers.It engages with themes such asworkplace learning, globalization,multiliteracies, and emergingtechnologies which impinge on theways mobile groups make sense of

themselves as learning communities. International in focus,this book deals with an issue of increasing globalsignificance and shows the complexities of the lives andlearning experiences of such mobile cultures and theirstrategies for earning, learning, and living, thus challengingsimplistic and stereotypical images of travelling groups stillfound in mainstream media and popular culture.

This text will appeal to scholars in the field of distanceeducation and educational technology and to researchers ineducation, cultural studies, and sociology. It will also be ofinterest to educational instructors, policy-makers, andadministrators, as well as teacher educators and pre-serviceteachers. It paints a vivid picture of the experience ofmobility through the words of the mobile learnersthemselves, but also critiques existing notions of learningand suggests ways of creating new educational futures forall learners and educators.

June 2009: 6 x 9: 224ppHb: 978-0-415-99158-2: $130.00Pb: 978-0-415-99159-9: $42.95eBook: 978-0-203-87940-5www.routledge.com/9780415991599

E-learning: The Key ConceptsRobin Mason, formerly of The Open University, UK andFrank Rennie, The University of Highlands and IslandsMillennium Institute, UK

Series: Routledge Key Guides

2006: 5-1/2 x 8-1/2: 200ppHb: 978-0-415-37306-7: $110.00Pb: 978-0-415-37307-4: $26.95eBook: 978-0-203-09948-3www.routledge.com/9780415373074

In Memoriam 1945-2009

7PRACTICAL TITLES FOR E-LEARNING


Emergent Computer LiteracyA Developmental PerspectiveHelen Mele Robinson, CUNY/The College of StatenIsland, USA

Series: Routledge Research in Education

Robinson adds exceptional insightinto how children become literate ina technological society and offersnecessary tools for researchers andacademics to understand howyoung children interact withcomputers both at home and in aschool setting.

2008: 6 x 9: 216ppHb: 978-0-415-96131-8: $95.00eBook: 978-0-203-88791-2www.routledge.com/9780415961318

Play, Creativity and Digital CulturesEdited by Rebekah Willett, University of London, UK,Muriel Robinson, Bishop Grosseteste UniversityCollege, UK and Jackie Marsh, University of Sheffield,UK


Recent work on childrens digitalcultures has identified a range ofliteracies emerging throughchildrens engagement with newmedia technologies. This bookexplores questions about the extentto which traditional understandingsof the role of play and creativity inlearning can be applied to learningby media technologies.


Plagiarism, the Internet, and StudentLearningImproving Academic IntegrityWendy Sutherland-Smith, Monash University, Australia

Written for Higher Educationeducators, managers and policy-makers, Plagiarism, the Internet andStudent Learning combinestheoretical understandings with apractical model of plagiarism andaims to explain why and howplagiarism developed. It offers anew way to conceptualizeplagiarism and provides aframework for professionals dealingwith plagiarism in higher education.


e-Learning and Social NetworkingHandbookResources for Higher EducationRobin Mason, formerly of The Open University, UK andFrank Rennie, The University of Highlands and IslandsMillennium Institute, UK

Student engagement with digitallearning resources and online socialnetworking are strong forces ineducation today. How can theseresources best be utilized byeducators and course designers inhigher education? This book aims toprovide the reader with enoughbackground information toappreciate the value of socialnetworking, especially fordistributed education. Throughhighlighting the most relevant,

interesting, and challenging aspects of e-Learning the bookprovides practical advice for using social networking tools incourse design.


In Memoriam 1945-2009

PRACTICAL TITLES FOR E-LEARNING8



Fax: 1-800-248-4724

Teaching in Transnational HigherEducationEnhancing Learning for Offshore InternationalStudentsEdited by Michelle Wallace and Lee Dunn, both atSouthern Cross University, Australia

This book focuses upon the currentand emerging issues in transnationalteaching and learning, discussingthe implications for learners intransnational higher education.Includes contributions from JudeCarroll and Betty Leask.


The e-Revolution and Post-CompulsoryEducationUsing e-Business Models to Deliver Quality EducationEdited by Jos Boys, London Metropolitan University, UKand Peter Ford, Nottingham University, UK

Discussing what is meant by e-business and why e-businessapproaches are relevant touniversities and colleges, this bookconsiders debates about ICT andhigher education to explore theprovision of post-secondaryeducation as a whole.

2008: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-41986-4: $140.00Pb: 978-0-415-41987-1: $44.95www.routledge.com/9780415419871

FORTHCOMING IN 2010

Rethinking Learning for a Digital AgeHow Learners Shape Their Own ExperiencesRhona Sharpe, Helen Beetham and Sara de Freitas

This text combines first-hand accounts from learners withextensive research and analysis, including a developmentalmodel for effective e-learning, and a range of strategies thatdigitally-connected learners use to fit learning into their lives.

July 2010: 6 x 9: 240ppHb: 978-0-415-87542-4: $140.00Pb: 978-0-415-87543-1: $47.95

A Practical Guide to Problem-BasedLearning OnlineMaggi Savin-Baden, University of Coventry, UK

Providing an overview of the current state of problem basedlearning online, this book examines why were moving fromface-to-face to online provision, considers existing forms ofprovision, outlines common mistakes and strategies to avoidfuture problems, and shows how to effectively facilitatelearning.


