Using Technology

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The purpose of this practical guide is to facilitate college students' academic success by fostering self-regulated learning skills or learning to learn through the use of Integrative Learning Technologies (ILT). It enables the college instructor, online instructor, instructional developer, or educator to envision, plan for, and implement customized instructional and curricular designs that foster learning to learn and motivate students to take ownership of their own learning. Specifically, this book demonstrates how college faculty who use Learning Management Systems (LMS) as well as emerging technologies such as Web 2.0 applications and social software can design learning tasks and course assignments that support and promote student: goal setting use of effective task strategies self-monitoring and self-evaluation time management help seeking motivation and affect Given the emphasis on retention of freshmen as a measure of institutional effectiveness, the focus on student success, and the increasing use of ILT in higher education, this book fulfills a dire need in the literature on the integration of technology and self-regulated learning. (From the Publisher)

Table Of Content:
Preface

ch. 1 Introduction to Learning How to Learn
ch. 2 Defining Integrative Learning Technologies
ch. 3 Self-Regulatory Training with Integrative Learning Technologies: A Theory-Based Model
ch. 4 Goal Setting
ch. 5 Task Strategies
ch. 6 Self-Monitoring and Self-Evaluation
ch. 7 Time Management
ch. 8 Help Seeking
ch. 9 Motivation, Affect, and Learning Communities
ch. 10 New Approaches to Integrative Learning Technologies

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The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.

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Click Here for Book Review
Abstract: Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today’s students through the use of their favorite tool, social media

Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners

Exposes students to ways in which these technologies can be used in their professional and personal lives

Reinforces students' growth as productive, reflective, and involved twenty-first century citizens

New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives, step-by-step directions, observations and advice, and supplemental readings and resources. Twenty-five chapters by leading contributors cover key aspects of new technologies in education, in four parts: Writing, research and information fluency; Communication and collaboration; Critical thinking and creativity; and Integrative learning.

Readership: Educators in higher education, academics, teachers, and all those who wish to develop their techniques to more effectively reach the Net Generation will find this book useful. (From the Publisher)

Table Of Content:
List of tables and figure
List of abbreviations
Acknowledgments Preface
About the editors
About the contributors

Part 1: Writing, Research, and Information Fluency
ch. 1 Writing for Wikipedia: co-constructing knowledge and writing for a public audience (Lori L. Britt)
ch. 2 Organizing with Pinterest and Delicious (Melanie L. Bufington)
ch. 3 Students' inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis (Linzi J. Kemp)
ch. 4 Collecting and analyzing primary sources (Lisa M. Lane)
ch. 5 Unraveling the research process: social bookmarking and collaborative learning (Caroline Sinkinson, and Alison Hicks)

Part 2: Communication and Collaboration
ch. 6 Using Wimba Voice Board to facilitate foreign language conversation courses (Silvia U. Baage)
ch. 7 Web conferencing and peer feedback (Kevin Garrison)
ch. 8 Learning through YouTube (J. Jacob Jenkins, and Patrick J. Dillon)
ch. 9 Wiki-workshopping: using Wikispaces for peer writing workshops (Hans C. Schmidt)
ch. 10 Using persistent wikis as a pedagogical resource (Evan D. Bradley)
ch. 11 Social media and public speaking: student-produced multimedia informative presentations (Paul E. Mabrey III, and Juhong "Christie" Liu)
ch. 12 Collaborative presentations using Google Docs (Michael S. Mills)
ch. 13 Cooperative study blog (Amanda Evelyn Waldo)

Part 3: Critical Thinking and Creativity
ch. 14 Using Facebook to apply social learning theory (Michelle Kilbum)
ch. 15 Technology as a tool to develop problem-solving skills in general chemistry (Madhu Mahalingam, and Elisabeth Morlino)
ch. 16 Communicating experimental learning through an online portfolio in Tumblr (Aaron J. Moore)
ch. 17 The Biology Taboo Wiktionary: a tool for improving student comprehension of key terminology in introductory biology courses (Jeffrey T. Olimpo, and Patricia A. Shields)
ch. 18 Mobile digital storytelling in the second language classroom (Apostolos Koutropoulos, David Hattem, and Ronda Zelezny-Green)
ch. 19 Creating a video dialogue with streaming video clips (Sandra L. Miller)
ch. 20 Remix as an educational activity (Christopher Shamburg, Kate Mazzetti-Shamburg, and John Shamburg)
ch. 21 Using Twitter to assist students in writing a concise nut graph (Tia C. M. Tyree)

Part 4: Integrative Learning
ch. 22 Using simulation, video sharing, and discussion threads for practice-based skills (Lindsay B. Curtin, and Laura A. Finn)
ch. 23 Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers (Erkkie Haipinge)
ch. 24 Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum
ch. 25 Using opinion leaders on Twitter to amplify PR and marketing messages (Sarah H. VanSlette)

Index

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An online tutorial for using Power Point as a teaching tool.

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One page Teaching Tactic: students write tweet 140 character summaries of the week’s reading.

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American colleges and universities have invested millions of dollars in equipment and "smart classrooms," but the jury is still out on whether computers have led to a revolutionary improvement in the quality of teaching.

Professors are finding new ways to lecture, to run lab sessions, and to interact with students, however. The Chronicle dispatched reporters to classrooms across the country to find some of the most promising or unusual methods of teaching with technology.

Some of the courses involve teams of professors and designers, as well as serious investments of time and money, while others are techniques that individual professors have developed using tools that are common on most campuses. No matter how much support they have, the professors have hit their share of roadblocks. But these wired teachers say students are responding positively as class sessions become more interactive. (From the Publisher)

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This article describes the process through which the Wabash Center Guide to Internet resources in religion was conceived and developed. The resulting structure of the Guide is described, and comments are made concerning possible ways in which the Internet can contribute to the learning process in theology and religious studies. A vision for the future of this Guide or other similar efforts is also outlined.

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New instructional programs and services involving technology are being established which have significant implications for the way teaching and learning will be conducted in the future. This volume contains 10 papers which examine some of the current trends in instructional technology in higher education and discuss implications for teaching and learning in the postsecondary setting. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Instructional Technology and the Faculty Member
ch. 2 New Directions in Presentation Graphics: Impact on Teaching and Learning
ch. 3 Multimedia and the Teaching-Learning Process in Higher Education
ch. 4 Academic Computing: How to Address the Teaching and Learning Challenge
ch. 5 Computer Communications and Learning
ch. 6 Distance Education: Meeting Diverse Learners' Needs in a Changing World
ch. 7 The Emerging Potential of Virtual Reality in Postsecondary Education
ch. 8 The Research Library and Emerging Information Technology
ch. 9 The Future of Campus Media Centers
ch. 10 Faculty Development's Role in Improving Undergraduate Education

Index

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This chapter looks at the teaching of special topics in the study of religion, in this case the representation of evil. Employing the medium of film to teach this topic enables students to reflect on “religious” assumptions and their implications for how we experience ourselves in the world. With the focus on a particular film, Crash, and the theoretical work of Paul Ricoeur, this chapter considers evil by analyzing the racism in Crash and its relationship to alienation, confession, and redemption. The more general project of a similar course would be to introduce students to evil as a complex dimension of human experience. Reading films critically increases the likelihood that students will move beyond either/or and black/white dichotomies toward a more integrated understanding of the problem of evil.

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An extended article describing the benefits and best practices of classroom technology use.

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One page Teaching Tactic: using, and critiquing, social media to learn about and learn to interpret current events and the role of technology.

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Hospitality in the classroom and digital pedagogical practices encourage participatory pedagogy and collective action. This model of learning and teaching emphasizes the shared responsibility between all members to contribute to and actively further the intellectual exchange and critical inquiry of the course; indeed, this model of learning can frame how we understand subjectivity itself.

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One page Teaching Tactic: using twitter as a tool for class discussion.

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This essay describes a web site evaluation project which served as the final assignment for an undergraduate “Introduction to Religion” course. The essay discusses lessons learned from the design and implementation of this web-based research assignment over three consecutive semesters. It includes insights from an instructor and a reference librarian who collaborated on this project.

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One page Teaching Tactic: active learning strategy in which students use e-tools to research and represent how historic religious events have been portrayed.

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Essentials for Blended Learning: A Standards-Based Guide provides a practical, streamlined approach for creating effective learning experiences by blending online activities and the best of face-to-face teaching.

This guide is:

Easy to use: Clear, jargon-free writing; illustrations; and references to online resources help readers understand concepts.

Streamlined: A simple but effective design process focuses on creating manageable activities for the right environment.

Practical: Real-world examples from different subject areas help teachers understand principles in context.

Contemporary: The variety of modern, connected technologies covered in the guide addresses a range of teaching challenges.

Forward-Looking: The approach bridges the gap between formal classroom learning and informal lifelong learning.

Standards-based: Guidelines and standards are based on current research in the field, relevant learning theories, and practitioner experiences.

Effective blended learning requires significant rethinking of teaching practices and a fundamental redesign of course structure. Essentials for Blended Learning: A Standards-Based Guide simplifies these difficult challenges without neglecting important opportunities to transform teaching. This guide is suitable for teachers in any content area. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Orientation to Blended Teaching and Learning
ch. 2 Elements of Blended Courses: A Tour
ch. 3 Engaging Learners in a Blended Course
ch. 4 Designing Blended Courses
ch. 5 Planning Your Course from Goals and Outcomes
ch. 6 Blending Assessment and Feedback for Learning
ch. 7 Blending Content-Driven Learning Activities
ch. 8 Blending Community-Driven Learning Activities

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The college application process—which entails multiple forms, essays, test scores, and deadlines—can be intimidating. For students without substantial school and family support, the complexity of this process can become a barrier to access. William G. Tierney and his team at the University of Southern California approach this challenge innovatively. Using the tools of online games and social media, they have developed ways to make applying for college much less intimidating.

While the vast majority of college students use social media and gaming in their everyday lives, colleges and universities have been slow to recognize and harness the power of either. Postsecondary Play explores the significance of games and social media in higher education, and particularly how they can be used to attract, retain, educate, and socialize students.

Tierney, a past president of the American Educational Research Association, has gathered some of the best research on the emerging role of multiplayer games in the classroom and how these tools can boost student confidence and increase college access. Scholars writing from a wide variety of disciplines—college access, social media, game studies, and learning sciences—provide concrete examples to illustrate the new and complex ways in which students learn in response to social media and games. Tierney and the contributors find that, although games can be powerful tools for encouraging underserved students, quality game design and mastering the concept of play—the ability to develop skills while engaging in the game—are essential in the effective use of serious games in teaching and learning.

Summarizing a decade of research in game design and learning, Postsecondary Play will appeal to higher education scholars and students of learning, online gaming, education, and the media. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction, Why Games and Social Media? (Zoë B. Corwin, William G. Tierney, Tracy Fullerton, and Gisele Ragusa)

Part I - What is the Current Landscape of Higher Education?
ch. 1 The Disruptive Future of Higher Education (William G. Tierney)
ch. 2 The Need to Increase College Enrollment and Completion (Laura W. Perna)
ch. 3 Transition Readiness: Making the Shift from High School to College in Social Media World (David Conley and Mary Seburn)
ch. 4 From Communication to Community: How Games and Social Media Affect Postsecondary Stakeholders (Zoë B. Corwin)

Part II - What’s in a Game?
ch. 5 What Games Do Well: Mastering Concepts in Play (Tracy Fullerton)
ch. 6 The Open Laptop Exam: Reflections and Speculations (Henry Jenkins and Adam S. Kahn)
ch. 7 Games, Passion, and “Higher” Education (James Paul Gee)
ch. 8 Game-Like Learning: Leveraging the Qualities of Game Design and Play (Katie Salen)

Part III - What Do We Know about Games and What Do We Need to Learn?
ch. 9 Assessing Learning in Video Games (Valerie Shute, Matthew Ventura, Yoon Jeon Kim, and Lubin Wang)
ch. 10 Implications and Applications of Sociable Gaming for Higher Education (Nicole B. Ellison, Donghee Yvette Wohn, and Carrie Heeter)
ch. 11 Gender, Social Media, Games, and the College Landscape (Gisele Ragusa)
ch. 12 How Much Technology Is Enough? (Steven Weiland)

Conclusion - The Shape of Things to Come (William G. Tierney and Zoë B. Corwin)
Glossary
Contributors
Index

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The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of American’s P-20 system.

