Recommended Reading
| JISC Effective Practice with e-learning - a good practice guide in designing for learning |
| This guide is aimed at practitioners throughout the post-compulsory education and training sector : lecturers, tutors and support staff in higher and further education institutions, as well as facilitators, trainers and tutors in adult and community learning. What unites this diverse group of professionals is an interest in enhancing the quality of teaching and learning in their institutions and a curiosity about how e-learning can assist them.
Making the move towards new technologies presents us with a complex set of challenges: we may need to develop new skills, embrace changes in the nature of our role, and then reassess the pedagogies we employ. Even when its potential advantages have been recognised, how, when and where to implement e-learning in conjunction with established practice is still to be fully explored. For many practitioners, e-learning brings with it as many questions as answers. The purpose of Effective Practice with e-Learning is to focus attention on these questions, to establish what are pedagogically sound and accessible ways of embedding e-learning into everyday practice. Linking theory with practice, we aim to develop a shared understanding as to how, when and where to apply e-learning to the best advantage of learners. The views and experiences of practitioners in different teaching and learning contexts across the post compulsory sector provide an insight into how the "e-learning advantage" has been used in practice in institutions in the ten case studies commissioned for this publication. |
| JISC Infokit - Effective use of Virtual Learning Environments - recommended by Roger Gardner. |
| This is one of a number of guides produced by JISC. Another I would recommend in the area of e-learning is "Social software" (http://www.jiscinfonet.ac.uk/infokits/social-software)
This resource is a clear, concise, realistic and practical guide on what a VLE is and what types of functionality it offers, such as communication and assessment tools. However it is also a useful starting point for investigating e-learning generally within a sound pedagogical framework. It provides an overview of relevant models of learning and teaching, including Mayes Conceptualisation Cycle, Laurillard's conversational framework and Salmon's 5-stage model, and goes on to show in a very practical way how these models could be applied when planning a course. It includes links to a number of case studies in a range of curriculum areas, for example on the use of Computer-mediated Conferencing. It also contains a useful overview of e-assessment, including benefits and issues one needs to consider. The student perspective is highlighted, including characteristics of "information age learners", and there is also a handy section on learning design. I would recommend this as an excellent introductory resource, which combines theory and practical application in an accessible way. I'm going to take a different tack here and recommend a 9-year-old book that isn't focused specifically on e-learning, although I think it's essential reading for anyone interesting in enhancing teaching and learning. |
| How People Learn: Brain, Mind, Experience, and School (1999) - recommended by Lindsay Jordan. |
| Commission on Behavioral and Social Sciences and Education (CBASSE)
The e-book is free to view through the National Academies Press: http://www.nap.edu/openbook.php?record_id=6160 (link above)
(Check out the handy 'skim this chapter' feature'!)
This publication came about when the US Department of Education asked for an appraisal of the scientific knowledge base on human learning and its application to education. The result is a punchy summary of what we already know about learning - drawing together evidence from many different branches of science - and what we still need to find out. The primary objectives of the project were to ascertain what is required for learners to reach deep understanding, what leads to effective teaching, and the conditions that lead to a supportive environment for teaching and learning. What I really like about this book is that it is punchy, it is easy to read (even though it's on screen), and reads as a successful collaborative effort rather than a collection of disjointed chapters. If you're really short of time I would recommend skimming the first chapter and reading the final chapter in full - this will indicate where you might also want to dip into the other chapters. Chapter 9 - Technology to Support Learning - is obviously relevant for e-learning but I wouldn't want to single it out as more important than the others - there is so much interesting and relevant content in this book. |
| Laurillard, D., (2002) Rethinking University Teaching: a framewrok for the effective use of learning technologies, Lib No: 378.59 LAU |
| Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching. This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at the institutional level. |
| Salmon G., (2002) e-tivities: the key to active online learning, Lib No: 378.59 SAL |
| Written by Gilly Salmon, an e-learning expert, this book shows the central role of activities in online learning and the importance of engaging learners. The book shows how to: develop low-cost and worthwhile e-activities; create fuller participation in online learning; and retain and satisfy learners.;Based on Gilly Salmon's own research and worldwide experience working with students and in commercial training, this book is intended for professionals involved in online learning. |
| Salmom G., (2004) e-moderating: the key to teaching and learning online, Lib No: 378.59 SAL |
| Practical and accessible, E-Moderating is a user's guide to working effectively in the virtual world, covering key areas including: The why, what and how of e-moderating; Becoming a good e-moderator; The benefits to learners of e-moderating; Training to become an effective e-moderator. It also features a unique collection of resources for practitioners. Fully updated and expanded, this second edition features new material on the latest research and practice in the field, fresh case studies and practitioners resources, and a brand new chapter on future e-learning scenarios. The book is also accompanied by a website www e-moderating.com which provides supplementary material and links. E-moderating is an essential purchase for any teacher, instructor, tutor or facilitator working in an electronic environment, and will help to improve your understanding and practice of online teaching and learning. |
| Working Papers |
| Members of the e-learning team regularly present papers at conferences and publish working papers on e-learning related issues. These are published through the University of Bath's Online Publication Store (OPuS). You are recommended to browse the e-learning area at http://www.bath.ac.uk/opus/handle/10247/450 |
| Library and Learning Centre resources for learning and teaching in higher education |
| Higher Education Academy |
| Higher Education Academy Subject Centres. |
| HE Academy Subject Centres support lecturers in higher education institutions teaching in particular disciplines. There are 32 Subject Centres, so in most cases you will find a subject centre of relevance to your discipline. Subject Centres disseminate good practice via seminars, web and paper-based resources. Several have peer-reviewed journals and conferences. Most offer small grants to research or develop innovative approaches to teaching in your discipline. |