Project Managing E-LearningA Handbook for Successful Design, Delivery andManagementMaggie McVay Lynch, Portland State University, USAand John Roecker, Project Management Institute, USA

Project Managing E-Learning provides an essentialframework, based on the globally accepted IPECC model, forplanning, designing, delivering, managing, and evaluating e-learning projects successfully. It focuses on practical, easy-to-understand methods and offers applications of projectmanagement principles in the real world. Illustrated by casestudies of projects undertaken in business and academia itprovides a step-by-step guide and highlights where projectstypically fail.


Rethinking Pedagogy for a Digital AgeDesigning and Delivering E-LearningEdited by Helen Beetham, JISC E-learning Team,University of Bristol, UK and Rhona Sharpe, OxfordBrookes University, UK

Packed full with case studies from multiple disciplines andwith a helpful appendix of tools and resources, this book isan essential guide to effective design and implementation ofsound e-learning activities.


9PRACTICAL TITLES FOR E-LEARNING


PRACTICAL TITLESFOR E-LEARNING

CONNECTING WITHE-LEARNING SERIES

10



Fax: 1-800-248-4724

Virtual Learning EnvironmentsUsing, Choosing and Developing your VLEMartin Weller, The Open University, UK

Full with case studies and advice, this book examines howvirtual learning environments can be successfully deployedfor effective teaching.


FORTHCOMING

A Guide to Authentic e-LearningJan Herrington, Murdoch University, Western Australia,Thomas C. Reeves, The University of Georgia, USA andRon Oliver, Edith Cowan University, Australia

Written for teaching professionals in Higher Education whoteach online, A Guide to Authentic e-Learning offersconcrete guidelines and examples for developing andimplementing authentic e-learning tasks in ways thatchallenge students to maximize their learning. This essentialbook provides effective, working examples to engagelearners with authentic tasks in online learning settings.

Key Features:

develops the conceptual framework for authentic learningtasks in online environments

provides practical guidance on design, implementation,and evaluation of authentic e-learning asks

includes case studies and examples of outcomes of usingauthentic e-learning tasks

outlines the principles that guide the development ofeffective e-learning environments based upon authentictasks.

November 2009: 5-1/2 x 8-1/2: 232ppHb: 978-0-415-99799-7: $150.00Pb: 978-0-415-99800-0: $41.95www.routledge.com/9780415998000

preparing for blended e-learningAllison Littlejohn, Glasgow Caledonian University, UKand Chris Pegler, Institute of Technology, OpenUniversity, UK

Covering theory where useful, but maintaining an emphasison practice, this helpful book provides teachers and lecturerswith an accessible introduction to e-learning.


BESTSELLER

E-tivitiesThe Key to Active Online LearningGilly Salmon, University of Leicester, UK2002: 6-1/4 x 9-1/4: 238ppPb: 978-0-7494-3686-5: $54.95eBook: 978-0-203-64638-0www.routledge.com/9780749436865

GILLYSALMON

4TH EDITION

Learning in GroupsA Handbook for Face-to-Face and OnlineEnvironmentsDavid Jaques, Independent Education Constultant, UKand Gilly Salmon, University of Leicester, UK

This Handbook is a truly comprehensive guide for anyoneinvolved in groupwork, containing advice and practicalexercises to develop group learning skills for both learnersand tutors. This new edition has been thoroughly updated,containing valuable new material throughout on grouplearning and collaborating online, action research andtherole of reflection and emotional intelligence.


BESTSELLER

2ND EDITION

E-ModeratingThe Key to Online Teaching and LearningGilly Salmon, University of Leicester, UK2004: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-33543-0: $178.95Pb: 978-0-415-33544-7: $54.95eBook: 978-0-203-46542-4www.routledge.com/9780415335447

The Educational Potential ofe-PortfoliosSupporting Personal Development and ReflectiveLearningLorraine Stefani, University of Auckland, New Zealand,Robin Mason, The Open University, UK andChris Pegler, Institute of Technology, Open University,UK

This is a comprehensive, practical guide for lecturers andstaff developers who need to know more about thedevelopment of purposeful e-portfolios for supportingstudents in reflecting on their learning.


FORTHCOMING

Online Communication andCollaborationA ReaderEdited by Helen Donelan, Karen Kear,and Magnus Ramage, all at The Open University, UK

Online communication and collaboration presents a verytimely set of articles that cover a range of differentperspectives upon these themes, both classic and up-to-date.It is unusually broad both in the range of technologies itconsiders - many books on these topics cover only a fewforms of collaboration technology - and in considering classictechnologies as well as recent ones. It blends academic andpopular articles to combine scholarly rigour with readability.

The book is divided into eight sections, covering thefoundations of online communication and collaboration, anda series of current collaboration technologies considered interms of their interactions but also looking back at lessons tobe learnt from their technological ancestors. The book alsocontains an extended case study of online collaboration,taking open-source software as its example.

Online communication and collaboration will be of relevancein a wide range of higher education courses in fields relatedto soft computing, information systems, cultural and mediastudies, and communications theory.

February 2010: 256ppHb: 978-0-415-56477-9: $130.00Pb: 978-0-415-56478-6: $45.95www.routledge.com/9780415564786

11CONNECTING WITHE-LEARNING SERIES

PRACTICAL TITLES FORTEACHING AND LEARNING


GILLYSALMON

GILLYSALMON

FORTHCOMING

Multiliteracies in MotionCurrent Theory and PracticeEdited by David R. Cole, University of Technology,Sydney, Australia and Darren L. Pullen, University ofTasmania, Australia

The realities of new technologicaland social conditions since the1990s demand a new approach toliteracy teaching. Looking onwardfrom the original statement of aimsof the multiliteracies movement in1996, this volume brings togethertop-quality scholarship and researchthat has embraced the notion andfeatures new contributions by manyof the originators of this approachto literacy.