That reorganization, though, and the underlying effort, will have much to do with reviving the American education system, and reviving a national love of learning. The Edvocate plans to be one of key architects of this revival, as it continues to advocate for education reform, equity, and innovation.

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Podcast Series. For over 15 years, veteran educator Matthew Lynch has written about and researched the field of education. On “The Edvocate Podcast,” he discusses education trends, issues, and futures.

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Full-length videos and video clips can be very useful in teaching. However, it is important to consider ahead of time what you hope your students will learn from the videos.

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Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.

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This article presents a pedagogical approach to training seminarians for faith leadership in the era of what Heidi Campbell has called “networked religion.” It argues that the increasing digital mediation of religious practice, expression, and community represents an opportunity for students to explore and inhabit ministry sites and roles from “within” the seminary classroom. Using education scholars' discussions of new digital geographies, gaming scholars' conception of game space, and reflection on classroom‐tested “quick challenges,” the author presents pedagogical principles for designing authentic new media learning experiences. Such activities bridge teaching spaces and ministry spaces to promote active learning through observation and immersion, simulation and role‐playing.

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This seminal 1996 essay, still widely referenced, describes some of the most effective and appropriate ways to use technology to advance the “Seven Principles for Good Practices in Undergraduate Education (the widely influential1987 Chickering and Gamson article).

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Podcasting is a digital technology that allows listeners to download course audio and video files, including both instructor-created and student-created content, through the RSS-based subscription mode and listen to them anywhere, anytime.

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Short essay acknowledging the critique of PowerPoint, but arguing for its more effective use.

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Clickers can be used to increase student-student and student-instructor interactions, to assess student preparation and learning, and to probe students' opinions or attitudes.

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Incorporating Wikipedia into the curriculum as a collaborative environment or primary source affords students with the opportunity to develop their media literacy, improve their writing skills, and learn appropriate ways to use Wikipedia as an academic resource.

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Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.

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The fruit of the authors’ more than 15 years of using and writing about ePortfolios in general education and disciplinary programs and courses, this book is a comprehensive and practical guide to the use of the ePortfolio as a pedagogy that facilitates the integrative learning that is a central goal of higher education.

Faculty and administrators of programs using ePortfolios can use this guide to help their students work individually on an ePortfolio or as part of a class or program requirement. Readers will discover through examples of student portfolios and targeted exercises how to assist students in making their learning visible to themselves, their peers, their instructors and their future employers.

While interest in ePortfolios has exploded—because they provide an easier and more comprehensive ways to assess student learning than traditional portfolios, and because they have the potential to transformatively develop students’ ability to connect and apply their knowledge—faculty and administrators all too often are disappointed by the lackluster ePortfolios that students submit. Reynolds and Patton demonstrate how systematically embedding practices in the classroom that engage students in integrative learning practices dramatically improves outcomes. The authors describe easy to use and practical strategies for faculty to incorporate integrative ePortfolios in their courses and curricula, and create the scaffolding to develop students’ skills and metacognition.

The book opens by outlining the underlying learning theory and the key concepts of integrative learning and by describing the purpose, structure and implementation of ePortfolios. Subsequent sections cover classroom practices and assignments to help students understand themselves as learners; make connections between course content, their personal lives, and to the curriculum; bridge theory to practice; and consider issues of audience and communication and presentation in developing their portfolios. The book goes on to cover technological issues and assessment, with a particular emphasis on the use of rubrics; and concludes with explicated examples of ePortfolios created in a first-year program, ePortfolios created by graduating students, career-oriented ePortfolios, and lifelong ePortfolios.

For both experienced faculty and administrators, and readers just beginning to use ePortfolios, this book provides a framework and guidance to implement them to their fullest potential. (From the Publisher)

Table Of Content:
Foreword (Terry Rhodes)
Preface
Acknowledgments
Introduction

Part One: Key Concepts
ch. 1 ePortfolios as a Tool for Integrative Learning
ch. 2 Integrating Knowledge: The Crux of an Education
ch. 3 Retooling Your Syllabus and Teaching: Integrating Integrative Learning and ePortfolios Into Your Course

Part Two: Teaching for Integrative Learning
ch. 4 Fostering Reflective Practice
ch. 5 Making Connections or Integrating Knowledge
ch. 6 Making Connections for Lifelong Learning
ch. 7 Communicating Effectively in ePortfolios: A Picture Is Worth a Thousand Words

Part Three: Creating the ePortfolio
ch. 8 Designing an ePortfolio System
ch. 9 Making an ePortfolio Using Free Web-Based Software

Part Four: At the End
ch. 10 Assessment of ePortfolios: Using Rubrics to Assess
ch. 11 Parting Thoughts

References
Index

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One page Teaching Tactic: using Twitter for student discussions of films outside of class, teaches them to write thoughtful and critical comments in a succinct but expressive manner.

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Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?

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The twenty-first century is a world in constant change. In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic.

Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination.

Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way. (From the Publisher)

Table Of Content:
ch. 1 Arc-of-Life Learning
Sam’s Story
Teaching in a Galaxy, Far Away
Googling the Error
Gaming Across Generations
Click Here to Start Learning
The Moral of the Stories

ch. 2 A Tale of Two Cultures
A Mechanistic View
Learning Environments
A Special Type of Culture
The New Culture of Learning

ch. 3 Embracing Change
Education
Technology
Learning to Embrace Change
Making Change Visible
Learning Through Play and Imagination

ch. 4 Learning In The Collective
Peer-to-Peer Learning
The Emergence of the Collective
Learning in the Collective

ch. 5 The Personal With The Collective
The New Collective
Seeing in the Dark
Collective and Education
The Birth of the Blog
Why He Blogs
Taking the Easy Way Out
Concerted Cultivation
Collectives in the Arch of Life

ch. 6 We Know More Than We Can Say
Tacit Learning
From Teaching to Learning
Inquiry
Questions and Answers
Learning as Inquiry
Indwelling
Dispositions and the New Culture of Learning
Collective Indwelling

ch. 7 Knowing, Making, and Playing
Knowing
Making
Playing

ch. 8 Hanging Out, Messing Around, and Geeking Out
Hanging Out
Messing Around
Geeking Out

ch. 9 The New Culture of Learning For A World of Constant Change
Understanding the New Context
The Virtual Space of Collective Indwelling
Shared Imagination
What Really Counts
Playing to Learn

Notes
References
Acknowledgements
Authors

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The popularity of entertainment gaming over the last decades has led to the use of games for non-entertainment purposes in areas such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming, with an increase in leisure game approaches in schools, colleges, universities and in professional training and continuing professional development.

The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can games be used to motivate, deepen and accelerate learning? How can they be used to greatest effect in learning and teaching? The contributors explore these and many other questions that are vital to our understanding of the paradigm shift from conventional learning environments to learning in games and simulations. (From the Publisher)

Table Of Content:
Acknowledgments
Notes on Contributors
Foreword
Introduction

Part I: Theoria - Theoretical Positions
ch. 1 Digital Games and Learning: Modelling learning experiences in the digital age (Paul Maharg and Sara de Freitas)
ch. 2 Four-dimensional Consideration of Feedback in Serious Games (Ian Dunwell, Sara de Freitas and Steve Jarvis)
ch. 3 A Complex Systems Framework for Simulating Teaching and Learning David Gibson (David Gibson)

Part II: Cultura - Cultural Perspectives
ch. 4 Revolution: Experiential learning through virtual role play (Russell Francis)
ch. 5 Stealth Learning in Online Games (Esther MacCallum-Stewart)
ch. 6 Murder on Grimm Isle: The design of a game-based learning environment (Michele Dickey)
ch. 7 Are Games All Child’s Play? (Scot Osterweil and Eric Klopfer)

Part III: Praxis - Theory into practice
ch. 8 Constructions of Games, Teachers and Young People in Formal Learning (Richard Sandford, Keri Facer and Ben Williamson)
ch. 9 Games and Simulations in Informal Science Education (Kurt Squire and Nathan J. Patterson)
ch. 10 From Master to Games-Master: Managing disequilibrium and scaffolding in simulation-based learning (Karen Barton and Patricia McKellar)
ch 11 Designing Serious Games for Cultural Heritage Purposes (Francesco Bellotti, Riccardo Berta, Alessandro De Gloria, Giulia Panizza, Matteo Pellegrino and Ludovica Primavera)

Index

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Suggestions for using role-play with adult learners in online learning environments, both synchronous and asynchronous. Includes three models, student reactions, integration with Bloom's taxonomy, and assessment considerations.

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A short, practical introduction to using online social media tools (like Twitter) to facilitate role-playing in courses involving literature or history.

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This University of Illinois resource provides all an instructor needs to get started with role-playing as an online (synchronous or asynchronous) learning activity: description, examples, goals & objectives, lesson outline and procedures, and guidelines for assessment and managing accessibility/accommodations.

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There has been little systematic thought about the pedagogical issues that technology creates in theological schools. Addressed both theological institutions and individual professors, this paper addresses basic pedagogical questions. What are the most effective ways to employ technology in the classroom? Are there guidelines for distinguishing productive activities from merely flashy ones? And, what "rules of thumb" exist for enabling novices to make the best use of computer technology for theological learning?

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The research discussed in this article looked at the impact of students having laptops in class that were being used for non-course related tasks, such as surfing the web.

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A spreadsheet Google Doc comparing a range of e-tools that support differentiation of instruction to support learner needs, created and maintained by education consultant John McCarthy.

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Discusses information technology in theological schools. Challenges in the implementation of technology; Sample of theological resources; Factors that drive the creation of virtual seminaries.

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No longer relegated to just the classroom, learning has become universal through the use of social media. Social media embodies constructivism itself as the users engage in the development of their own meaning. And, constructivism is relevant to education, and learning theory and technological advance can be better understood in the light of one another.
This volume explores:

- particular areas influenced by constructivist thinking and social media, such as student learning, faculty development, and pedagogical practices,
- practical and useful ways to engage in social media, and
- dialogue and discussions regarding the nature of learning in relation to the technology that has changed how both faculty and students experience their educational landscape.

This is the 144th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Editors’ Notes (Chris Stabile, Jeff Ershler)

ch. 1 The Learning Virus: An Affective, Constructivist Movement Shaped by Ultrasociality in the Age of Social Media (Jeff Ershler, Chris Stabile)
Redefining the discourse toward a “better fit” cultural framework of beliefs, thought, language, and action through ultrasociality, a constructivist meme can help nurture an epistemological break (or rupture) from the traditional objectivist paradigm in education.

ch. 2 Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities (Dawn E. Schrader)
Social media provide new means and opportunities for learning that are consistent with major tenets of both social and cognitive constructivism, and extend the process of learning and meaning construction to more diverse communities and universally accessible shared activities that are jointly and concurrently engaged in by both peers and experts.

ch. 3 Leveraging Social Media for Instructional Goals: Status, Possibilities, and Concerns (Mark Taylor)
This chapter addresses issues faculty should consider when exploring the possible use of social media in instruction with today’s learners.

ch. 4 Teaching Students to Think Critically About Social Media (Stephen D. Brookfield)
Instructors can incorporate social media and the immediacy and accessibility to information these offer in ways that support student learning, while simultaneously encouraging students to be critical of these same media systems and platforms.

ch. 5 Learner-Centered Online Instruction (Barbara McCombs)
This chapter offers a theoretical rationale and an explanation of evidence for using research-validated, learner-centered principles and practices in online course development, highlighting the evidence based practices that have been used successfully to develop online courses that engage and retain students.

ch. 6 Implications of Graphic Organizers in an Age of Social Media (Michael Record)
This chapter deconstructs the definition of graphic organizer, reimagining it for a social media age, leading to a more mindful use of the concept as an entire approach to teaching and learning rather than one specific set of tools.

ch. 7 How Critical Reflection Benefits Faculty as They Implement Learner-Centered Teaching (Phyllis Blumberg)
Critical reflection assists faculty as they transition to using learner centered approaches. When this reflection occurs within the context of social media, they can obtain reinforcing feedback and support.

ch. 8 Learner-Centered Faculty Development (Kevin Yee)
To maximize their effectiveness, faculty developers should not merely advocate for an active learning approach but also enact it in their own workshops and service-oriented interactions with faculty, even extending to their use of outreach and social media.

ch. 9 Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web (Mark Allison, Lynn Marie Kendrick)
This chapter explores the implications of this new educational paradigm from a technical standpoint and proposes a constructivist aware approach to best leverage its significance.

