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This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
The volume comprises a variety of research approaches that seek to explore and understand employees’ learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges. Workplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon – there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers.
In open education, equality, accessibility, inclusiveness, and lifelong learning are key concerns. To meet, adapt to, and anticipate global goals and needs, as well as address open education concerns, educational programs require systemic changes and innovative leadership for advanced learning environments. Ubiquitous Inclusive Learning in a Digital Era provides innovative insights into the issues and current trends on open, online, flexible education and technology-enabled learning. The content within this publication represents the work of open online learning, hybrid learning, and inclusiveness. It is designed for educational administrators, teachers, librarians, government officials, and graduate-level students seeking covering on topics centered on educational technologies and equal access education.
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo. Rethinking Learning for a Digital Age: moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.
Educational institutions are ever-changing due to the recent adoption of technology into current educational practices. The application of digital technology into education has propelled this field significantly, as researchers attempt to keep pace with the vast array of technologically-induced learning methods that are being implemented. As education keeps transforming, it would be highly beneficial for instructors and administrators to have a compilation of research that helps predict where digital education is going. Digital Learning: Architectures of Participation provides emerging research exploring the theoretical and practical aspects of current distance learning models as well as future methods of digital technology adoption within education. This book analyzes specific cases of digital learning models and works to establish future directions of e-learning adoption in institutions worldwide. Featuring coverage on a broad range of topics such as community development, digital practitioners, and educational policy, this book is ideally designed for researchers, administrators, practitioners, instructors, policymakers, theorists, analysts, academicians, and students seeking current research on the future of digital education.
The Sage Handbook of Human Resource Development offers a comprehensive exploration of the evolving landscape of HRD, serving as both an orientation to the profession and an analytical examination of HRD as a field of study and research. The handbook addresses key questions, such as the state of HRD globally, its changes over the past decade, and the foundational philosophies and values shaping research and practice in HRD. Across eight sections, the handbook covers foundational aspects, theoretical influences, learning and workforce development, talent and career development, leadership and organizational development, diversity, equity, inclusion, and belonging, technology-enhanced HRD, and emerging issues and future directions. Each section provides insights into diverse topics ranging from workplace learning, action learning, and employee engagement to social media, artificial intelligence, and future trends. With contributions from scholars across the globe, the handbook reflects the global nature of HRD, making it applicable to academic programs worldwide. Designed for academics, graduate students, HR leaders, executives, managers, and consultants, this handbook stands out with its diverse perspectives and insights, making it an indispensable guide for those seeking a deep understanding of the dynamic field of Human Resource Development. A.FOUNDATIONS OF THE DISCIPLINE OF HRD B.THEORETICAL INFLUENCES ON HRD C.LEARNING AND WORKFORCE DEVELOPMENT D. TALENT AND CAREER DEVELOPMENT E. LEADERSHIP AND ORGANIZATIONAL DEVELOPMENT F. DIVERSITY, EQUITY, INCLUSION, AND BELONGING G. TECHNOLOGY ENHANCED HUMAN RESOURCE DEVELOPMENT H. EMERGING ISSUES AND FUTURE DIRECTIONS
Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.
This book explores foundational theories that have been applied in open and distance education (ODE) research and refined to reflect advances in research and practice. In addition, it develops new theories emerging from recent developments in ODE. The book provides a unique and up-to-date source of information for ODE scholars and graduate students, enabling them to make sense of essential theory, research and practice in their field, and to comprehend the gaps in, and need for further enquiry into, theoretical approaches in the digital era. It also offers theory-based advice and guidelines for practitioners, helping them make and justify decisions and actions concerning the development, implementation, research and evaluation of ODE.
The rapid shift online during the Covid-19 pandemic has put online learning firmly on the agenda of universities everywhere and to realise fully the transformative potential of online learning this book argues the need for an evidence-based design approach. The evidence comes from the experiences of online learners who are professionals: educators, engineers, medics and researchers. Designbased research, learner contributions, survey responses and interviews with these learners demonstrate that open, online, collaborative learning experiences are not only feasible but effective for building professional community knowledge. Innovative online learning of this kind can help universities contribute to the global public good by achieving high quality learning at scale. The open online platforms being used in the book widen global access to professional education and create more porous boundaries between universities and the wider community. This is critical for achieving, for example, the full impact of the current policy discussions on the UN SDGs, such as climate and inequality. The evidence-base shows how co-designed, transformative digital education can be mobilised to support professionals such as teachers in crisis contexts, government officials investigating renewable energy solutions, or medics adapting treatments to local conditions. It also shows how to scale up professional development in areas where expertise is urgently required. The book concludes that scaled-up online learning can enable HE to deliver on the UN SDGs by equipping citizens and communities with the knowledge and skills needed to solve the world's most pressing problems.
Instruction tailored to the individual student, learning and teaching outside the limits of time and space—ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them: Cognition and student-centered, Web-based learning, The progression of mental models throughout a course of instruction, Experiencing education with 3D virtual worlds, Expanding educational boundaries through multi-school collaboration, Adapting e-learning to different learning styles, The student blog as reflective diary. With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.