標(biāo)題: Titlebook: Developing Online Teaching in Higher Education; Global Perspectives Dianne Forbes,Richard Walker Book 2022 The Editor(s) (if applicable) a [打印本頁] 作者: 選民 時(shí)間: 2025-3-21 16:38
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書目名稱Developing Online Teaching in Higher Education網(wǎng)絡(luò)公開度
書目名稱Developing Online Teaching in Higher Education網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱Developing Online Teaching in Higher Education被引頻次學(xué)科排名
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書目名稱Developing Online Teaching in Higher Education年度引用學(xué)科排名
書目名稱Developing Online Teaching in Higher Education讀者反饋
書目名稱Developing Online Teaching in Higher Education讀者反饋學(xué)科排名
作者: 欲望 時(shí)間: 2025-3-21 23:02
Professional and Practice-based Learninghttp://image.papertrans.cn/d/image/269777.jpg作者: CRATE 時(shí)間: 2025-3-22 01:46 作者: 光滑 時(shí)間: 2025-3-22 07:21 作者: 觀察 時(shí)間: 2025-3-22 09:48
https://doi.org/10.1007/978-3-476-98758-7o teach online. It offers advice and guidance, derived from our analysis of the scholarly literature, talking with our students (teachers) and based on our own reflections upon our work in the project with hundreds of learners who were eager to teach in more engaging and successful ways online. The 作者: 過渡時(shí)期 時(shí)間: 2025-3-22 14:06
Goethe und Marianne von Willemerd in partnership with the Commonwealth of Learning to provide open learning opportunities to educators primarily in the global south. The course design and delivery adapt the Community of Inquiry (CoI) theoretical framework to support deep learning and collective inquiry through a collaborative, com作者: 過渡時(shí)期 時(shí)間: 2025-3-22 18:18 作者: Ingredient 時(shí)間: 2025-3-22 23:29
Goethe und der franz?sische Geistthe authors’ experiences with the UNESCO Open Education for a Better World mentoring project. Professional learning occurred while engaging in the actions and processes in this mentoring project, thus improving self-efficacy, as the mentor and mentee collaboratively developed an online, open-access 作者: 諷刺 時(shí)間: 2025-3-23 04:30
https://doi.org/10.1007/978-3-476-99958-0ic staff digital capabilities for teaching and learning. The Advance HE Fellowship (.) is an internationally recognised higher education accreditation framework with over 140,000 staff recognised globally. The Certified Member of the Association for Learning Technology (CMALT) (.) framework is align作者: GULLY 時(shí)間: 2025-3-23 05:50 作者: Concrete 時(shí)間: 2025-3-23 10:08 作者: 我邪惡 時(shí)間: 2025-3-23 15:36
Goethe und der franz?sische Geistfactors may deter some staff from making the transition to online teaching. When we consider healthcare education, the barriers to the adoption of online methods are specifically related to the nature of the curricula involved. Hands-on practical skills training is one essential component in healthc作者: 把手 時(shí)間: 2025-3-23 21:36 作者: Atmosphere 時(shí)間: 2025-3-23 22:45
https://doi.org/10.1007/978-3-663-15961-2events often bring to light the need to upskill teaching staff to manage successful transition through those periods. When the COVID-19 pandemic caused our institution to pivot to emergency online teaching and learning, we identified a need to provide additional support to academic staff as they mov作者: 萬神殿 時(shí)間: 2025-3-24 02:31
Anna Amalia, Herzogin von Weimar,learning through doing the job (Swennen A, Shagrir L, Cooper M. Becoming a teacher educator: voices of beginning teacher educators. In: Becoming a teacher educator. Springer, Dordrecht, p 91–102, 2009). The unique circumstances of COVID-19 meant that most teacher educators had to act quickly and ada作者: 名次后綴 時(shí)間: 2025-3-24 08:36 作者: 明確 時(shí)間: 2025-3-24 13:00 作者: magnanimity 時(shí)間: 2025-3-24 17:39 作者: Cytology 時(shí)間: 2025-3-24 19:20
https://doi.org/10.1007/978-981-19-5587-7online learning in higher education; professional learning and development; continuing professional le作者: freight 時(shí)間: 2025-3-25 00:22 作者: 宇宙你 時(shí)間: 2025-3-25 05:37 作者: 包庇 時(shí)間: 2025-3-25 11:24 作者: detach 時(shí)間: 2025-3-25 14:51 作者: CROAK 時(shí)間: 2025-3-25 17:32 作者: HACK 時(shí)間: 2025-3-25 21:53 作者: gusher 時(shí)間: 2025-3-26 01:58
Professional Accreditation Pathways in Higher Education: Enabler or Block to Technology-Enhanced Leaic staff digital capabilities for teaching and learning. The Advance HE Fellowship (.) is an internationally recognised higher education accreditation framework with over 140,000 staff recognised globally. The Certified Member of the Association for Learning Technology (CMALT) (.) framework is align作者: 小教堂 時(shí)間: 2025-3-26 06:31
Emergency Designs: Lessons for the Rapid Implementation of Online Teachingentional learning design models and the Continuous Professional Learning and Development (CPLD) approaches used to support these during times of crisis. We explore, through an autoethnographic inquiry into one institution’s response to COVID-19 campus closures, the utility of the Analysis, Design, D作者: 樂器演奏者 時(shí)間: 2025-3-26 08:47