Index

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Abstract: In this book, Troy Hicks - a leader in the teaching of digital writing - collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion, written by Hicks, that provides context for the inquiry group’s work and recommendations for assessment of digital writing.

Book Features:

An adaptation of the Collaborative Assessment Conference protocol to help professional learning communities examine students’ digital work.

Detailed descriptions of students’ digital writing, including the assessment process and implications for instruction.

Links to the samples of student digital writing available online for further review and to be used as digital mentor texts. (From the Publisher)

Table Of Content:
Foreword: An Introduction to the National Writing Project’s “Digital Is” Website (Christina Cantril)
Foreword
Acknowledgments

Introduction: An Invitation to Look Closely at Students’ Work
Looking Closely at Student Work: Employing Protocols for Teacher Inquiry
Changing Assessment Practices with Digital Writing
A Brief Description of Our Teacher Inquiry Group’s Process
Outline of the Book

ch. 1 Extending Writing through Augmented Reality
Context for the Project
Looking Closely at Aaron’s Work
Implications for Instruction and Assessment

ch. 2 Wondering in Room 114
Our Writing Workshop
Digital Mentor Texts
Wonderopolis as a Digital Mentor Text
The “Wonder” Project
Looking Closely at Carson’s Project
What Do You Notice?
Questions Invite Deeper Thinking
Reflection on the Process

ch. 3 Nurturing Middle School Readers Through Reviews and Book Trailers
The Project: Using Animoto for a Multimodal Response
Insights from the Collaborative Assessment Conference Protocol
Implications for Future Instruction and Assessment

ch. 4 “Seize the Day”: Finding Voice by Creating Public Service Announcements
Katie as a Digital Learner
Implications for Instruction and Assessment
Epilogue

ch. 5 Chocolate and Change: Gaming for Social Justice
Describing the Project: The Teach-in
Insights from the Protocol Review Process

ch. 6 Remix and Remediate: Social Composing for More than Just the Web
Narrating a Story of Forgiveness
Asking Critical Questions About Digital Composing
Holding Onto Syncretic Tensions in Community and Composition

Conclusion
Broadening Our Vision of Assessment
Next Directions for Digital Writing Assessment

References
Index
About the Contributors

Additional Info:
The fully automatic bibliography maker that auto-fills. Easy and free way to build a works cited page.

Additional Info:
This paper discusses how the growth of technology and its impact on our communication paradigm requires a deconstruction of power and authority in the classroom. It exposes the ways in which faculty expertise in content in a technological environment, that is, being the most skilled and competent computer user in the classroom, negatively informs our understanding of classroom authority and teaching success. It argues that a creative problem-solving process is a more useful measure of successful teaching and calls for flexible pedagogies that focus on community-building while maintaining clear conceptual and theoretical frameworks. This paper also provides a case study of the author's approach to altering classroom authority by examining, for example, such practices as teaching multiple courses concurrently, eliciting student voice, discussing course pedagogy in the classroom, involving students in decision-making about grading and deadlines, giving students peer teaching responsibilities, and focusing on consensus as the classroom decision-making process.

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In a culture increasingly focused on visual media, students have learned not only to embrace multimedia presentations in the classroom, but to expect them. Such expectations are perhaps more prevalent in a field as dynamic and cross-disciplinary as religious studies, but the practice nevertheless poses some difficult educational issues — the use of movies in academic coursework has far outpaced the scholarship on teaching religion and film. What does it mean to utilize film in religious studies, and what are the best ways to do it?
In Teaching Religion and Film, an interdisciplinary team of scholars thinks about the theoretical and pedagogical concerns involved with the intersection of film and religion in the classroom. They examine the use of film to teach specific religious traditions, religious theories, and perspectives on fundamental human values. Some instructors already teach some version of a film-and-religion course, and many have integrated film as an ancillary to achieving central course goals. This collection of essays helps them understand the field better and draws the sharp distinction between merely "watching movies" in the classroom and comprehending film in an informed and critical way. (From the Publisher)

Table Of Content:
Introduction Teaching Religion and Film Gregory J. Watkins

Part I Establishing Shot: Viewing the Field of Religion and Film
ch. 1 What Are We Teaching When We Teach "Religion and Film"? (William L. Blizek and Michele Desmarais)
ch. 2 Teaching Religion and Film: A Fourth Approach (Conrad Ostwalt)

Part II Film and the Teaching of Religious Traditions
ch. 3 Teaching Biblical Tourism: How Sword-and-Sandal Films Clouded My Vision (Alice Bach)
ch. 4 Designing a Course on Religion and Cinema in India (Gayatri Chatterjeee)
ch. 5 Buddhism, Film, and Religious Knowing: Challenging the Literary Approach to Film (Francisca Cho)
ch. 6 The Pedagogical Challenges of Finding Christ Figures in Film (Christopher Deacy)
ch. 7 Film and the Introduction to Islam Course (Amir Hussain)
ch. 8 Is It All about Love Actually? Sentimentality as Problem and Opportunity in the Use of Film for Teaching Theology and Religion (Clive Marsh)
ch. 9 Women, Theology, and Film: Approaching the Challenge of Interdisciplinary Teaching (Gaye Williams Ortiz)

Part III The Religious Studies Approach
ch. 10 Seeing Is Believing, but Touching's the Truth: Religion, Film, and the Anthropology of the Senses (Richard M. Carp)
ch. 11 There Is No Spoon? Teaching The Matrix, Postperennialism, and the Spiritual Logic of Late Capitalism (Gregory Grieve)
ch. 12 Teaching Film as Religion (John Lyden)
ch. 13 Filmmaking and World Making: Re-Creating Time and Space in Myth and Film (S. Brent Plate)
ch. 14 Introducing Theories of Religion through Film: A Sample Syllabus (Greg Watkins)

Part IV The Values Approach
ch. 15 Touching Evil, Touching Good (Irena S. M. Makarushka)
ch. 16 Teaching Ethics with Film: A Course on the Moral Agency of Women (Ellen Ott Marshall)
ch. 17 Searching for Peace in Films about Genocide (Jolyon Mitchell)

Index

Additional Info:
The rapid expansion of blogs, Twitter, wikis, and virtual worlds has dramatically transformed the landscape of education. Through highly accessible networks, these new media can integrate students into a learning community by enabling them to create, customize, and share content online. Using Social Media Effectively in the Classroom shows educators how to:

• utilize social media to best support learners
• resolve potential problems
• create a powerful sense of community within user-centered Web 2.0 technologies.

Moving beyond basic explanations of technologies and how to use them, this book provides research-based, jargon-free, practical examples of what works, what doesn’t, and why when it comes to social media. Organized according to the systematic process of instructional design, contributors describe innovative strategies for incorporating social media into educational settings as well as significant issues to be taken into consideration at each phase of planning, designing, teaching, and evaluation. (From the Publisher)

Table Of Content:
Contributors
Preface

Unit I: Planning a Socially Enriched Learning Environment
ch. 1 Analysis in Virtual Worlds: The Influence of Learner Characteristics on Instructional Design
ch. 2 Blurring the Lines: Teacher Insights on the Pitfalls and Possibilities of Incorporating Online Social Media into Instructional Design
ch. 3 Analysis of Second Life as a Delivery Mechanism in EFL Education

Unit II: Developing Powerful Instructional Strategies with Social Media
ch. 4 Designing Recorded Voice Reflection as a Pedagogical Strategy
ch. 5 Live in Your World, Learn in Ours: Virtual Worlds… Engaging the New Generation of Students!
ch. 6 Developing a Wiki for Problem-Based Online Instruction and Web 2.0 Exploration
ch. 7 Learning and Teaching as Communicative Actions: Social Media as Educational Tool

Unit III: Teaching Successfully with Social Media
ch. 8 Everyone’s All a-Twitter about Twitter: Three Operational Perspectives on Using Twitter in the Classroom
ch. 9 Online Videos in the Classroom: Exploring the Opportunities and Barriers to the Use of YouTube in Teaching Introductory Sociology
ch. 10 A Framework to Enrich Student Interaction via Cross-Institutional Microblogging

Assessing Instructional Effectiveness with Social Media
ch. 11 Designing Assessments for Differentiated Instruction Using Social Media Applications
ch. 12 VoiceThread as a Facilitator of Instructional Critique
ch. 13 Is There (still) a Place for Blogging in the Classroom?: Using Blogging to Assess Writing, Facilitate Engagement and Evaluate Student Attitudes

Additional Info:
Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences.

Illustrated throughout with case studies from across the subjects and the age range, key issues considered include:

• how young people create and share knowledge both in and beyond the classroom and how current and new pedagogies can support this level of achievement
• the use of complexity theory as a framework to explore teaching in the digital age
• the way learning occurs – one way exchanges, online and face-to-face interactions, learning within a framework of constructivism, and in communities
• what we mean by critical thinking, why it is important in a digital age, and how this can occur in the context of learning
• how students can create knowledge through a variety of teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated.

With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters’ Level work, as well as students on Education Studies courses. (From the Publisher)

Table Of Content:
List of figures and tables
Introduction
Acknowledgements

ch. 1 The complexity of schools
ch. 2 The digital age
ch. 3 Knowledge and connectivism
ch. 4 Connections and relationships
ch. 5 Creating Knowledge
ch. 6 Critical thinking
ch. 7 Learning in the digital age
ch. 8 Teaching in the digital age
ch. 9 The start of the digital age

Notes
References
Index

Additional Info:
This is a mobile app that allows the professor to award points "on the go" using their smartphone. Obviously aimed at K-12 teachers, but useful as well in higher education.

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Grammar-translation pedagogy is the standard for biblical language instruction. Second language acquisition scholars have argued that grammar-translation is ineffective and not empirically justified. Moreover, evidence suggests most seminary graduates do not use biblical languages effectively in ministry. Task-based instruction is an important alternative pedagogy which focuses on the tasks students will be using the language for and designs the curriculum around those tasks. A task-based approach de-emphasizes translation and memorization of forms. Instead, the emphasis from the beginning is on biblical interpretation and exposition. Available software based resources offer new possibilities for task-based teaching, as students can identify forms and vocabulary and have access to a library of resources. A task-based pedagogy using these tools enables students to quickly develop skills in biblical interpretation that are normally reserved for the third or fourth semester of study. Task-based pedagogy offers great promise for effective and efficient biblical language pedagogy.

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Allows students or groups create their own graphic novel.

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One page Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.

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This article begins by recognizing the increasing use of film in Religion, Theology, and Bible courses. It contends that in many Biblical Studies (and Religious Studies and Theology) courses, students are neither taught how to view films properly, nor how to place films into constructive dialogue with biblical texts. The article argues for a specific pedagogical approach to the use of film in which students learn how to view a film closely, in its entirety, on its own terms, and in its own voice. Viewing a film in this manner by attending to its aesthetic integrity is a prerequisite for constructing a fruitful dialogue between films and biblical texts. The essay concludes with three specific examples of what this approach might look like. Two responses follow the essay; Erin Runions of Pomona College considers two additional learning goals we might consider, and Richard Ascough of Queens University at Kingston helpfully distinguishes a range of possible pedagogical goals for introducing film into the Biblical Studies classroom.

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Many faculty members reach for powerful clips or entire films to give background information to a topic or to provoke discussion. We do this because we have a sense that such materials engage students in a way that more theoretical texts, speculative discussions, or even case studies do not. In the field of ethics, however, one meets resistance to employing narratives that are too engaging. The wary ethicist doubts that a medium that manipulates the viewer, engages the emotions, and elicits a personal connection to the characters is the best resource for ethical reflection. This paper argues that film, like other narrative forms, is indeed an appropriate medium for teaching ethics and suggests methods for doing so effectively.

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The ground of higher education is shifting, but learning ecosystems around the world have much more space than MOOCs and trendy online platforms can fill, and Loewen shows how professors have an indisputable pedagogical edge that gives them a crucial role to play in higher education. By adopting the collaborative pedagogical process in this book, professors can create effective social learning experiences that connect students to peers and professional colleagues in real time.
 
