This book is made up of a collection of peer-reviewed chapters that reflect the construct of authentic learning--learning that is centred on rich, real-world, immersive and engaging tasks"--Provided by publisher.
Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes. A Guide to Authentic e-Learning: develops the conceptual framework for authentic learning tasks in online environments provides practical guidance on design, implementation, and evaluation of authentic e-learning tasks includes case studies and examples of outcomes of using authentic e-learning tasks Written for teaching professionals in Higher Education who teach online, A Guide to Authentic e-Learning offers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning. This essential book provides effective, working examples to engages learners with authentic tasks in online learning settings.
Research plays a powerful role in shaping effective teaching and learning experiences. By demystifying the research process, Research for Educators assists readers to develop and use research skills in a range of educational contexts. This introductory text steps the reader through the research process from identifying an initial question for research through to communicating the findings. It encourages educators to become discerning consumers of research, as well as active participants, in order to make informed decisions about classroom practices. Using examples from their own work in a range.
This book is made up of a collection of peer-reviewed chapters that reflect the construct of authentic learning--learning that is centred on rich, real-world, immersive and engaging tasks"--Provided by publisher.
Information Technologies for Education and Training have gained increasing atten tion and significance in the past decade. Accordingly, the availability of an enormous amount of information sources through the Internet, the technological progress in the ICT sector, and an increasing flexibility in organizations and enterprises have accelerated the information and knowledge growth in our society. Knowledge and Lifelong Learning have become critical success factors for the long-term positioning on the global market. Recent mergers of globally distributed enterprises show that knowledge has to be available and transferable within a short time frame. Global, flexible, and service-oriented organizations need highly qualified employees. These trends also show the rapidly growing significance of new aspects of ba sie and further education. Traditional education, ending with a graduation, will be complemented by a lifelong leaming process. Every individual is required to contin uously leam new and changing knowledge. Consequently, the support of leaming processes through innovative technologies becomes an elementary component of every educationallevel. The Handbook is a comprehensive guide for researchers and practitioners work ing with Educational Technologies. lts overall goal is to enable the reader to gain a deep understanding of past, current, and future research and applications in the field of Educational Technologies. It will provide a reference source for both practitioners and researchers in the enterprise and educational sector. From a research perspective, the reader will gain an in-depth understanding of complex theories, strategies, concepts, and methods of Educational Technologies.
Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes. A Guide to Authentic e-Learning: develops the conceptual framework for authentic learning tasks in online environments provides practical guidance on design, implementation, and evaluation of authentic e-learning tasks includes case studies and examples of outcomes of using authentic e-learning tasks Written for teaching professionals in Higher Education who teach online, A Guide to Authentic e-Learning offers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning. This essential book provides effective, working examples to engages learners with authentic tasks in online learning settings.
On Sunday 18 June 1944 the congregation assembled for morning service in the Guards Chapel in Wellington Barracks, St Jamess Park, central London. The service started at 11 am. Lord Hay had read the first lesson, and the Te Deum was about to begin, when the noise of a V1 was heard. The engine cut out. There was a brief silence, an intensive blue flash and an explosion and the roof collapsed, burying the congregation in ten feet of rubble.This was the most deadly V1 attack of the Second World War, and Jan Gores painstakingly researched, graphic and moving account of the bombing and the aftermath tells the whole story. In vivid detail she describes the rescue effort which went on, day and night, for two days, and she records the names, circumstances and lives of each of the victims, and explains why they happened to be there.Her minutely detailed reconstruction of this tragic episode in the V1 campaign against London commemorates the dead and wounded, and it gives us today an absorbing insight into the wartime experience of all those whose lives were affected by it.
In most subtitling countries, those lines at the bottom of the screen are the most read medium of all, for which reason they deserve all the academic attention they can get. This monograph represents a large-scale attempt to provide such attention, by exploring the norms of subtitling for television. It does so by empirically investigating a large corpus of television subtitles from Scandinavia, one of the bastions of subtitling, along with other European data. The aim of the book is twofold: first, to provide an advanced and comprehensive model for investigating translation problems in the form of Extralinguistic Cultural References (ECRs). Second, to empirically explore current European television subtitling norms, and to look into future developments in this area. This book will be of interest to anyone interested in gaining access to state-of-the-art tools for translation analysis, or in learning more about the norms of subtitling, based on empirically reliable and current material.
