RIT Libraries Recent Acquisitions - Education

Inquiry Into the College Classroom : a Journey Toward Scholarly Teaching / Paul Savory, Amy Nelson Burnett, Amy Goodburn

Wed, 30 Jul 2008 12:00:00 EDT

Description: An essential companion for university faculty interested in conducting scholarly inquiry into their classroom teaching, this practical guide presents a formal model for making visible the careful, difficult, and intentional scholarly work entailed in exploring a teaching question. As a how-to guide, this is an invaluable resource for planning and conducting classroom researchformulating questions and hypotheses, defining a data collection methodology, collecting data, measuring the impact, and documenting the results. Inquiry Into the College Classroom is filled with richly illustrative examples that highlight how university faculty from a range of academic disciplines have performed scholarly inquiries into their teaching and leads faculty on a journey that includes: <ul> <li> </li>Developing a formal model for structuring the exploration of a classroom inquiry question <li> </li>Providing a practical and useful guide for faculty interested in exploring teaching and learning challenges <li> </li>Detailing faculty experiences in measuring specific changes in student learning or perspectives <li> </li>Demonstrating how to document classroom inquiry in a form to be shared, used, and reviewed by other faculty <li> </li>Sharing useful and practical suggestions for getting started with a classroom inquiry <li> </li>Highlighting different models for disseminating classroom inquiry work <li> </li>Linking classroom inquiry to larger conversations about the scholarship of teaching and learning </ul>

Added: Wednesday, Jul 30 2008

Enhancing Learning Through the Scholarship of Teaching and Learning : the Challenges and Joys of Juggling / Kathleen McKinney

Wed, 30 Jul 2008 12:00:00 EDT

Description: The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable. It can be used as an individual reading, a shared reading in SoTL writing circles, a resource in workshops on SoTL, and a text in seminars on teaching. Contents include: <ul> <li>Defining SoTL </li><li>The functions, value, rewards, and standards for SoTL work </li><li>Working with colleagues, involving students, writing grants, integrating SoTL into your professional life, and finding useful resources </li><li>Practical and ethical issues associated with SoTL work </li><li>Making your SoTL public and documenting your work </li><li>The status of SoTL in disciplinary and institutional</li> contexts <li>Applying the goals of SoTL to enhance student</li> learning and development. </ul>

Added: Wednesday, Jul 30 2008

Advances in Web Based Learning--ICWL 2007 : 6th International Conference, Edinburgh, UK, August 15-17, 2007 : Revised Papers / Howard Leung ... [et Al.] (eds.)

Wed, 23 Jul 2008 12:00:00 EDT

Description: This book contributes the thoroughly refereed post-conference proceedings of the 6th International Conference on Web-Based Learning, ICWL 2007, held in Edinburgh, UK, in August 2007. The 55 revised full papers presented together with 1 keynote talk were carefully reviewed and selected from about 180 submissions. The papers are organized in topical sections on personalized e-learning, learning resource organization and management, framework and standards for e-learning, test authoring, question generation and assessment, language learning, science education, visualization technologies for content delivery and learning behavior, practice and experience sharing, security, privacy and mobile e-learning, as well as blended learning.

Added: Wednesday, Jul 23 2008

Blended Learning : Research Perspectives / Edited By Anthony G. Picciano and Charles D. Dziuban

Tue, 24 Jun 2008 12:00:00 EDT

Description: This book emerged from a series of blended learning workshops, sponsored by the Alfred P. Sloan Foundation in 2004 and 2005 at the University of Illinois-Chicago (UIC). Thirty professional educators with online learning experience were invited to share their expertise in blended learning and to develop a national perspective. The planning committee of individuals associated with the Sloan-C Consortium developed an agenda in 2004 that focused on the definitions, types, and nature of blended learning. In 2005, the committee established working groups to discuss institutional perspectives, best practices, and research. The research group consisted of 10 members, who were published authors and researchers in the field of online learning, and who had begun studies of or were contemplating research on blended learning. A preliminary review of the literature indicated that there were very few studies that concentrated on blended learning in higher education, confirming that no research base existed. Each member agreed to contribute a book chapter of original research in blending learning during the next year. This book shares their findings and conclusions, provides a forum for issues associated with the emergence of blended learning in higher education, and addresses the need to develop foundations of research on blended learning. The studies in this volume relate to the first four pillars of the Sloan-C Pillars Quality Framework that includes learning effectiveness, student satisfaction, faculty satisfaction, student access, and cost effectiveness. Terminology Chapter 1 presents a definition of blended learning discussed at the 2004 and 2005 Blending Learning Workshops at the University of Illinois, Chicago. This definition, however, serves as a guiding principle, not a strict definition. In some colleges and universities, other terminologies, such as hybrid or mixed-mode learning, are used; each, however, describes essentially the same concept. In Chapter 6, fo

Added: Tuesday, Jun 24 2008

Meaningful Learning with Technology / David Jonassen ... [et Al.]

Thu, 12 Jun 2008 12:00:00 EDT

Description: Grounded in constructivist teachings, this book will help teachers demonstrate ways that technology can be used to engage and support meaningful learning. Much different than the last edition, the 3rd edition of this popular text is now organized around learning processes that engage and support different learning activities such as investigating, exploring, writing, modeling, community buildiing, communicating, designing, visualizing, and assessing. Rather than the reader learning how to use specific technologies this book demonstrates for the reader how learners can use different technologies for meaningful learning. PreK-12 preservice & Inservice teachers

Added: Thursday, Jun 12 2008

Teaching and Learning at a Distance : Foundations of Distance Education / Michael Simonson ... [et Al.]

Thu, 12 Jun 2008 12:00:00 EDT

Description: This book was written because of the recent growth in distance education and the anytime, anyplace teaching and learning trends that accompany it. Using a student-centered approach, it equips teachers and trainers with the basic information they will need to become effective navigators in distance education. The "foundations" portion of the book is designed to provide a conceptual, theoretical foundation. The "applications portion of the book provides practical skills and information, along with numerous opportunities for hands-on experience. For educators and administrators.

Added: Thursday, Jun 12 2008