Loewen moves beyond surface questions about technology in the classroom to a problem best addressed by educators in bricks-and-mortar institutions: if students are social learners, how do we teach in a way that promotes actual dialogue for learning? Designing learning experiences that develop intercultural competencies puts the test to students’ social inclinations, and engagement with course material increases when it’s used to dig deeper into the specificities of their identity and social location. Loewen’s approach to interinstitutional collaborative teaching will be explored with examples and working templates for collaborative design of effective social learning experiences. This is done by collaborative dialogue with G. Brooke Lester and Christopher Duncanson-Hales. As a group, Loewen, Lester, and Duncanson-Hales create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)

Table Of Content:
Acknowledgments
ch. 1 The Approach (Nathan Loewen)
Extend the Innovation 1.1 (G. Brooke Lester)
Extend the Innovation 1.2 (G. Brooke Lester)
Extend the Innoovation 1.3 (Christopher J. Duncanson-Hales)
Chapter Response I: How Did We Get to Here? (G. Brooke Lester)
Chapter Response II: Finding Your “Plan B”: Asynchronous and Synchronous Technology (Christopher J. Duncanson-Hales)

ch. 2 The Collaboration (Nathan Lowen)
Extend the Innovation 2.1 (G. Brooke Lester)
Extend the Innovation 2.2 (Christopher J. Duncanson-Hales)
Chapter Response I: Facilitating Virtual Community (G. Brooke Lester)
Chapter Response II: Finding the Courage to Teach Dialogically (Christopher J. Ducanson-Hales)

ch. 3 The Foundation (Nathan Lowen)
Extend the Innovation 3.1 (G. Brooke Lester)
Extend the Innovation 3.2 (G Brooke Lester)
Extend the Innovation 3.3 (Christopher J. Duncanson-Hales)
Chapter Response I: Preparing for a Cross-Cultural Classroom Experience (G. Brooke Lester)
Chapter Response II: Considering Learning Disabilities in Collaborative Learning Environments (Christopher J. Duncanson-Hales)

ch. 4 The Content (Nathan Loewen)
Extend the Innovation 4.1 (G. Brooke Lester)
Extend the Innovation 4.2 (G. Brooke Lester)
Chapter Response I: Teaching Online: The Bad News, the Worse News, and What to Do about it (G. Brooke Lester)
Chapter Response II: International Experiential Learning (Christopher J. Duncanson-Hales)

ch. 5 The Plan (Nathan Loewen)
Extend the Innovation 5.1 (G. Brooke Lester)
Extend the Innovation 5.2 (Christopher J. Duncanson-Hales)
Extend the Innovation 5.3 (G. Brooke Lester)
Chapter Response I: Assign “Fails” to Find Digital Learning Wins (G. Brooke Lester)
Chapter Response II: Minding the Divides (Christopher J. Duncanson-Hales)

ch. 6 The Details (Nathan Loewen)
Extend the Innovation 6.1 (G. Brooke Lester)
Extend the Innovation 6.2 (G. Brooke Lester)
Chapter Response I: Creating a Community of Practice (G. Brooke Lester)
Chapter Response II: Creating Communities of Scholars (Christopher J. Duncanson-Hales)

Selected Bibliography

Additional Info:
Extensive discussion of how to promote effective online learning, and the design challenges for adult learners. Lots of bibliography.

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Ideal for group projects. Similar to Googledocs. Members can work on a project and save to shared cloud space.

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This edited collection brings together global experts to explore the role of information professionals in the transition from an analogue to a digital environment.

The contributors, including David Nicholas, Valerie Johnson, Tim Gollins and Scott David, focus on the opportunities and challenges afforded by this new environment that is transforming the information landscape in ways that were scarcely imaginable a decade ago and is challenging the very existence of the traditional library and archive as more and more resources become available on line and as computers and supporting networks become more and more powerful.

By drawing on examples of the impact of other new and emerging technologies on the information sciences in the past, the book emphasises that information systems have always been shaped by available technologies that have transformed the creation, capture, preservation and discovery of content. 

Key topics covered include:
• Search in the digital environment
• RDF and the semantic web
• Crowd sourcing and engagement between institutions and individuals
• Development of information management systems
• Security: managing online risk
• Long term curation and preservation
• Rights and the Commons
• Finding archived records in the digital age.

Is Digital Different? illustrates the ways in which the digital environment has the potential to transform scholarship and break down barriers between the academy and the wider community, and draws out both the inherent challenges and the opportunities for information professionals globally. (From the Publisher)

Table Of Content:
Contributors
Introduction and acknowledgements (Michael Moss and Barbara Endicott-Popovsky)

ch. 1 What is the same and what is different (Michael Moss)
ch. 2 Finding stuff (David Nicholas and David Clark)
ch. 3 RDF, the Semantic Web, Jordan, Jordan and Jordan (Norman Gray)
ch. 4 Crowd sourcing (Ylva Berglund Prytz)
ch. 5 Pathways to integrating technical, legal and economic considerations in the design, development and deployment of trusted IM systems (Scott David and Barbara Endicott Popovsky)
ch. 6 archived records in a digital age (Tim Gollins and Emma Bayne)
ch. 7 Security: managing online risk (Barbara Endicott-Popovsky)
ch. 8 Rights and the Commons: navigating the boundary between public and private knowledge spaces (Gavan McCarthy and Helen Morgan)
ch. 9 From the Library in Alexandria to the Google Campus: has the digital changed the way we do research? (David Thomas and Valeria Johnson)

Index

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Frost and Stommel capture a 14-minute YouTubevideo of a collaborative writing session on Google Docs (now Google Drive). In the accompanying blog post, they offer suggestions for assigning collaborative writing to students, along with persuasive arguments about the pedagogical goods of collaborative writing.

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Teaching Tactic: overview and resources for creating concept maps to organize ideas.

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In this Chronicle of Higher Education (ProfHacker) piece, the author describes the discoveries arising from "Center for Teaching Excellence" workshop: specifically, regarding active learning (even with lectures), possibilities for in-class use of social media, Twitter as a means of extending collaborative learning beyond session hours, and issues of vocational training and assessment.

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
ISSUE FOCUS
Cross Cultural Learning as a Paradigm for Encountering Educational Technology, Gayle Gerber Koontz
Technology in the Classroom: A Missiologist's Perspective, Arun W. Jones
Using Film to Teach Theology, Linda Mercadante,br> Beyond Entertainment: A Rationale for the Pedagogy of Technology in the Classroom, Kenneth D. Snyder
Information Technology for Theological Education at Louisville Presbyterian Theological Seminary, Elizabeth Van Kleek
Technology Development at Ashland Theological Seminary, Vickie Taylor and Dale Stoffer
The Times, They Are A-Changin': How a Training Seminar for Online Education Changed a Seminary One Faculty Member at a Time, Jeff Groeling and Lester Ruth
A Case Narrative of Bethel Seminary's InMinistry Program, Kristin M. Anderson
Taking Control of our Future: Kenrick-Glennon Seminary, Sebastian Mahfood
Establishing Social Presence in Online Courses: Why and How, Mary Hinkle Shore
Web Site Design as a Dynamic Companion in Developing Learning Resources, Barbara Anne Keely

OPEN FORUM
A Dozen Qualities of the Good Dean, Mark G. Toulouse
Using Participatory Action Research in Seminary Internships
What's in an Instrument? The Answer from the Profiles of Ministry Program, Francis A. Lonsway,br>

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Growing numbers of church leaders are discovering that many films are able to impact viewers with gospel truths almost as well as a good sermon. Former pastor and longtime reviewer of films Ed McNulty offers this insightful guide to help church leaders enter into dialogue with contemporary films. McNulty carefully crafts a theology of movies and then provides practical suggestions for creating and leading movie discussions with groups. In addition, he provides people from all across the theological spectrum with a framework to understand whether the overall message of a film outweighs concerns over profanity, violence, or sex in the film. He concludes by introducing twenty-seven films and including provocative questions about each that will prepare leaders to assemble and facilitate a group. Popular films explored include The Color Purple; Crash; Hotel Rwanda; The Matrix; Million Dollar Baby, O Brother, Where Art Thou? and Shawshank Redemption. Faith and Film accessibly and comprehensively helps readers and moviegoers develop "eyes that see and ears that hear" how God's messages of hope and love are revealed in contemporary films. (From the Publisher)

Table Of Content:
Part 1: Looking for the Light of the World While Sitting in the Dark
Introduction: Developing a Theology of Seeing
What Has Jerusalem to Do with Hollywood?
Four Types of Films
More on Parable and Film
Help for Becoming Your Own Critic
Settings for a Film Discussion
Using the Guides in This Book

Part II: Movie Discussion Guides
American Beauty
Amistad
Babe: Pig in the City
Beyond the Sea
Chocolat
The Color Purple
Crash
Dogma
Erin Brockovich
Final Solution
The Grapes of Wrath
Harry Potter and the Sorcerer's Stone
Hotel Rwanda
The Insider
The Iron Giant
Les Miserables
The Matrix
Million Dollar Baby
O Brother, Where Art Thou?
Pieces of April
Road to Perdition
Shawshank Redemption
The Spitfire Grill
Tender Mercies
The Thin Red Line
To End all Wars
Walking across Egypt

Appendix 1: List of Films and Their DVD Distributors
Appendix 2: Church and Theater

Notes
Bibliography

Additional Info:
In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.

Additional Info:
Special issue of “Syllabus,” an online journal that posts annotated syllabi and short-article course descriptions submitted by college and university professors. 

Table Of Content:
Editorial
Special Issue: Teaching with and about Games (Jennifer deWinter, Carly A. Kocurek)

Syllabi
Video Game Studies (Judd Ethan Ruggill)
How to Play Games of Truth: An Introduction to Video Studies (Bryan Geoffrey Behrenshausen)
Novel Interfaces for Interactive Environments (Robert W. Linderman)
Educational and Serious Game Design: Case Study in Collaboration (Jon A. Preston)
Introduction to Games Design (Nia Wearn)
Representing the Past: (Video Games Challenge to the Historical Narrative (Stephen Ortega)
Learning Through Making: Notes on Teaching Interactive Narrative (Anastasia Salter)
Video Games as a New Form of Interactive Literature (Anne Winchell)
Writing In and Around Games (Wendi Sierra)
Hints, Advice, and Maybe Cheat Codes: An English Topics Course About Computer Games (Kevin Moberly)

Tool Box
Teaching Network Game Programming with the Dragonfly Game Engine (Mark Claypool)
Root of play - Game design for digital humanists (Andy Keenan, Matt Bouchard)
Alternative Reality Games to Teach Game-Based Storytelling (Dean O’Donnell, Jennifer deWinter)
“Continue West and Ascent the Stairs”: Game Walkthroughs in Professional and Technical Communication (Stephanie Vie)
Annotated Bibliography for Game Studies: Modeling Scholarly Research in a Popular Culture Field (Cathlena Martin)

Additional Info:
In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.

Additional Info:
not currently available on the web

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Google+ Hangouts is a great video-conferencing tool that can help faculty hold office hours, bring in guest speakers, and collaborate with ease on a variety of projects with TA’s and other faculty.

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There are many options available to professors who want to streamline the process of setting up and having appointments with students. Hopefully, with these resources at your disposal, you’ll be able to reach more students more easily.

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This free, online tutorial contains 10 modules, each explaining how to better design course materials for learners with physical and cognitive disabilities. Tutorials include: accessibility issues on online learning, and making more accessible PowerPoint presentations, videos, Word and Excel documents, PDFs, Web pages, and Web scripts.

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This portion of the website of a UK “registered charity” and promoter of digital technologies in UK education and research, showcases 50 short case studies Investigating students' expectations of the digital environment and enhancing the student digital experience in higher education, organized according to the main challenges they address. 

Additional Info:
Prezi is a free online presentation tool that allows you to create and share dynamic presentations. Without slides and bullet points, you are able to explore relationships among ideas through movement, allowing the form of your presentation to support its content.

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This "help" document by Microsoft drills down into the details of making documents that are better accessible to users with physical and cognitive disabilities. Excellent organization and detail. Calls attention also to MS Word's "Accessibility Checker."