Drawing on large research projectsand empirical evidence, the authors explore practical andeducational issues that relate to multiliteracies, such asassessment, pedagogy and curriculum. The viewpoint takenis that multiliteracies is a complementary socio-culturalapproach to the new literacies that includes pedagogy andlearning. The differences are addressed from a multiliteraciesperspective one that does not discount or undermine thenew literacies, but shows new ways in which they arecomplementary.

This volume offers frontline information and a vital updatefor those wishing to understand the evolution ofmultiliteracies and the current state of literacy theory inrelation to it.

November 2009: 6 x 9: 272ppHb: 978-0-415-80156-0: $135.00Pb: 978-0-415-80157-7: $42.95eBook: 978-0-203-86403-6www.routledge.com/9780415801577

FORTHCOMING

2ND EDITION

Learning, Creating, and UsingKnowledgeConcept Maps as Facilitative Tools in Schools andCorporationsJoseph D. Novak, Cornell University and FloridaInstitute for Human & Machine Cognition, USA

This fully revised and updatededition of Learning, Creating, andUsing Knowledge recognizes thatthe future of economic well beingin todays knowledge andinformation society rests upon theeffectiveness of schools andcorporations to empower theirpeople to be more effective learnersand knowledge creators. Novakspioneering theory of educationpresented in the first editionremains viable and useful. This new

edition updates his theory for meaningful learning andautonomous knowledge building and provides tools to makeit operational - that is, concept maps, created with the useof CMapTools and the V diagram.

The theory is easy to put into practice, since it includesresources to facilitate the process, especially concept maps,now optimised by CMapTools software. CMapTools softwareis highly intuitive and easy to use. People who have untilnow been reluctant to use the new technologies in theirprofessional lives are will find this book particularly helpful.Learning, Creating, and Using Knowledge is essential readingfor educators at all levels and corporate managers who seekto enhance worker productivity.

December 2009: 6 x 9: 312ppHb: 978-0-415-99184-1: $135.00Pb: 978-0-415-99185-8: $49.95eBook: 978-0-203-86200-1www.routledge.com/9780415991858

PRACTICAL TITLES FOR TEACHING AND LEARNING12



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3RD EDITION

A Handbook for Teaching andLearning in Higher EducationEnhancing Academic PracticeEdited by Heather Fry, Imperial College, University ofLondon, UK, Steve Ketteridge, Queen Mary, Universityof London, UK and Stephanie Marshall, LeadershipFoundation for Higher Education, UK

Praise for previous editions:

This book should be essential reading for all new staffengaged in supporting teaching and learning withinhigher education. Journal of Higher and FurtherEducation

The Handbook is sensitive to thecompeting demands of teaching,research and scholarship, academicmanagement. Against the contexts,the book focuses on developingprofessional academic skills forteaching. Dealing with the rapidexpansion of the use of technologyin higher education and wideningstudent diversity, the fully updatedand expanded edition includes newmaterial on for example, e-learning,lecturing to large groups, formative

and summative assessment, and supervising researchstudents.

Written to support the excellence in teaching required tobring about learning of the highest quality, this will beessential reading for all new lecturers, particularly anyonetaking an accredited course in teaching and learning inhigher education, as well as all those experienced lecturerswho wish to improve their teaching. Those working in adultlearning and education development will find it a particularlyuseful resource.


Harnessing TechnologyFor Every Child Matters and Personalised LearningJohn Galloway, Education Consultant, UK

Three core policies: Every ChildMatters, Personalised Learning,and Harnessing Technology are atthe heart of changes to childrenand young peoples experiences ofschool. This book considers thesepolicies and their interlinkedrelationship, making it an essentialresource for training and practicingteachers, school leaders, and allthose involved in educationaltransformation.

To achieve the five outcomes of theEvery Child Matters agenda requires an approach that ispupil centered, with developments in new technologiesmaking it possible to not only understand each individualmore precisely, but also for them to learn in more flexibleand personalized ways. Through innovations such as webbased information sharing, learning platforms and e-portfolios, schools will be able to offer content appropriateto pupils personal goals, breaching conventional orthodoxiesof time and place.

2008: 6-1/4 x 9-1/4: 176ppPb: 978-0-415-45871-9: $37.95eBook: 978-0-203-42648-7www.routledge.com/9780415458719

Improving Classroom Learning withICTRosamund Sutherland, University of Bristol, UK,Susan Robertson, University of Bristol, UK andPeter John, Thames Valley University, UK

Series: Improving Learning

This text examines the ways inwhich ICT can be used in theclassroom to enhance teaching andlearning in different settings andacross different subjects. Using casestudies to illustrate key issues and toelaborate a range of theoreticalideas that can be used in theclassroom, this book will be ofinterest to all those concerned withmaximizing the benefits of ICT inthe classroom.