Providing Continuous Learning and Professional Development Through a Toolkit Designno experience of online learning and teaching, to enable them to shift their teaching online in response to the restrictions to campus attendance during the first wave of the Covid-19 pandemic in early 2020..We adapted the ABC Curriculum Design Framework (UCL, .) into a ‘Toolkit’ for online delivery作者: ICLE 時(shí)間: 2025-3-26 14:02 作者: Preamble 時(shí)間: 2025-3-26 18:35 作者: Axillary 時(shí)間: 2025-3-26 23:56
Share Sessions: A Solution to Cross-Disciplinary Academic Professional Learning and Development in Hevents often bring to light the need to upskill teaching staff to manage successful transition through those periods. When the COVID-19 pandemic caused our institution to pivot to emergency online teaching and learning, we identified a need to provide additional support to academic staff as they mov作者: HAVOC 時(shí)間: 2025-3-27 03:11
Informal, Grassroots Online Professional Learning: The Experiences of Teacher Educatorslearning through doing the job (Swennen A, Shagrir L, Cooper M. Becoming a teacher educator: voices of beginning teacher educators. In: Becoming a teacher educator. Springer, Dordrecht, p 91–102, 2009). The unique circumstances of COVID-19 meant that most teacher educators had to act quickly and ada作者: 中古 時(shí)間: 2025-3-27 05:47 作者: 態(tài)度暖昧 時(shí)間: 2025-3-27 13:05 作者: fiscal 時(shí)間: 2025-3-27 15:54 作者: 性冷淡 時(shí)間: 2025-3-27 19:16 作者: insomnia 時(shí)間: 2025-3-27 23:09
Professional Learning for Open Online Educators: The #Openteach Storyndings suggest that walking in the shoes of the online learner has a powerful impact on teachers and allows them to bring empathic approaches to bear in their professional practice. We conclude with consideration of whether a larger scale adoption of the open, flexible, and online approach to profes作者: 約會(huì) 時(shí)間: 2025-3-28 05:03 作者: frenzy 時(shí)間: 2025-3-28 10:06 作者: 正常 時(shí)間: 2025-3-28 13:13 作者: 拋棄的貨物 時(shí)間: 2025-3-28 18:19
Providing Continuous Learning and Professional Development Through a Toolkit Design staff perspectives on the CPLD and their teaching practice. We found some positive benefits of the initiative, but also some less successful outcomes. Our findings show the limitation of metrics-based evaluations of academic development (Bamber, .; Bamber & Stefani, .), and we present some practica作者: 車床 時(shí)間: 2025-3-28 19:24
Swift Preparation for Online Teaching During the Pandemic: Experience Sharing from Healthcare Teachiive learning online. All of our staff aimed to strengthen the foundation of the students’ knowledge while supporting them to keep practising their hands-on skills so that they would be able to master practical tasks when face-to-face teaching resumed..Such a sudden and swift change from face-to-face作者: 致敬 時(shí)間: 2025-3-29 00:36
Co-design as Professional Learning: Pulling Each Other in Different Directions, Pulling Togetheranding the professional development impact of co-design, as well as models for sustainable collaboration, are needed..This chapter outlines a continuing professional learning and development (CPLD) approach to active online teaching from a co-design perspective, which draws on a design-based researc作者: 百靈鳥 時(shí)間: 2025-3-29 03:04
Share Sessions: A Solution to Cross-Disciplinary Academic Professional Learning and Development in Hy analysed the interviews and categorised the data into three broad categories: academics as connected learners, community of practice, and sense-making of informal sharing. Suggestions are provided for implementing this approach with a three-step process of planning for before, during, and followin作者: paleolithic 時(shí)間: 2025-3-29 08:26
Informal, Grassroots Online Professional Learning: The Experiences of Teacher Educatorsions in ways that had never been seen before..As teacher educators, we explore our personal experiences of engaging with a wide range of grassroots CPLD (Holme R. Grassroots teacher professional development: how and why practitioners are taking ownership for their development and learning. PRACTICE:作者: Enteropathic 時(shí)間: 2025-3-29 11:47
Supporting Emergency Remote Teaching via a Responsive Professional Development Support Systemas-practice. Taylor & Francis, New York, 2016). By conducting ongoing needs analysis throughout the semester, the support team was able to establish a dynamic, responsive system capable of evolving as needs arose. Teachers were surveyed to collect their feedback, and their suggestions for improvemen作者: adduction 時(shí)間: 2025-3-29 16:10
Pathways to Creative Learning and Teaching Online: An Ecological Modelprompt for CPLD activities. The model is derived from lessons learned from practitioners in Australian higher education and illustrated with international examples of online adaptations implemented during the Covid-19 health emergency.作者: Lethargic 時(shí)間: 2025-3-29 23:14 作者: Macronutrients 時(shí)間: 2025-3-30 02:26 作者: 四溢 時(shí)間: 2025-3-30 06:45 作者: 漂浮 時(shí)間: 2025-3-30 10:58 作者: 財(cái)政 時(shí)間: 2025-3-30 16:19 作者: 才能 時(shí)間: 2025-3-30 16:51