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Provides information on the availability of data on teaching, learning and technology. Details on the study questions posed by the Rensselaer Polytechnic Institute which focused on results; Role of technology in the quality and cost of lower-division composition courses of the Indiana University-Purdue University Indianapolis (IUPUI); Disadvantages of the IUPUI composition students; Effect of technology use on costs.

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PowerPoint can be a genuine aid to theological education by providing a medium for employing visual art in the classroom. But PowerPoint does not and should not replace the ordinary stuff of teaching and learning theology: reading, lecturing, discussing texts, and writing papers. Like any other tool, its pedagogical benefit depends on discerning use. Particular care must be used to blunt PowerPoint's tendency to produce a disembodied, decontextualized learning environment. Using PowerPoint to incorporate art into theology classes is not merely a strategy for making verbal points more powerfully. Art can sometimes go where theological words cannot.

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These methods of non-sequential navigation in PowerPoint can help you add flexibility to your class sessions and better respond to the needs of your students.

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"Ancient Christianity, Ancient Cities – and Cyberspace?" was a teaching experiment combining the study of theology, religion, history, and new computer technologies. The course included both a regular class meeting and a concurrent digital media lab. All student assignments were digital. Students came in with a wide variety of technical knowledge and backgrounds in classical and religious studies. In addition to learning about the history and theology of early Christianity, students became critical learners of technology within the ideal of a liberal arts education.

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A thorough and accessible introduction to concept mapping: graphic organizers, strategies for visualizing knowledge or graphically representing ideas. Includes brief description of process, short lists of best practices, and links to additional resources and software.

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Video. Connecting to YouTube can be inconvenient in the middle of a PowerPoint slideshow. These step-by-step instructions will help you to embed a YouTube video right into one of your slides

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We used to worry that an online presence would be perceived in academia as unprofessional. Increasingly, it's not "whether" to have an online profile, but how to manage one's online footprint professionally. The piece offers many annotated links with a variety of perspectives, advice, and how-to's. Comments also lend their own views.

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In this essay I propose that using online tools to connect geographically-separated classrooms for real-time collaborative learning experiences may effectively develop intercultural competency in the religious studies classroom. I explore personal examples from several international and inter-institutional collaborations with Jacques Derrida's reflections on hospitality to explain how using online tools in this way productively puts into question conventions about place, host, and guest. This engagement of students in collaboration with others beyond their classroom is effective because it takes the focus of learning past facts students might learn towards how they are communicating to learn.

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Having attended her first "unconference," the writer shares five ideas she brought to the event about "Teaching teachers technology," and five ideas she returned with. Also includes reflection on the "unconference" as a model for better faculty pedagogy workshops.

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Reversing the Lens brings together noted scholars in history, anthropology, sociology, ethnic studies, and film studies to promote film as a powerful educational tool that can be used to foster cross-cultural communication with respect to race and ethnicity. Through such films as Skin Deep, Slaying the Dragon, and Mississippi Masala, contributors demonstrate why and how visual media help delineate various forms of "critical visual thinking" and examine how racialization is either sedimented or contested in the popular imagination. Reversing the Lens is relevant to anyone who is curious about how video and film can be utilized to expose ethnicity, race, gender, and sexuality as social constructions subject to political contestation and in dialogue with other potential forms of difference. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 Introduction (Lane Ryo Hirabayashi and Jun Xing)
ch. 2 Media Empowerment, Smashing Stereotypes, and Developing Empathy (Jun Xing)
ch. 3 Video Constructions of Asian America: Teaching Monterey's Boat People (Malcolm Collier and Lane Ryo Hrabayashi)
ch. 4 American Indians in Film: Thematic Contours of Cinematic Colonization (Ward Churchill)
ch. 5 El Espejo/The Mirror: Reflections of Cultural Memory (Carmen Huaco-Nuzum)
ch. 6 Mississippi Masala: Crossing Desire and Interest (Adeleke Adeeko)
ch. 7 Skin Deep: Using Video to Teach Race and Critical Thinking (Brenda J. Allen)
ch. 8 Confronting Gender Stereotypes of Asian American Women: Slaying the Dragon (Marilyn C. Alquizola and Lane Ryo Hirabayashi)
ch. 9 Screens and Bars: Confronting Cinemea Representations of Race and Crime (Lee Bernstein)
ch. 10 The Queering of Chicana Studies: Philosophy, Text, and Image (Elisa Facio)
ch. 11 The Matrix: Using American Popular Film to Teach Concepts of Eastern Mysticism (Jeffrey B. Ho)
ch. 12 Beyond the Hollywood Hype: Unmasking State Oppression Against People of Color (Brett Stockdill, Lisaa Sun-Hee, and David N. Pellow)
ch. 13 Self, Society, and the "Other": Using Film to Teach About Ethnicity and Race (Jun Xing)
ch. 14 The Issue of Reinscription: Pedagogical Responses
Selected Filmography (Lane Ryo Hirabayashi and Marilyn C. Alquizola)

List of Contributors
Index

Additional Info:
Advice from students on how faculty can best reach them through email.

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Citation Machine automatically generates citations in MLA, APA, Chicago, and Turabian. Helps students avoid plagiarism.

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Collect your resources, and organize them neatly and easily.

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Course Management System (CMS) that helps you create an on-line learning site.

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Classroom polling system. Similar to Clickers but cheaper. Each student gets a unique barcode – a paper clicker. Students answer questions by showing their barcodes to the teacher's smartphone. The teacher gets a real-time bar graph and the data is stored individually by student.

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Simple way to gather polling information in the classroom. Works with Twitter, text, or web.

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Easy way to create surveys. Use for personalized midterm evaluations.

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New technologies provide tools to reconstruct education as we undergo dramatic technological revolution and enter a new millennium. In particular, multimedia technologies, like CD-ROMs and Internet websites produce new resources and material for expanding education. In examining the Shoah Project—which documents the experiences of survivors of the Holocaust—, we demonstrate how this project provides important tools for historical and religious education, as well as making the reality of the Holocaust vivid and compelling in the contemporary moment. It is within this context that we discuss how multimedia can provide an important supplement to multicultural education, bringing the experiences of marginal and oppressed groups to the mainstream. Yet we also argue that effective multimedia education also requires historical contextualization, the skills of media literacy, and engaging pedagogical presentation in the classroom to make such new technologies effective as a supplement to traditional classroom and print-based education. Hence, we show how educational technologies, such as those produced by the Shoah Foundation and the UCLA Film and Television Archives, can help reconstruct education for the next century.

Additional Info:
A concept map is a way to visualize knowledge or graphically represent an idea.

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During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the historical tools they learned to new situations and evidence. In 2006 and again in 2010 I overhauled the course not only to improve it, but also to figure out how my students learned history. Using a wiki exercise, I traced how students learned and then applied these insights the next time I taught the course. In this essay I report on what I learned.

Additional Info:
A paper by Curtis Bonk of Indiana University discussing ways to use videos as 'Anchors and Enders' for learning experiences.

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A 1996 article commissioned by Lilly Endowment Inc. and Auburn Theological Seminary. reflecting on the significance of information technology in seminary education.

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Video. A lengthy You Tube video (1 hour), and dated 2008, but still relevant. Cultural anthropologist Michael Wesch discusses "media literacy" as a site of ongoing struggle and professional development for an instructor in higher education. If our students come to us unprepared for school, does that mean they are unprepared for learning? Is the problem with them, or with school? Have we taught learners the wrong things about learning?

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Twitter offers an engaging way to introduce students to reader-oriented interpretation of the Bible. The exercise described here introduces students to the idea that the reader has a role in the production of a text's meaning, which thus varies from reader to reader. Twitter enables us to capture the real-time thoughts of a variety of respondents to the text of Mark as it is read aloud. Students can concretely observe the effects of particular textual moments on individual respondents as well as analyze their general interpretive stances with regard to the text as a whole. Students come to grasp that the meaning of the text varies depending on the reader, setting the stage for more complex theoretical discussion of reader-response theory, the reader's role in the production of meaning, the adjudication of “allowed” and “disallowed” interpretations, and the appropriateness of “reader-response” criticisms for texts that were composed to be encountered orally.

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Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).

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This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious discourse, while also allowing them to explore, kinesthetically, one of Confucianism's central practices, the reading and writing of Chinese characters. Appendices providing additional materials related to the course are available online: http://www.wabashcenter.wabash.edu/journal/article2.aspx?id=14153.

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Click Here for Book Review
Abstract: With e-books increasingly becoming an everyday and high-profile technology, how can they be used most effectively to help develop literacy skills, cultivate a love of reading, provide greater accessibility to texts for all, and offer portable access to a vast range of resources? Specifically written with the adult education sector in mind, this invaluable and straightforward guide will take the reader through the advantages and effective features that e-books have to offer. The text covers the necessities in e-book technologies: how to take advantage of the features that e-books offer adult learners * the options available, including dedicated e-readers, tablets, and smartphones * the costs * technical and management issues * real-world case studies of current uses and experiences in adult learning settings * current research and projects * pointers on the innovative uses of e-book technologies. The book also includes a chapter on useful links. It is a timely, original, and practical guide to a popular and increasingly accessible technology, with a specific focus on applications to adult learning. (From the Publisher.)

Table Of Content:
Introduction

ch. 1 What are e-books?
E-books in different languages

ch. 2 What are e-readers and e-book apps?
Dedicated e-readers
Multifunctional devices
Hybrid devices
E-reader features
E-book apps

ch. 3 Access and accessibility
E-book format
Digital rights management (DRM)
Text to speech (TTS)
Support Organisations

ch. 4 E-readers and e-books in use
Example of use in learning
Dudley College: Stimulating the use of mobile technologies in work-based learning (2010)
Newcastle City Learning: Using e-readers with adult literacy leaners (2011)
ReKindling the fire: Using Kindles for literacy in the classroom (2010)
Using electronic books in the classroom to enhance emergent literacy skills (2010)
GABES (Galway Adult Basic Education Service): The iPad in adult education (2011)

ch. 5 Our own action research

ch. 6 Investing in e-readers and e-books
Factors to consider
Free e-books and e-book websites
Obtaining e-books for adult learners
Readability of e-books

ch. 7 Suggested uses for the classroom
Speaking and listening
Writing
Reading
Creating your own e-books

Conclusion
Innovations in the e-reader market
Innovations int he e-book market
Our though piece
And finally . . .

Useful websites

Glossary

Appendix: Feature of popular e-readers available in the UK

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Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research skills. We review the existing literature and present findings and experiences from two mid-sized academic libraries that have adopted EBSCO Discovery Service as their library home page portal.Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research skills. We review the existing literature and present findings and experiences from two mid-sized academic libraries that have adopted EBSCO Discovery Service as their library home page portal.

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A thorough, multi-link, description by a teacher who "flipped" her community college art history classroom. Includes links to additional resources, videos with excerpts of many of the learning activities and overviews of student surveys.

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Boyer describes a teaching method which uses popular movies to explore themes encountered in the New Testament. Topics include, for example, martyrdom in Witness and The Gospel of Luke and apocalypse in Waterworld and The Book of Revelation. A modernized film interpretation of Shakespeare's Rome. (From the Publisher)

Table Of Content:
Introduction
Teaching Literature
The New Testament is Literature
Literary Redaction Criticism: The Dreamer of Oz: L. Frank Baum and The Wizard of Oz
The Elements of a Story: The Wizard of Oz
Teaching Mark's Gospel
The Good Mother
Phenomenon
Sommersby
The Shawshank Redemption
Teaching Matthew's Gospel
Being There
Willow
Teaching Luke's Gospel
Witness
Teaching John's Gospel
Jeremiah Johnson
Powder
The Shawshank Redemption
Teaching the Acts of the Apostles
The Mission
Teaching Pauline Theology
Regarding Henry
The Doctor
Teaching the Book of Revelation
Pale Rider
The Milagro Beanfield War
Waterworld
Teaching the "Vineyard" Metaphor
A Walk in the Clouds
Teaching Hermeneutics
Romeo and Juliet

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This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.

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This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to amplify discussion. McKim indicates the advantage of using these resources which introduced students to a "new world" of media and unique resources, linked them with others throughout the world who also had an interest in Barth, and provided an enhanced means of communication for the students with each other and with the professor. He also provides further reflections about the experience in relation to seminary teaching.