13PRACTICAL TITLES FOR TEACHING AND LEARNING


Educating Learning TechnologyDesignersGuiding and Inspiring Creators of InnovativeEducational ToolsEdited by Chris DiGiano, Google, Inc. and University ofColorado at Boulder, USA, Shelley Goldman, StanfordUniversity, USA and Michael Chorost, Independentconsultant and writer

What knowledge and skills dodesigners of learning technologiesneed? What is the best way to trainthem to create high-qualityeducational technologies? Distillingthe wisdom of expert instructorsand designers, this cutting-edgeguide offers a clear, accessiblebalance of theory and practicalexamples.

This cutting-edge guide:

synthesizes learning, instructionaldesign, and educational technology

perspectives on learning-centered technologyhighlighting how interdisciplinary work is driving thefields of the learning sciences and technology design anddevelopment

offers helpful resources for both faculty and students including descriptions of a variety of successful courses inlearning technology design, examples of student workwith commentary by instructors and students, anddiscussions of lessons learned in course development

includes a To the Student chapter that speaks in plainlanguage about what is exciting and challenging aboutcreating technology for kids

Directed to university instructors working with students ondeveloping educational software projects and to managersleading learning technologies development teams, thisbook is a valuable resource for guiding and inspiring thenext generation of designers of learning technologies.


2ND EDITION

Learning to Teach Design andTechnology in the Secondary SchoolA Companion to School ExperienceEdited by Gwyneth Owen-Jackson, The OpenUniversity, UK

Series: Learning to Teach Subjects in the SecondarySchool Series

This text, now in its secondedition, aims to help student-teachers develop their subjectknowledge and professionalknowledge and skills. It looks atthe theory underpinningimportant issues and links this topractice in the classroom. Fullyupdated to take account ofchanges in the curriculum, thereare new chapters on: teachinggraphics, 14-19 vocationalqualifications and cross-curricular

links to literacy, numeracy, citizenship and sustainability.

Bringing together insights from current educationaltheory and the best contemporary classroom teachingand learning, this book will prove an invaluable resourcein enhancing the quality of initial school experience forthe student teacher.


PRACTICAL TITLES FOR TEACHING AND LEARNING14



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Constructivist InstructionSuccess or Failure?Edited by Sigmund Tobias, Teachers College, ColumbiaUniversity, USA and Thomas M. Duffy, IndianaUniversity, USA

Constructivist Instruction: Success orFailure? brings together leadingthinkers from both sides of thehotly debated controversy aboutconstructivist approaches toinstruction. Although constructivisttheories and practice now dominatethe fields of the learning sciences,instructional technology, curriculumand teaching, and educationalpsychology, they have also been thesubject of sharp criticism regardingsparse research support and adverseresearch findings.

Chapters present detailed views from both sides of thecontroversy. A distinctive feature of the book is the dialoguebuilt into it between the different positions. Each chapterconcludes with discussions in which two authors withopposing views raise questions about the chapter, followedby the author(s) responses to those questions; for somechapters there are several cycles of questions and answers.These discussions, and concluding chapters by the editors,clarify, and occasionally narrow the differences betweenpositions and identify needed research.

March 2009: 6 x 9: 392ppHb: 978-0-415-99423-1: $150.00Pb: 978-0-415-99424-8: $52.95eBook: 978-0-203-87884-2www.routledge.com/9780415994248

Handbook of Design ResearchMethods in EducationInnovations in Science, Technology, Engineering, andMathematics Learning and TeachingEdited by Anthony E. Kelly, George Mason University,USA, Richard A. Lesh, Indiana University, USA andJohn Y. Baek, George Mason University, USA

This Handbook presents the latestthinking and current examples ofdesign research in education. It isdesigned as a guide for doctoralstudents, early career researchers,and cross-over researchers fromfields outside of educationinterested in supporting innovationin educational settings throughconducting design research.


Video Research in the LearningSciencesEdited by Ricki Goldman, New York University, USA,Roy Pea and Brigid Barron, both at Stanford University,USA, and Sharon J. Derry, University of Wisconsin/Madison, USA

This is a comprehensive exploration of key theoretical,methodological, and technological advances in uses ofdigital video-as-data in the learning sciences as a way ofknowing about learning, teaching, and educationalprocesses. It is designed around four themes: theoreticalframeworks for video research; video research on peer,family, and informal learning; video research on classroomand teacher learning; and video collaborations andtechnological futures.

Visit the website affiliated with this book:http://www.videoresearch.org


15LEARNING SCIENCE AND TECHNOLOGY


FORTHCOMING IN 2010

Knowledge Making in the ClassroomTracking Learning in Students Multimodal TextsShirley Palframan, Institute of Education, University ofLondon, UK

This book is the first to foreground issues of learning andassessment in relation to multimodality the variety of waysstudents experience communication outside of school, forexample, interactive websites and chat rooms. It explores theuse of social semiotic theories in interpreting evidence oflearning across the modes: visual texts, writing, speech andgesture. Using examples from secondary science and historyit shows how particular students responded to what theywere taught, and how they re-constructed curriculumknowledge in line with their own experiences and interest; inshort, how they learnt.

This book demonstrates a new methodology for identifyingand interpreting evidence of learning in studentsmultimodal texts. Here, students responses are juxtaposedwith teaching input in such a way that representationalchoices are made explicit and the transformation ofknowledge clearly visible. Anyone concerned with theexciting possibilities that multimodal approaches offer in theclassroom will find this book fascinating reading.