What would it be like to leave your loved ones behind knowing you may never see them again? Then depart on a ship in the dead of night heading for an unknown destination and find yourself in the heat of a battle which concludes in enemy conditions so terrible that your survival in captivity is still under threat? Cultivated from a small, faded, address book secretly written by a young soldier in the Royal Army Service Corps, Captured at Singapore, is a POW story of adventure, courage resilience and luck. In 1940, Londoner Stanley Moore became Driver T/170638 and trained for desert warfare along with many others in the British Army’s 18th Division. Their mission, they thought, was to fight against Hitler and fascism in the Middle East. But in a change of plan and destination, he and his fellow servicemen became sacrificial lambs on a continent much further from home. After tough rudimentary combat training in England, Stan’s division set off on a secret overseas mission. After months at sea, and several unexpected ports of call, their convoy was redirected to the other side of the world as the Imperial Japanese Army rampaged across Manchuria, Hong Kong and other parts of Asia. Singapore was under sole British jurisdiction and a large naval base had been built after the First World War to defend the island at the foot of the Malay Peninsula. The British Government believed Japan would never attack their prize territory and so left Singapore to fight for itself with limited troops and outdated equipment. But after an attack on Pearl Harbor, the under-trained and undersupplied 18th Division was redirected to fight the Japanese. Using extensive research and personal documents, the authors’ account - via their father’s small, faded, diary and his 1990 tape recording - tells of Stan’s journey and arrival in Keppel harbor under shellfire; the horrific 17 day battle to defend the island, the Japanese Admonition and the harrowing forced labour conditions after capitulation. Only a small percentage of the 85,000 British troops returned after the war. Captivity and years of trauma ultimately stole years of the young soldiers’ lives, which they were later ordered to forget by the British Government. The aim of this work is to provide information for future generations to understand how ordinary men died under horrific conditions of war, and how the lucky survived.
This book explores the challenges of improving the student experience in higher education through a ‘third space’ perspective. This key text studies a variety of approaches by drawing on higher education policy, interviews with academics working in third space roles in higher education in the UK, France, Germany, Holland, North America and Italy, as well as auto-ethnographic narratives. The chapters consider key topical areas affecting student experience including academic support, assessment and feedback, creative approaches to pedagogy, approaches to supporting international students and students as partners. This work offers further insights into the way in which the ‘third space’ roles are so important to the functioning of higher education institutions and the ways in which the improvement of the student experience is inexorably intertwined with those in such roles. With evaluative and practice-based insights into embedding institutional changes to improve student outcomes, this book bridges the gap between academia and administration and is ideal reading for anyone interested in improving the student experience within their institution.
Important Notice: The digital edition of this book is missing some of the images or content found in the physical edition.The gold standard for midwives and students is back with Varney’s Midwifery, Fifth Edition. New to this edition are chapters describing the profession of midwifery, reproductive physiology, clinical genetics, and support for women in labor. Interwoven throughout is information on primary care, gynecology, maternity care, and neonatal care. With chapters written by a variety of expert midwives and an increased emphasis on reproductive anatomy and physiology, this new edition assists students and clinicians in understanding not only what to do but why. Updated to reflect evidence-based care, this edition also discusses the pathophysiology of various conditions in the context of normal changes in the reproductive cycle. Also included are numerous new anatomical and clinical illustrations.
Equips new and experienced educators with the skills required to succeed in live online learning. Based on years of experience and research, the authors offer best practice guidelines and practical resources. A life saver for anyone wishing to develop creative, innovative teaching methods to provide great online experiences for their learners.
The Yearbook Commercial Arbitration continues its longstanding commitment to serving as a primary resource for the international arbitration community with reporting on arbitral awards and court decisions applying the leading arbitration conventions, as well as on arbitration legislation and rules. Volume XXXVII (2012) includes: excerpts of arbitral awards made under the auspices of the International Chamber of Commerce (ICC); notes on new and amended arbitration rules, including references to their online publication; notes on recent developments in arbitration law and practice in Colombia, Finland, Hungary, India, Lithuania, Montenegro, Portugal, Singapore, South Sudan, Tajikistan, Turkey and Venezuela; excerpts of 82 court decisions applying the 1958 New York Convention from 22 countries – including for the first time, cases from Bosnia and Herzegovina, Guatemala and Uruguay – all indexed by subject matter and linked to the General Editor’s published commentaries on the New York Convention; an extensive Bibliography of recent books and journals on arbitration. The Yearbook is edited by the International Council for Commercial Arbitration (ICCA), the world’s leading organization representing practitioners and academics in the field, with the assistance of the Permanent Court of Arbitration, The Hague. It is an essential tool for lawyers, business people and scholars involved in the practice and study of international arbitration.
One of the most notorious Victorian murders was committed by Dr George Henry Lamson, who stood trial in 1882 for poisoning his crippled brother-in-law Percy Malcolm John; he was found guilty, sentenced to death, and executed.
Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed 'principle's to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of: - What is meant by 'agency' - Gender, ethnicity, disability and university teaching - Digital learning spaces and social media - Teaching career development for academics - Decolonising the curriculum - Assessment and feedback practices - Teaching excellence and 'learning gain' - 2015 UN General Assembly 2030 Agenda for Sustainable Development reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
Known as the “bible†of midwifery, this new edition of Varney's Midwifery has been extensively revised and updated to reflect the full scope of current midwifery practice in a balance of art and science, a blend of spirituality and evidence-based care, and a commitment to being with women.
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