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In classrooms, museums, public health clinics and beyond, the educational uses of visual media have proliferated over the past fifty years. Film, video, television, and digital media have been integral to the development of new pedagogical theories and practices, globalization processes, and identity and community formation. Yet, Brian Goldfarb argues, the educational roles of visual technologies have not been fully understood or appreciated. He contends that in order to understand the intersections of new media and learning, we need to recognize the sweeping scope of the technologically infused visual pedagogy both in and outside the classroom. From Samoa to the United States mainland to Africa and Brazil, from museums to city streets, Visual Pedagogy explores the educational applications of visual media in different institutional settings during the past half century. Looking beyond the popular media texts and mainstream classroom technologies that are the objects of most analyses of media and education, Goldfarb encourages readers to see a range of media subcultures as pedagogical tools. He illuminates the educational uses of visual technologies in schools and other venues. The projects he analyzes include media produced by AIDS/HIV advocacy groups and social services agencies for classroom use in the 90s; documentary and fictional cinemas of West Africa used by the French government and then by those resisting it; museum exhibitions; and TV Anhembi, a municipally sponsored collaboration between the television industry and community-based videographers in Sao Paolo, Brazil. Combining media studies, pedagogical theory, and art history, and including an appendix of visual media resources and ideas about the most productive ways to utilize visual technologies for educational purposes, Visual Pedagogy will be useful to educators, administrators, and activists. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: An Ethos of Visual Pedagogy

Pt. 1 Historicizing New Technologies in the Classroom
ch. 1 Media and Global Education: Television's Debut in Classrooms from Washington, D.C., to American Samoa
ch. 2 Students a Producers: Critical Video Production
ch. 3 Critical Pedagogy at the End of the Rainbow Curriculum: Media Activism in the Sphere of Sex Ed
ch. 4 Peer Education and Interactivity: Youth Cultures and New Media Technologies in Schools and Beyond

Pt. 2 Visual Pedagogy beyond Schools
ch. 5 Museum Pedagogy: The Blockbuster Exhibition as Educational Technology
ch. 6 A Pedagogical Cinema: Development Theory, Colonialism, and Postliberation African Film
ch. 7 Local Television and Community Politics in Brazil: Sao Paulo's TV Anhembi

App An Annotated List of Media Organizations, Distributors, and Resources
Notes
Bibliography
Index

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Coursera is an education platform that partners with top universities and organizations worldwide, to offer courses online for anyone to take, for free. Religious topics are limited. Try searching specific religions like "Buddhism."

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More than thirty-six million people in the United States are already using the Internet, and many more will join them in the years to come. Tools such as e-mail, Web browsers, and on-line conferencing present exciting opportunities for both adult learners and their instructors. The purpose of this volume of New Directions for Adult and Continuing Education is to explore the effects of the Internet on adult learning--both as that learning is facilitated through formal instruction and as it occurs spontaneously in the experiences of individuals and groups--and to provide guidance to adult and continuing educators searching for ways to use the Internet more effectively in their practice. Taken as a whole, the sourcebook provides a thorough survey of the research literature. The chapters also reflect the hard-won personal experiences of the authors, all of whom are directly involved in the use of Internet technologies to facilitate adult learning. This is the 78th issue of the quarterly journal New Directions for Adult and Continuing Education. (From the Publisher)

Table Of Content:
ch. 1 Teaching and Learning Internet Skills (Brad Cahoon)
ch. 2 Intranets for Learning and Performance Support (Linda S. Gilbert)
ch. 3 Course Development on the World Wide Web (Kathleen P. King)
ch. 4 Adult Learners and Internet-Based Distance Education (Daniel V. Eastmond)
ch. 5 Facilitating Group Learning on the Internet (Margaret E. Holt, Pamela B. Kleiber, Jill Dianne Swenson, E. Frances Rees, Judy Milton)
ch. 6 On-Line Education: A Study of Emerging Pedagogy (Lynne Schrum)
ch. 7 Ethical Considerations in Internet-Based Adult Education (Margaret E. Holt)
ch. 8 Adult Learning and the Internet: Themes and Things to Come (Brad Cahoon)

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Sign up for 200M free cloud space.Sync Documents in Real-time. Conveniently browse through and view all your content on any device. Edits made on one device, it simultaneously syncs to all your others.

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Better option than texting for group communication. VoiceThread is a cloud application, so there is no software to install. It will work in any modern web browser and on almost any internet connection.Upload, share and discuss documents, presentations, images, audio files and videos. Over 50 different types of media can be used in a VoiceThread. Comment using microphone, webcam, text, phone, and audio-file upload.

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Academic work, like many other professional occupations, has increasingly become digitised. This book brings together leading scholars who examine the impacts, possibilities, politics and drawbacks of working in the contemporary university, using digital technologies. Contributors take a critical perspective in identifying the implications of digitisation for the future of higher education, academic publishing protocols and platforms and academic employment conditions, the ways in which academics engage in their everyday work and as public scholars and relationships with students and other academics. The book includes accounts of using digital media and technologies as part of academic practice across teaching, research administration and scholarship endeavours, as well as theoretical perspectives. The contributors span the spectrum of early to established career academics and are based in education, research administration, sociology, digital humanities, media and communication.(From the Publisher)

Table Of Content:
Ch 1. The Digital Academic: Identities, Contexts and Politics, Deborah Lupton, Inger Mewburn and Pat Thomson
Ch 2. Towards an Academic Self? Blogging During the Doctorate - Inger Mewburn and Pat Thomson
Ch 3. Going from PhD to Platform, Charlotte Frost
Ch 4. Academic Persona: The Construction of Online Reputation in the Modern Academy, P. David Marshall, Kim Barbour and Christopher Moore
Ch 5. Academic Twitter and Academic Capital: Collapsing Orality and Literacy in Scholarly Publics, Bonnie Stewart
Ch 6. Intersections Online: Academics Who Tweet, Narelle Lemon and Megan McPherson
Ch 7. Sustaining Asian Australian Scholarly Activism Online, Tseen Khoo
Ch 8. Digital Backgrounds, Active Foregrounds: Student and Teacher Experiences with ‘Flipping the Classroom,’ Martin Forsey and Sara Page
Ch 9. A Labour of Love: a Critical Examination of the ‘Labour Icebergs’ of Massive Open Online Courses, Katharina Freund, Stephanie Kizimchuk, Jonathon Zapasnik, Katherine Esteves and Inger Mewburn
Ch 10. Digital Methods and Data Labs: The Redistribution of Educational Research to Education Data Science, Ben Williamson
Ch 11. Interview, Sara Goldrick-Rab with Inger Mewburn
Ch 12. Interview, Jessie Daniels with Inger Mewburn

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Focuses on the introduction of hybrid teaching which aims to end the gap between traditional and online instruction in the U.S. Advantages of hybrid courses and hybrid degree programs; Colleges offering hybrid instruction; Skepticism on online education projects.

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For many years now, specialists in learning have remarked that a specific method of writing is used for the elaboration of interactive multimedia systems. This method of writing, which I qualify as interactive, has a primary objective: facilitating information access for the user. In this paper I propose an analysis of the different elements that characterize this method of writing and, more specifically, the different ways in which this new method can be integrated into the elaboration of magistral university courses without using any added computer technology. The professor would then resemble a multimedia system while the students would be the users of this system. This new method of writing and pedagogical structure would be highly propitious for the stimulation of exchange and interactivity, while leaving students the possibility to choose a structure of the presentation that best fits the group. However, for this to happen we must first envisage the possibility of adapting certain multimedia learning methods, recognized as functional, to the more conventional learning methods that the classroom represents.

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The developer of the University of Mary (Washington) project "A Domain of One's Own," explains the program’s innovative and expansive understanding of student e-portfolios in a TEDx talk.

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Information, web links, and videos explaining "A Domain of One's Own," the University of Mary (Washington) initiative whereby students craft their own web presence into a portfolio that they control and can take with them after graduating.

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Emory College of Arts and Sciences describes its rollout of its version of "A Domain of One's Own," a University of Mary (Washington) initiative whereby students craft their own web presence into a portfolio that they control and can take with them after graduating. This ECAS page includes a description of the program, and links to extensive documentation for faculty, students, and support staff.

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The advent of relatively inexpensive 360‐degree cameras and virtual reality (VR) headsets brings new possibilities to the study of religion by allowing students to become virtually immersed in distant religious environments at very little cost. These tools can serve as the basis for assignments that help to engage students and meet core learning outcomes such as empathetic understanding and ethnographic analysis of religious place, ritual, and behavior in light of theories of religion. This article describes and reflects on the experimental incorporation of these technologies in two sections of an introductory religious studies course at a small two‐year campus in the University of Wisconsin System.

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Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.

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Chronicle of Higher Ed offers a time line, with links, of the controversial resignation and reinstatement of University of Virginia's president Teresa Sullivan. At the heart of the controversy is disagreement between the school's Board of Visitors and President Sullivan regarding the pace and manner of adopting online learning.

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Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning. It’s hosted by Chris Friend from Saint Leo University. It’s the aural side of Hybrid Pedagogy—a digital journal of learning, teaching, and technology.

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In corporate and government bureaucracies, the standard method for making a presentation is to talk about a list of points organized onto slides projected up on the wall. For many years, overhead projectors lit up transparencies, and slide projectors showed high-resolution 35mm slides. Now "slideware" computer programs for presentations are nearly everywhere. Early in the 21st century, several hundred million copies of Microsoft PowerPoint were turning out trillions of slides each year.

Alas, slideware often reduces the analytical quality of presentations. In particular, the popular PowerPoint templates (ready-made designs) usually weaken verbal and spatial reasoning, and almost always corrupt statistical analysis. What is the problem with PowerPoint? And how can we improve our presentations?

This slim volume from legendary "information design" guru Edward Tufte answers these questions with Tufte's usual wit, concision, and style. (From the Publisher)

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Brief analyses of why and how to use technology effectively when teaching large classes.

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Journal Issue. Full text is available online.

Table Of Content:
ISSUE FOCUS
Planning for Innovation: A Framework for Reflective Practice, Victor Klimoski
What Does All This (Technology) Mean for the Church?, John P. Jewell
Not Just One More Good Idea: A Reflection on the Integration of Digital Technology in Theological Education, Jan Viktora
Theological Reflection, Theology and Technology: When Baby Boomer Theologians Teach Generations X & Y, Edward Foley
Implications of a Digital Age for Theological Education, William J. Hook
Mapping Structural Change, David Neidert and John Aukerman
What Difference Does it Make? Digital Technology in the Theological Classroom, Mary Hess
Low Cost Things One Can Do that Have an Impact, James Rafferty
A New Tool or a New Way of Doing Theological Education?, Steve Delamarter

OPEN FORUM
Tethered Together: A Study of the Relationship between a Seminary and its Denomination, David G. Forney
Is Preaching Taught or Caught? How Practitioners Learn, Ronald Allen
Revisiting H. Richard Niebuhr’s The Purpose of the Church and Its Ministry: Love of God and Neighbor as the Goal of Theological Education, Frederick W. Guyette
Considering Consortia, William R. Myers

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One page Teaching Tactic: an online platform that helps students master vocabulary terms .