April 2010: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-41111-0: $140.00www.routledge.com/9780415411110

FORTHCOMING IN 2010

An Introduction to Distance EducationUnderstanding Teaching and Learning in a New EraEdited by Martha Cleveland-Innes, AthabascaUniversity, Canada and D.R. Garrison, University ofCalgary, Canada

An Introduction to DistanceEducation offers a comprehensivelook at distance education todayand outlines current theories,practices and goals. The goal of thisbook is to provide a detailed reviewof the influence of historicaldistance education theory andpractice, and the current changesoccurring in the field today. Itoutlines the practical skills andinformation that are essential toeffective distance education design,

delivery and navigation.

This volume brings together seminal contributors who haveand are currently researching and shaping our understandingof distance education. The content of the book provides thediscussion of past and present practices in higher anddistance education, with a view to accessible education andappropriate use of Web 2.0 technology.

Using a Student-guided approach, each chapter offers thefollowing pedagogical features to engage and support theteaching and learning process:

Key Questions to Consider: Students can use thesequestions as triggers for further thoughts related to thetopic. Instructors can use these questions for classroomand online discussion

Selected Further Reading: Offered at the end of everychapter

Thinking Points: Strategically placed throughout the text,these points act as a spring board for further reflectionand classroom discussion.

A perfect textbook for Educational Technology PhD, Mastersand Certificate programs; students will receive a solidfoundation for which to explore and develop newapproaches to designing and implementing online courses.

February 2010: 7 x 10: 304ppHb: 978-0-415-99598-6: $150.00Pb: 978-0-415-99599-3: $49.95www.routledge.com/9780415995993

OPEN AND DISTANCE LEARNING16



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to view full Table of Contents

Traveller, Nomadic and MigrantEducationEdited by Patrick Alan Danaher, University of SouthernQueensland, Australia, Mirn Kenny andJudith Remy Leder, California State University,Fullerton, USA


Traveller, Nomadic and MigrantEducation presents internationalaccounts of approaches toeducating mobile communities. Thechapters focus on three keydimensions of educational change:the client group moving from schoolto school; those schools having theirdemographics changed and seekingto change the mobile learners; andthese learners contributing tofundamental change to the natureof schooling.

The book brings together decades of research into thechallenges and opportunities presented by mobile learnersinteracting with educational systems predicated on fixedresidence. It identifies several obstacles to those learnersreceiving an equitable education, including negativestereotypes and centuries-old prejudice. Yet the book alsoexplores a number of educational innovations that bringmobility and schooling together, ranging from specializedliteracy programs and distance and online education tomobile schools and specially trained teachers. Theseinnovations allow us to think differently about howeducation can and should be, for mobile and non-mobilelearners alike.

April 2009: 6 x 9: 268ppHb: 978-0-415-96356-5: $95.00eBook: 978-0-203-87867-5www.routledge.com/9780415963565

Assessment of Problem Solving UsingSimulationsEdited by Eva Baker, University of California at LosAngeles, USA, Jan Dickieson, Naval Health ResearchCommand, USA, Wallace Wulfeck, Office of NavalResearch, USA and Harold F. ONeil, University ofSouthern California, USA

This volume explores the application of computer simulationtechnology to measurement issues in education, especially asit pertains to problem based learning. It is appropriate forresearchers, instructors and graduate students in educationalassessment, educational technology, and educationalpsychology.

2007: 6 x 9: 360ppHb: 978-0-8058-6293-5: $115.00www.routledge.com/9780805862935

2ND EDITION

Globalisation & PedagogySpace, Place and IdentityRichard Edwards, Institute of Education, University ofSterling, UK and Robin Usher, Royal MelbourneInstitute of Technology University, Australia

The second edition of this important book has been fullyupdated and extended to take account of developments intechnology, pedagogy and practice, in particular the growthof distance and e-learning.


2ND EDITION

Handbook of Distance EducationEdited by Michael Grahame Moore, Pennsylvania StateUniversity, USA

The second edition of this award-winning book continuesthe mission of its predecessor, to provide a comprehensivecompendium of research in all aspects of distance education,arguably the most significant development in education overthe past quarter century. While the book deals witheducation that uses technology, the focus is on teaching andlearning and how its management can be facilitated throughtechnology.


Finding Your Online VoiceStories Told by Experienced Online EducatorsEdited by J. Michael Spector, Florida State University,USA

Finding Your Online Voice offers a thought-provokingdiscussion of innovative approaches to technology-baseddistance education. Spector focuses on how highlyexperienced teachers conceptualize and organize onlineclasses.


17OPEN AND DISTANCE LEARNING


FORTHCOMING IN 2010

Mega-Schools, Technology andTeachersAchieving Education for AllSir John Daniel, Commonwealth of Learning, Canada

Education for All (EFA) has been a top priority for theeducation sector, governments and intergovernmentalagencies for the last 20 years. The EFA movement made aglobal commitment to provide quality universal primaryeducation (UPE) for all children by the year 2015.

The latest addition to The Open and Flexible Learning series,Mega-Schools, Technology and Teachers addresses theconsequences of progress made towards UPE, which hasgenerated a surge of at least 200 million children looking forsecondary schooling.

This book advocates new approaches for providing access tosecondary education for todays growing population ofchildren and young adults and examines:

the creation of Mega-Schools, a combination of distancelearning and community-based support with a proventrack record for increasing access

ways of scaling up teacher education (18 million newteachers are required to achieve universal education)

how to choose appropriate technologies to deliverdistance education successfully to students in differentcircumstances

approaches to achieving quality in technology-mediateddistance learning

the strategies and secrets of successful implementation.