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Click Here for Book Review
Abstract: The authors created this manual particularly for beginning instructors at the post-secondary level who have never had formal teacher training. They not only present the essentials of effective instruction that incorporates technology, but in doing so, review key principles and practices that have been shown to enhance students’ motivation to learn. The manual is a distillation of core information derived from both the authors’ own professional experience and the body of literature on teaching effectiveness, learning motivation, and the infusion of technology in post-secondary settings. They draw on their respective educational and research backgrounds that range from the elementary through to the college and university levels. (From the Publisher)

Table Of Content:
Foreword
Acknowledgements

ch. 1 Essential Motivational Principles
Key Ideas
Learning Motivation
Teaching and Learning
Learning Styles
Motivational Teaching
Motivating Teaching: A Conceptual Framework
Summary
Footnotes

ch. 2 Conditions of Conductive to Learning: Climate and Management
Key Ideas
Creating a Positive Teaching/Learning Climate
Ethical and Professional Considerations
The Managerial Process: Organizational Routines and Strategies
Summary
Footnotes

ch. 3 Instructional Practice
Key Ideas
Planning for Instruction
Implementing Instruction
Summary
Footnotes

ch. 4 Motivating Methods and Technologies
Key Ideas
Part I: Teacher-Centered Approaches
Part II: Student-Centered Approaches
Summary
Footnotes

ch. 5 Practical Technology Applications to Enhance Motivation
Key Ideas
Overview
What Is Your Motivation?
What Technology Will Not Do for You
Considerations Before Getting Started
Moving Forward
Impact of Technology on You
Technology Tools
Critical Questions
Levels of Technology Integration
What about the Students?
Technology and Teaching Using the Internet
Ensuring the Success of Your Online Learners
You Made It. Now What?
Summary
Concluding Thoughts: Inspiring Students
Footnotes

References
About the Authors

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In this article, I address the challenge of fostering better student engagement with ancient material, and discuss my experience with designing a course around creative use of technology. In my recent course, “The Ancient Christian Church: 54–604 CE,” I employed several tactics to encourage student engagement with ancient and modern sources, which also promoted active participation at the level of pedagogy. By designing the classroom experience to allow for student-centered technology use, students were enabled to explore the ancient world in creative ways. In the end, I noticed greater student participation and higher-quality understanding of the ancient church when compared with lecture- or seminar-focused classroom experiences.

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Games offer unique possibilities for learning, and text‐based interactive fiction (“IF”) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor‐ and learner‐built IF in any given course, whether face‐to‐face or online. A thick description of how an instructor conceived and developed two IF games follows, explicitly tied to course‐design considerations like learning goals and assessment performances. The value of IF as a student project is explored, and finally an appendix provides resources for instructors and students to begin building their own interactive fiction.

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Extensive page of tools, resources, and support for using new technologies in the classroom, from the University of Washington.

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Extended and nuanced conference paper on the issues around evaluating web content, by the director of Libraries at Babson College.

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An extensive list of links to the many other sites available on evaluating information; part of the Information Quality WWW Virtual Library.

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ProfHacker is a regular blog spot on the Chronicle of Higher Education Website. This link opens a page displaying all its blog posts tagged with the term “twiiter.”

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Faculty and Graduate Students at the University of Arizona published a Literature review on Social Media in Higher Education in 2014. This document includes a good summary and an extensive bibliography.

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Integrate digital tools into the humanities classroom in ways that will improve the undergraduate learning experience

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This site teaches you how to download a video in three easy steps.

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Instructions maintained by the non-profit "Organization for Transformative Works."

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Site allows you to share, use (and alter) thousands of slide presentations, pdfs, documents and videos.

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Video. 10-15 minute creative videos on popular subjects such as history, religion and literature. Produced at a fast pace and use multimedia. Very popular site--some videos have over 1,000,000 hits.

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Audacity is free, open source, cross-platform software for recording and editing sounds. Use it to create podcasts, edit MP3, WAV or AIFF sounds files, or mix sounds.

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Share and browse other's PowerPoints

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Podcast. Panelists discuss: What does it mean to teach or research religious studies digitally? Does religious “data” make digital religious studies distinct within the digital humanities? How can departments and the field better support digital methods and pedagogies?

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Create complex narratives and share rich collections, adhering to Dublin Core standards with Omeka on your server, designed for scholars, museums, libraries, archives, and enthusiasts.

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Do you have favorite religion blogs you like to follow? This tool lets you create a dashboard of favorite blogs.

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A website that allows you to create mindmaps: pictures of concepts or a map of a process.

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CuePrompter is a free teleprompter/autocue service. Your browser works like a teleprompter -no extra software needed.

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Virtual visits to 3D religious sites and buildings.

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Video. Collection of videos covering such topics as Religions of the World, Church History, and interviews with religious scholars.

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A collaborative effort of the Hesburgh Libraries and the Kaneb Center for Teaching and Learning, supporting creation of media as part of college coursework. Step-by-step instructions for assignments (in Audio, Image, Video, and Data), along with links to tutorials and other resources.

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A Personal Response System (PRS, or "clicker") is a way to introduce interactivity into your large lecture courses.

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Downes links to, and comments on, two articles, each offering tips on choosing among educational technologies. One list is focused on desirable outcomes (e.g., that the technology is scalable, or promotes lifelong learning, etc). The other list (his own) focuses on the properties that lead to such outcomes (e.g., good technology is always on, or doesn't require parts, etc).

Additional Info:
Click Here for Book Review
Hybrid, or blended, classrooms are expanding on campuses across the United States (and internationally). Intentionally combining in-class instruction with online activities not only aids student learning, it also provides more self-directed, technology-mediated learning experiences for students who will incorporate technology into their professional lives post-college.

In addition to explaining and defining the phenomenon of hybrid teaching and learning, this volume answers:
• What is hybrid teaching and learning?
• How does it promote student learning?
• Why should faculty and administrators consider it?
• How are its components different from traditional classrooms?
• What are the best practices of hybrid course design?
• How can instructors incorporate accessibility into their hybrid courses?
• What models can be used to train faculty as hybrid teachers?
• Where is it being practiced?
• How can institutions best prepare students for and promote their success in hybrid courses?
• Who should be involved in implementing and supporting these initiatives at the institutional level?

This is the 149th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
EDITOR’S NOTE Kathryn E. Linder

ch 1. Fundamentals of Hybrid Teaching and Learning (Kathryn E. Linder)
ch 2. Evaluating the Outcomes and Impact of Hybrid Courses (Patsy D. Moskal)
ch 3. Hybrid Platforms, Tools, and Resources (Kathryn E. Linder, Linda S. Bruenjes, Sarah A. Smith)
ch 4. Assessing Student Learning in Hybrid Courses (Traci Stromie, Josie G. Baudier)
ch 5. Training Faculty to Teach in Hybrid Settings (Kathryn E. Linder)
ch 6. Hybrid Learning at the Community College (Jason Snart)
ch 7. Collaborations Among Diverse Support Areas for Hybrid Success (Faye Haggar, Bruce Kelley, Weichao Chen)
ch 8. Preparing Students for Success in Hybrid Learning Environments with Academic Resource Centers (Daniel Newman, Michael Dickinson)
ch 9. Accessibility Considerations for Hybrid Courses (Kirsten Behling)
ch 10. Creating an Online Presence for Hybrid Support (Darin Jerke, Eric Mosterd)
ch 11. Supporting Institutional Hybrid Implementations (Thomas B. Cavanagh, Kelvin Thompson, Linda Futch)

INDEX

Additional Info:
Adobe Connect makes it possible for students and professionals from all over the world to share, discuss, and learn together.

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Many instructors would like to make voice-recording (or audio-visual recordings) for their students, but either don't know how, or aren't sure how to make the recordings available to learners. This piece proposes one simple solution, while linking to others. Commenters also offer their own proposals.

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Sending students a link to a YouTube video can be risky because of all the additional content displayed that you can’t control. Using Quietube will allow you to link to a window that will display the video only.

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Video. Many are unaware that YouTube videos can be used without an available internet connection if downloaded ahead of time. This post gives step-by-step instructions for saving YouTube clips and videos to your computer for later use.

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Concept mapping is a great way to build upon previous knowledge by connecting new information back to it. This post explores the uses of concept mapping and provides tools for creating concept maps on the computer.

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Learning "technology" can feel overwhelming: so much so, that it's easier just not to get started. Mullen offers three easy ways to start small with big payoffs…and how to take them to the next level when you're ready. Covers back-up, writing in plain text, and organizing computer files.

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The i>clicker allows a class to respond to multiple-choice questions and see immediate results for either class discussion or to record in Blackboard. There are many ways that professors at BYU are using it.

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Course management software through iTunes.

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Simple and free, Jing allows you to capture what is on your computer screen and save it, send it or add it to a video. Easy tool to use to help you flip your classroom.

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Create interactive online video presentations with just a webcam and PowerPoint slides.

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Video. Use this to insert YouTube videos into a PowerPoint slide. All you need to do is to provide the YouTube video URL that appears in the browser address bar, the rest is taken care of by the YTV Wizard.

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Teaching and Digital Technologies: Big Issues and Critical Questions helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. Unlike other resources that show how to use specific technologies – and quickly become outdated, this text empowers the reader to understand why they should, or should not, use digital technologies, when it is appropriate (or not), and the implications arising from these decisions. The text directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. The contributors to the book are notable figures from across a broad range of Australian universities, giving the text a unique relevance to Australian education while retaining its universal appeal. Teaching and Digital Technologies is an essential contemporary resource for early childhood, primary and secondary pre-service and in-service teachers in both local and international education environments.

Empowers pre-service and in-service teachers to understand why they should or should not use digital technologies
Notable team of contributors from across a broad range of Australian universities
Companion website is kept up-to-date with any major technological changes as well as emerging ideas, debates, policy and other relevant information
(From the Publisher)

Table Of Content:
Forward
Preface for Teacher Educators and Professional Learning Leaders
Contributors
Acknowledgements

ch. 1 Why focus on big issues and critical questions? (Michael Henderson an Geoff Romeo)

Section 1 - Being Critical of Our Assumptions: Learners, Learning and Digital Technologies
ch. 2 Digital Natives and Other Myths (Nichola F. Johnson)
ch. 3 Learning, Teaching, Technology: Confusing, Complicated and Contested! (Geoff Romeo)
ch. 4 Balancing Risks and Growth in a Digital World (Jennifer Masters)
ch. 5 Digital Technologies and Equity: Gender, Digital Divide and Rurality (Neil Anderson)
ch. 6 Using Digital Technologies with Aboriginal and Torres Strait Islander Students (Glenn Auld and Lena Djabibba)

Section 2 - Technology Affordances: What’s So Special About Digital Technologies?
ch. 7 Computational Thinking: Philosophy and Practice (Andrew Fluck and Matt Bower)
ch. 8 Creativity, Visualisation, Collaboration and Communication (Glenn Finger)
ch. 9 Breaking Boundaries (Chris Campbell)
ch. 10 Using Social Media: Assumptions, Challenges and Risks (Michael Henderson)
ch. 11 Gamification and Digital Games-Based Learning in the Classroom (Sue Gregory, Torsten Reiners, Lincoln C. Wood, Hanna Teräs, Marko Teräs and Michael Henderson)
ch. 12 Mobile Learning: What Is It and What Are It’s Possibilities? (Mark Pegrum)

Section 3 - Policy: Curriculum, Values and Agendas
ch. 13 Considering the History of Digital Technologies in Education (Sarah K. Howard and Adrian Mozejko)
ch. 14 Digital Technologies in the Curriculum: National and International (Jason Zagami)
ch. 15 Never Believe The Hype: Questioning Digital ‘Disruption’ and Other Big Ideas (Neil Selwyn)

Section 4 - Student Learning
ch. 16 When Does Technology Improve Learning? (C. Paul Newhouse)
ch. 17 Making Learning Visible Through Digital Forms of Assessment (C. Paul Newhouse)
ch. 18 Learning With Digital Technologies (Peter Albion)
ch. 19 Project, Problem, and Inquiry Based Learning (Peter Albion)
ch. 20 Numeracy and Technology (Donna Gronn and Ann Downton)
ch. 21 Digital Literacy in Theory, Policy and Practice: Old Concerns, New Opportunities (Scott Bulfin and Kellie McGraw)
ch. 22 Digital Technologies in Early Childhood Education (Susan Edwards)

Section 5 - Professional Learning
ch. 23 National and International Frameworks for Teacher Competency (Margaret Lloyd)
ch. 24 Teachers: Technology, Change and Resistance (Sarah K. Howard and Adrian Mozejko)
ch. 25 Digital Technology Integration (Michael Phillips)
ch. 26 Ongoing Professional Learning (Kathryn Holmes and Nicole Mocker)

Index

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TodaysMeet helps you embrace the backchannel and connect with your audience in realtime. Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs.

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One of the best sites to help you create your own website. Free to educators.

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Abstract: Although storytelling has been recognized as an effective instructional strategy for some time, most educators are not informed about how to communicate a story that supports learning—particularly when using digital media. The Instructional Value of Digital Storytelling provides a broad overview of the concepts and traditions of storytelling and prepares professors, workplace trainers, and instructional designers to tell stories through 21st century media platforms, providing the skills critical to communication, lifelong learning, and professional success.

Using clear and concise language, The Instructional Value of Digital Storytelling explains how and why storytelling can be used as a contemporary instructional method, particularly through social media, mobile technologies, and knowledge-based systems. Examples from different sectors and disciplines illustrate how and why effective digital stories are designed with learning theory in mind. Applications of storytelling in context are provided for diverse settings within higher education as well as both formal and informal adult learning contexts. (From the Publisher)

Table Of Content:
List of Figures and Tables
Introduction

Section I: Foundations
ch. 1 Storytelling’s Value Then and Now
ch. 2 Traditions of Oral Storytelling in Digital Stories
ch. 3 Culture, Learning and Digital Storytelling

Section II: Instructional Frameworks of Digital Storytelling
ch. 4 The Learner as Audience and Maker
ch. 5 Storytelling that Supports Learning
ch. 6 Story as Curriculum

Section III: Applications of Digital Storytelling in Context
ch. 7 Disciplinary Applications of Digital Storytelling
ch. 8 Applications in formal, non-formal, and informal learning
ch. 9 Conclusions: Implications for Instruction

Glossary
References
Index

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Podcast overview of issues related to studying religion on the web.

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Video. A collection of short videos analyzing effective use of clickers (student personal response systems) in science classrooms.

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Abstract: Producing Video for Teaching and Learning: Planning and Collaboration provides lecturers, researchers, professors, and technical staff in educational settings with a framework for producing video resources for teaching and learning purposes. This highly useful guide brings together the literature from the field into a constructive, developmental framework, prompting users to reflect on their own ideas at each stage of the production process.

O’Donoghue makes clear distinctions between related aspects of video production, and offers working definitions where appropriate in order to address the academic and tertiary support technical audience. Interviews with established professionals in the field illustrate the possibilities—and limitations—of video for teaching and learning. Producing Video for Teaching and Learning gives readers the power to enhance the learning capacity of their own video materials. (From the Publisher)

Table Of Content:
List of Figures
Preface
Acknowledgements
Executive Summary
Introduction

ch. 1 Video's digital coming of age
ch. 2 An Educator's Guide to Video Production
ch. 3 A Video Producer's Guide to Teaching and Learning
ch. 4 A framework for Educational Video Preproduction
ch. 5 Six of the best
ch. 6 Student Video Production

Further Reading
Appendices
Index

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Facilitating campus-wide academic and career success through online courses for faculty, staff, and students on the effective application of technology. Tutorials on all things technology from Blackboard to Word.

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From distraction-free apps that take up your whole screen to feature-packed mainstays like Microsoft Word, we've put together a guide to help you choose the writing software that's right for you. With a concentration on long-form writing apps.

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Collect information from anywhere into a single place. From text notes to web pages to files to snapshots, everything is always at your fingertips. Share your notes and collaborate on projects with friends, colleagues and classmates.

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The educational technology sector is growing fast, with schools, colleges and universities more than ever looking for the best ways to use technology in the classroom. At the same time, there is an increasing appetite for learning and teaching practices to be backed up by evidence. However, there are few resources that bring these two things together.

Enhancing Learning and Teaching with Technology brings together researchers, technologists and educators to discuss how technology can be designed and used for learning and teaching to best effect. It addresses what the research says about:
- how and why learning happens and how different technologies can enhance it;
- engaging a variety of learners through technology and helping them benefit from it;
- and how technology can support teaching.

The book is an accessible introduction to learning and teaching with technology for teachers and other educational professionals, regardless of their experience with using technology for education. (From the Publisher)

Table Of Content:
PART 1 LEARNING
Introduction: What the research says about how and why learning happens (David Baume and Eileen Scanlon)
Ch 1.1 The role of genetic inheritance in how well children do in schools (Michael J. Reiss)
Ch 1.2 The value of self-tests and the acknowledgement of uncertainty (Tony Gardner-Medwin)
Ch 1.3 Context and learning (Rosemary Luckin)

PART 2 THE USE OF DIFFERENT TECHNOLOGIES TO ENHANCE LEARNING
Introduction: What the research says about the use of different technologies to enhance learning (Mutlu Cukurova and Rosemary Luckin)
Ch 2.1 The new Computing curriculum in England (Lawrence Williams and Miroslava Cernochová)
Ch 2.2 Using game design for learning (Charlotte Lærke Weitze)
Ch 2.3 Citizen science and informal learning: A brief commentary (Christothea Herodotou)
Ch 2.4 Video for learning (Nageela Yusuf)
Ch 2.5 Learning when out and about (Mark Gaved, Alice Peasgood and Agnes Kukulska-Hulme)
Ch 2.6 Learning with iPads: ‘Makes learning fun’ (Patricia Davies)

PART 3 ENGAGING LEARNERS THROUGH TECHNOLOGY
Introduction: Engaging learners through technology (Kim Issroff)
Ch 3.1 Unintentional learning: Are digital games friends or foes? (Rafael Marques de Albuquerque and Shaaron Ainsworth)
Ch 3.2 Issues of academic integrity around digital learning and assessment (Charles Crook)
Ch 3.3 Improving learning through engaging spaces (Allison Allen and Richard Allen)

PART 4 HELPING LEARNERS GET THE MOST BENEFIT FROM DIGITAL TECHNOLOGY
Introduction: Helping learners get the most benefit from digital technology (Rosemary Luckin and Mutlu Cukurova)
Ch 4.1 A contemporary digital capabilities framework (David Baume and Eileen Scanlon)
Ch 4.2 Tablet devices in education: Beyond face-value (Keith Turvey and Norbert Pachler)
Ch 4.3 The maker movement and schools by (Torben Steeg and David Barlex)
Ch 4.4 Learning across locations and settings (Ann Jones, Eileen Scanlon and Koula Charitonos)

PART 5 TECHNOLOGY FOR ADULT LEARNERS IN AND BEYOND FORMAL INSTITUTIONS
Introduction: Technology for adult learners in and beyond formal institutions (Stuart Edwards)
Ch 5.1 Technology, the Internet and adult participation in learning (Stuart Edwards)
Ch 5.2 MOOC development: Priority areas (Rebecca Ferguson, Christothea Herodotou, Tim Coughlan, Eileen Scanlon and Mike Sharples)
Ch 5.3 Widening adult learning participation (Stuart Edwards)
PART 6 HOW TECHNOLOGY CAN SUPPORT TEACHING
Introduction: What the research says about how technology can support teaching (Rosemary Luckin and Wayne Holmes)
Ch 6.1 Learning analytics, artificial intelligence and the process of assessment (Rosemary Luckin and Kristen Weatherby)
Ch 6.2 Artificial intelligence and big data technologies to close the achievement gap (Benedict du Boulay, Alexandra Poulovassilis, Wayne Holmes and Manolis Mavrikis)
Ch 6.3 Technology to provide educational practitioners with the expertise they need (Kaska Porayska-Pomsta, Christina Preston, Charlotte Lærke Weitze and Sarah Younie)

Additional Info:
The use of digital technology to capture evidence of learning has been an area of rapid development recently, both in terms of the devices (such as smartphones and tablet computers) and the range of e-portfolios that has become available. Such a rapid pace of change is a major challenge to established practice in assessing learning, which can be daunting for tutors and assessors, even those who have sought to embrace technology in their practice.

This book provides lots of straightforward, practical advice on how to use digital technology confidently and effectively to gather, store and report evidence of learning. It will be highly valuable to any adult learning practitioner or manager involved in collecting evidence either for accredited programmes (such as apprenticeships) or for non-accredited programmes. Terry Loane explains how to use both the latest hardware and online systems such as e-portfolios. He also describes how technology is now helping adult educators to move away from the ‘tick-box culture’ towards broader and more holistic methods of recording learners’ achievements. (From the Publisher)

Table Of Content:
Author’s introductory Notes

ch. 1 A Revolution Whose Time Has Come
ch. 2 What Do We Mean By Assessing?
ch. 3 Different Types of Evidence and How To Gather It
ch. 4 The Digital Toolkit
ch. 5 E-portfolios
ch. 6 Three Important Issues: Confidentiality, Authenticity and Motivation
ch. 7 Beyond the Ticked Box

Glossary
References

Additional Info:
The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with peer- and parish-based reviewers. A second course features student creation of the course text with contributions from external professionals. A third course features a ministry resource website created by students.

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This edited collection helps those teaching religion in higher education utilize technology to increase student learning both inside and outside of the classroom. Recent times have seen major technological shifts that have important implications for how religion is taught at a post-secondary level. Providing multiple perspectives on a range of topics—including social media use and interactive classroom learning —this book presents a series of original case studies and insights on how technology can be used in religion classes in higher education to improve student learning. (From the Publisher)

Table Of Content:
Part I: Technology in the Classroom
Ch 1. Third-Screen Teaching: Enhancing Classroom Learning with Mobile Devices - Richard Newton
Ch 2. Student-Created Podcasts as a Means of Knowledge Assessment - David Kniep
Ch 3. Who Do You Vote That I Am? Using Student Response Systems in Religion Courses - Renate Hood
Ch 4. Teaching Religion with Clickers - Kristy L.Slominski
Ch 5. "Seeing" the Sacred Landscape: A Digital Geographies Approach to Contextualizing Ancient Sites in Religious Education - Kyle M. Oliver

Part II: Leveraging Technology in and out of the Classroom
Ch 6. If You’ll Tweet Along With Me: Effectively Using Social Media in Religious Education - Rob O’Lynn
Ch 7. Social Media in Higher-Ed Religion Studies - Brooke Lester
Ch 8. Blended Learning in Religious Education: What, Why, and How - Anthony Sweat
Ch 9. Character-izing Gameful Learning: Using Student-Guided Narratives to Motivate, Engage, and Inform Learners - Christopher Heard, Steven V. Rouse

Part III: Using Technology to Expand Your Classroom
Ch 10. Technology Twist on the Visiting Professor - Gerald L. Stevens
Ch 11. Taming the MOOS: Massive Online Open Seminars in Religion - Phyllis Zagano
Ch 12. Welcoming the Stranger—to the Conversation - Charlotte Heeg
Ch 13. Comparing Spiritual Outcomes in Face-to-Face versus Online Delivery of a Religion Course - John Hilton III, Kenneth Plummer, Ben Fryar, & Ryan Gardner

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Abstract: The climate of Higher Education is changing rapidly. The students are more likely to see themselves as consumers and have increasingly high expectations regarding teaching and learning. Universities are in part aiming to meet this need by increasing the use of technology; for example, whether to increase access to teaching materials outside the classroom or to make lectures more interactive. Although there is no illusion amongst Higher Education intuitions that technology is a panacea, it is clear that technology is a vital tool in meeting expectations and one that will be used more and more. Consequently the context of this book is one in which technology needs to be understood as part of an overall teaching practice.

Technology continues to move on a pace and is used increasingly within Higher Education to support and enhance teaching and learning. There are books which are steeped in technical detail and books which are steeped in theoretical pedagogy with little discussion about the impact on learning and student/teacher behaviour. Using Technology to Support Learning and Teaching fills a gap in the market by providing a jargon free (but pedagogically informed) set of guidance for teaching practitioners who wish to consider a variety of ways in which technology can enrich their practice and the learning of their students. It integrates a wide range of example cases from different kinds of HE institutions and different academic disciplines, illustrating practicable pedagogies to a wide range of readers. It is full of advice, hints and tips for practitioners wanting to use technology to support a style of teaching and learning that is also built on sound pedagogical principles. It will provide a quick user-friendly reference for practitioners wanting to incorporate technology into Higher Education in a way that adheres to their learning principles and values .

This book is primarily for teaching practitioners, particularly those who are new to the industry.This book would also prove useful on training courses for practitioners; such as the Postgraduate Certificate for Higher Education. The authors also intend that the book be of value to newer teachers (perhaps taking teacher training programmes) who wish to see where recommended approaches link to pedagogy. (From the Publisher)

Table Of Content:
Series Preface
Note on reading this book

ch. 1 Some Theory
ch. 2 Inclusive Practice: Disability and Diversity
ch. 3 Collaboration and Networking – The use of Social Media
ch. 4 Technology for Interaction
ch. 5 Technology for Assessment and Feedback
ch. 6 Podcasting and Vodcasting
ch. 7 Virtual Learning Environments
ch. 8 Free resources
ch. 9 Immersive Environments
ch. 10 New Developments

References
Index