Mega-Schools, Technology and Teachers will be of interest toanyone looking for new ways to use technology and otherdelivery modes in order to complete the process of achievingeducation for all. It cuts through the hype to show howtechnology-mediated learning can be made effective.

March 2010: 6 x 9: 192ppHb: 978-0-415-87204-1: $130.00Pb: 978-0-415-87205-8: $42.95www.routledge.com/9780415872058

NEW

Students Experiences of E-Learning inHigher EducationThe Ecology of Sustainable InnovationRobert Ellis and Peter Goodyear, both at University ofSydney, Australia

This text helps higher educationinstructors and university managersunderstand how e-learning relatesto, and can be integrated with,other student experiences oflearning. Grounded in relevantinternational research, the book isdistinctive in that it foregroundsstudents experiences of learning,emphasizing the importance of howstudents interpret the challenges setbefore them, along with theirconceptions of learning and their

approaches to learning. The way students interpret taskrequirements greatly affects learning outcomes, and thoseinterpretations are in turn influenced by how students readthe larger environment in which they study. The authorsargue that a systemic understanding is necessary for theeffective design and management of modern learningenvironments, whether lectures, seminars, laboratories orprivate study. This ecological understanding must alsoacknowledge, though, the agency of learners as activeinterpreters of their environment and its culture, values andchallenges.

Key Features:

Offers a holistic treatment of e-learning in highereducation, reflecting the need for integrating e-learningand other aspects of the student learning experience

Reports research on students experiences with e-learningconducted by authors in the United States, Europe, andAustralia

Synthesizes key themes in recent international researchand summarizes their implications for teachers andmanagers.

September 2009: 6 x 9: 224ppHb: 978-0-415-98935-0: $135.00Pb: 978-0-415-98936-7: $44.95eBook: 978-0-203-87297-0www.routledge.com/9780415989367

OPEN AND FLEXIBLE LEARNING SERIES18



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NEW

Learning with Digital GamesA Practical Guide to Engaging Students in HigherEducationNicola Whitton, Manchester Metropolitan University,UK

Written for Higher Educationteaching and learning professionals,Learning with Digital Gamesprovides an accessible,straightforward introduction to thefield of computer game-basedlearning. Up-to-date with currenttrends and the changing learningneeds of todays students, this textoffers friendly guidance, and isunique in its focus on post-schooleducation and its pragmatic view ofthe use of computer games withadults.

The book assumes no prior technical knowledge but guidesthe reader step-by-step through the theoretical, practical andtechnical considerations of using digital games for learning.Activities throughout guide the reader through the processof designing a game for their own practice, and the bookalso offers:

a toolkit of guidelines, templates and checklists

concrete examples of different types of game-basedlearning using six case studies

examples of games that show active and experientiallearning

practical examples of educational game design anddevelopment

a companion website that provides up-to-datetechnological information, additional resources, andfurther examples.

This professional guide is grounded in theory and closelylinks examples from practice. Higher Education academics, e-learning practitioners, developers and training professionalsat all technical skill levels and experience will find this text isthe perfect resource for explaining how to integratecomputer games into their teaching practice.

September 2009: 6 x 9: 232ppHb: 978-0-415-99774-4: $140.00Pb: 978-0-415-99775-1: $44.95eBook: 978-0-203-87298-7www.routledge.com/9780415997751

NEW

Distance and Blended Learning in AsiaColin Latchem, Open learning consultant, Australia andInsung Jung, International Christian University, Japan

Distance and Blended Learning inAsia is a unique and comprehensiveoverview of open, distance learning(ODL) and information andcommunication technology (ICT) inAsian education and training. Broadin coverage, this book criticallyexamines ODL and ICT experiencesfrom Japan to Turkey and from SriLanka to Mongolia drawingconclusions from the successes andfailures, and recommending ways inwhich planning, management and

practice may be developed for the worlds largestconcentration of adult open and distance learners.

This pioneering book draws on Asian theory, research andpractice to identify the strengths, weaknesses and challengesin all sectors of Asian education and training. It critically andinsightfully discusses the ideas, skills and practices that arenecessary to advance knowledge in leadership andmanagement, professional development, innovation andquality assurance and research and diffusion.

The book is an invaluable reference for ODL/ICTprofessionals, educators and students anywhere in theworld, and is essential reading for all of those involved inODL/ICT in Asia.

July 2009: 6 x 9: 280ppHb: 978-0-415-99409-5: $125.00Pb: 978-0-415-99410-1: $45.95eBook: 978-0-203-87877-4www.routledge.com/9780415994101

19OPEN AND FLEXIBLE LEARNING SERIES


OPEN AND FLEXIBLELEARNING SERIES

LANGUAGE ANDLITERACY TEACHING

20



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Reconsidering Open and DistanceLearning in the Developing WorldMeeting Students Learning NeedsDavid Kember, The Chinese University of Hong Kong,China

Distance learning is now more prevalent in the developingworld than ever before. This book reconsiders the suitabilityand success of established modes of distance learning forcurrent contexts in the developing world.

Drawing upon research into students conceptions of, andapproaches to learning, this critical analysis of the state ofopen and flexible learning examines the characteristics,needs and learning approaches of students, consideringwhether or not current provision is successful, what changesare necessary, and, crucially, how student retention can beimproved.


Online Education Using LearningObjectsEdited by Rory McGreal, Athabasca University, Canada

Provides a comprehensive look at a state-of-the-art onlineeducation, and presents advice on the creation, adaptationand implementation of learning objects and metadata. Thisbook will be essential reference material for learningtechnologists, course developers at learning institutions,postgraduate students, teachers and learners in the field ofe-learning.


Multimedia and Literacy DevelopmentImproving Achievement for Young LearnersEdited by Adriana G. Bus, Leiden University, theNetherlands and Susan B. Neuman, The University ofMichigan, USA

This volume broadens the field ofreading research by looking beyondprint-only experiences to youngreaders encounters with multimediastories on Internet and DVD.Multimedia storybooks include, inaddition to static pictures andwritten text, features such as oraltext, animations, sounds, zooms,and scaffolds designed to helpconvey meaning. These featuresare changing how young childrenread text, and also provide

technology-based scaffolds for helping struggling readers.

Written in jargon-free language for an internationalaudience of students in university courses on literacy andinformation technology, researchers, policymakers, programdevelopers, and media specialists, this volume is essentialreading for all professionals interested in early literacy andearly interventions.


Handbook of Research on NewLiteraciesEdited by Julie Coiro, University of Rhode Island, USA,Michele Knobel and Colin Lankshear, both atMontclair State University, USA and Donald J. Leu, NewLiteracies Project, University of Connecticut, USA

Situated at the intersection of twoof the most important areas ineducational research today literacyand technology this Handbookdraws on the potential of eachwhile carving out important newterritory. It provides leadership forthis newly emerging field, directingscholars to the major issues,theoretical perspectives, andinterdisciplinary research concerningnew literacies.


Handbook of TechnologicalPedagogical Content Knowledge(TPCK) for EducatorsEdited by The AACTE Committee on Innovation andTechnologyPublished by Routledge, Taylor & Francis Group for theAmerican Association of Colleges for Teacher Education

This Handbook addresses theconcept and implementation oftechnological pedagogical contentknowledge the knowledge andskills that teachers need in order tointegrate technology meaningfullyinto instruction in specific contentareas.

It is simultaneously a mandate and amanifesto on the engagement oftechnology in classrooms based onconsensus standards and rubrics foreffectiveness. As the title of the

concluding chapter declares, "Its about time!"


Technology-Mediated LearningEnvironments for Young EnglishLearnersConnections In and Out of SchoolEdited by L. Leann Parker, University of California,Berkeley, USA

This book explores issues related to the use of technologiesto support young second-language learners and looks atpromising areas for research, design, and development.Grounded in a sociocultural theoretical framework, it inviteseducators, researchers, and educational technologydevelopers to consider a range of social and cultural factorsin utilizing technology as a tool to help children from diverselinguistic and cultural backgrounds develop their English-language and reading skills.


The Digital PencilOne-to-One Computing for ChildrenEdited by Jing Lei, Syracuse University, USA,Paul F. Conway, University College, Cork, Ireland andYong Zhao, Michigan State University, USA

This book takes a serious historical and international look atthe digital pencil movement to equip every student with acomputing device with wireless connection. Using anecological perspective as an overarching framework, anddrawing on their own studies and available literature thatilluminate the issues related to one-to-one computing, theauthors present well-reasoned discussions about a set ofcomplex and critical issue facing policy makers, educators,students, parents, and the general public.


Interactive Literacy EducationFacilitating Literacy Environments ThroughTechnologyEdited by Charles K. Kinzer, Columbia University, USAand Ludo Verhoeven, Radboud University, theNetherlands

Combining the latest research and theory related totechnology-based instructional design for childrens literacydevelopment, this book shows how technology can be usedto build literacy learning environments that are compatiblewith students cognitive and social processes.


Learner Autonomy and CALLEnvironmentsKlaus Schwienhorst, Trinity College, Dublin, Ireland

Series: Routledge Studies in Computer AssistedLanguage Learning

The book describes, in theory and through the presentationof empirical research, how we can develop learner autonomyand work towards reflective and communicative learnersthat are not afraid to experiment with language andlanguage learning in CALL environments.


21LANGUAGE AND LITERACY TEACHING


LANGUAGE AND LITERACY TEACHING22



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The Path of Speech Technologies inComputer Assisted Language LearningFrom Research Toward PracticeEdited by Melissa Holland and F. Pete Fisher, both atUS Army Research Laboratory


This collection examines the promise and limitations forcomputer-assisted language learning of emerging speechtechnologies: speech recognition, text-to-speech synthesis,and acoustic visualization.


Errors and Intelligence inComputer-Assisted Language LearningParsers and PedagoguesTrude Heift, Simon Fraser University, Canada andMathias Schulze, University of Waterloo, Canada


This book provides the first comprehensive overview oftheoretical issues, historical developments and current trendsin ICALL, Intelligent Computer-Assisted Language Learning.


Visitwww.routledge.com

to view full Table of Contents

AAlemn, Ana M. Martnez ......................................5

Assessment of Problem Solving UsingSimulations ....................................................17

BBaek, John Y.........................................................15

Baker, Eva.............................................................17

Ban, Ruth ...............................................................5

Barron, Brigid .......................................................15

Beetham, Helen......................................................9

Boag-Munroe, Gill ..................................................2

Boys, Jos.................................................................9

Bramble, William J..................................................6

Bus, Adriana G. ....................................................20

CCarr-Chellman, Alison A. ........................................3

Castaeda, Martha.................................................5

Chorost, Michael ..................................................14

Cleveland-Innes, Martha.......................................16

Coiro, Julie ...........................................................20

Cole, David R. ......................................................12

Connecting with E-learning (series).................10, 11

Constructivist Instruction ......................................15

Conway, Paul F. ....................................................21

DDanaher, Geoff.......................................................7

Danaher, Patrick Alan ...........................................17

Daniel, John .........................................................18

de Freitas, Sara .......................................................9

Derry, Sharon J. ....................................................15

Design and Development Research.........................5

Dickieson, Jan.......................................................17

DiGiano, Chris ......................................................14

Digital Pencil, The.................................................21

Distance and Blended Learning in Asia .................19

Donelan, Helen.....................................................11

Dreyfus, Hubert L ...................................................4

Driscoll, Marcy P. ....................................................4

Duffy, Thomas M..................................................15

Dunn, Lee...............................................................9

EEconomics of Distance and Online Learning ...........6

Educating Learning Technology Designers ............14

Educational Potential of e-Portfolios, The .............11

Educational Technology..........................................5

Edwards, Richard..................................................17

E-learning: The Key Concepts .................................7

e-Learning and Social Networking Handbook .........8

Ellis, Robert ..........................................................18

Emergent Computer Literacy ..................................8

E-Moderating .......................................................11

Erben, Tony ............................................................5

e-Revolution and Post-Compulsory Education,The ..................................................................9

Errors and Intelligence in Computer-AssistedLanguage Learning ........................................22

E-tivities................................................................10

FFinding Your Online Voice ....................................17

Fisher, F. Pete........................................................22

Ford, Peter..............................................................9

Foundations and Futures of Education (series) ........1

Francis, Russell........................................................2

Fry, Heather ..........................................................13

GGalloway, John .....................................................13

Garrison, D.R........................................................16

23INDEX


Globalisation & Pedagogy.....................................17

Goldman, Ricki .....................................................15

Goldman, Shelley .................................................14

Goodyear, Peter....................................................18

Guide to Authentic e-Learning, A.........................10

HHandbook for Teaching and Learning in Higher

Education, A ..................................................13

Handbook of Design Research Methods inEducation.......................................................15

Handbook of Distance Education..........................17

Handbook of Research on EducationalCommunications and Technology ....................4

Handbook of Research on New Literacies .............20

Handbook of Technological PedagogicalContent Knowledge (TPCK) for Educators ......21

Harasim, Linda........................................................2

Harnessing Technology for Every Child Mattersand Personalised Learning..............................13

Heift, Trude ..........................................................22

Herrington, Jan.....................................................10

Holland, Melissa ...................................................22

IIdentity and Agency in Virtually Figured Worlds......2

Improving Classroom Learning with ICT................13

Improving Learning (series) ...................................13

Instructional Design for Teachers ............................1

Instructional Design Knowledge Base .....................1

Instructional-Design Theories and Models,Volume III ........................................................3

Interactive Literacy Education ...............................21

Introduction to Distance Education, An ................16

JJanuszewski, Al ......................................................5

Jaques, David .......................................................11

Jewitt, Carey ..........................................................4

John, Peter ...........................................................13

Johnson, D. LaMont ...............................................6

Jones, Anthony.......................................................3

Jung, Insung.........................................................19

KKaren Kear ...........................................................11

Kelly, Anthony E. ..................................................15

Kember, David......................................................20

Kenny, Mirn .......................................................17

Ketteridge, Steve ..................................................13

Kinzer, Charles K. .................................................21

Kirschner, Paul A. ...................................................4

Klein, James D....................................................1, 5

Knobel, Michele ...................................................20

Knowledge Making in the Classroom ...................16

Ko, Susan ...............................................................7

Kongrith, Kulwadee................................................6

LLankshear, Colin ...................................................20

Latchem, Colin .....................................................19

Laurillard, Diana .....................................................6

Learner Autonomy and CALL Environments..........21

Learning in Groups...............................................11

Learning Theory and Online Technology.................2

Learning to Teach Design and Technology inthe Secondary School.....................................14

Learning to Teach Subjects in the SecondarySchool Series (series) ......................................14

Learning with Digital Games.................................19

Learning, Context and the Role of Technology .......1

Learning, Creating, and Using Knowledge............12

Lei, Jing ................................................................21

Lesh, Richard A.....................................................15

Leu, Donald J. ......................................................20

Littlejohn, Allison..................................................10

Luckin, Rosemary....................................................1

INDEX24



Fax: 1-800-248-4724

MMarsh, Jackie..........................................................8

Marshall, Stephanie ..............................................13

Mason, Robin...............................................7, 8, 11

McDougall, Anne ...................................................3

McGreal, Rory ......................................................20

McVay Lynch, Maggie.............................................9

Mega-Schools, Technology and Teachers..............18

Merrill, M. David ....................................................4

Mobile Learning Communities ................................7

Molenda, Michael...................................................5

Moore, Michael Grahame.....................................17

Moriarty, Beverley ...................................................7

Multiliteracies in Motion.......................................12

Multimedia and Literacy Development..................20

Murnane, John.......................................................3

NNeuman, Susan B. ................................................20

Novak, Joseph D...................................................12

OOliver, Ron............................................................10

On the Internet ......................................................4

ONeil, Harold F. ..............................................

Education Technology and e-Learning 2010 (US)

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