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Chapter 1: F

undamental Change in Education HS

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Chapter 2: The natur

e of knowledge and the implications for teaching "SU

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Chapter 3: M

ethods of teaching: campus-focused

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Chapter 4: M

ethods of teaching with an online focus iv 0 5IF"% %*&NPEFM

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Chapter 5: M

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Chapter 6: U

nderstanding technology in education "TIPSUIJTUPSZPGFEVDBUJPOBMUFDIOPMPHZ

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edagogical differences between media 5 FYU VEJP 7 JEFP $PNQVUJOH

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Chapter 8: Choosing and using media in educati

on: the SECTIONS model 4

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odes of delivery $PNQBSJOHEFMJW

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Chapter 10: T

rends in open education

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MJDBUJPOTPGPQFOGPSDPVSTFBOEQSPHSBNEFTJHOUPXBSETBQBSBEJHNTIJGU Chapter 11: Ensuring quality teaching in a digital age

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Chapter 12: S

upporting teachers and instructors in a digital age

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Appendix 1: B

uilding an effective learning environment

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Appendix 3 Online l

earning quality standards, organisations and researchAppendix 4: Independent commissi oned reviews "S "S "S

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*OEFY vii Scenario A: A university professor addresses change H ey, Frank, you don't look too happy.Y dayo fallf acultytodiscusstheuniversityÕ snewacademic plan,andwhatitmeansf oralltheacademicdepartmentsintheF aculty.Iknewther ehadbeenmeetingsearlierin theyear ,af ewo fwhichIÕ oranew age,andr ectthecoursesIÕmteachingÐit wasclearearlyonthatther ewasnothr eattothedepartmentbeingcloseddown.I fanything,itlookedlikemyclasses wouldbegettingevenbigger ewithless.Myr esearchisgoingwell, andther ewasnotalkthistimer oundabouthavingtotakeonanincr easedteachingload.A tthatpoint,IÕ dswitched o ff: IÕd been through all this many times before.Butassoonasthedeanstartedyester day,Isensedtr ouble.H estartedtalkingabouttheneedf orthedepartmenttobe mor eÔflexibleÕinitsteaching.W hatthehelldoesthatmeanÐyogaex ercisesatthebeginningo feachlectur e?Then hewentontotalkaboutÔ ÕW ell,thatÕ sstupid.Anyone echangingallthetimeÐ if I set outcomes even at thebeginning o f a course, theyÕll probably be different by the time we get to the end.Butthenther ealkicker ,whenIknewthingswer egoingtobedifficult.ÔW ewanttohaveatleast50percento fall ÕO

K,IguessIcouldhandlethatÐIÕvebeen

usingtheLMStobackupmylectur esalr eady,butwhenhesaidthatmeanso fferingthesamecontentacr ossdiff erentcourses,andgettingrido fmostlectur es,Ir eallystartedtoworry.H estartedr amblingonaboutneedingtoserveall kindso flearnersfr omhighschoolentr antstolif elonglearners,andf orusalltoteachinteams,withtheseniorf acultymemberasateachingconsultant.N owifhethinksIÕmgoingtoletsomeo ftheotheridiotsinthisdepartmentdecide what IÕm going to teach, heÕ

s out of his mind. The scary part is that I think the Dean really believes all this claptrap.ButwhenIr

owIgetpr ettygoodstudentr atingsf ormylectur esÐtheyjustlovemyjokesÐandIÕmN

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mehowtoteachmysubject.IÕmoneo fthetoppeopleinmyar eao fr esearchinthiscountry,andwhatthehelldoes theadministr alr

eady working flat out. Why donÕt they just leave us alone, and trust us to get on with the job weÕre paid to do?Õ

F ormycommentsonthe scenario,clickonthe podcast belowviii¥TEACHING IN A DIGITAL AGE viii SCENARIO A: A UNIVERSITY PROFESSOR ADDRESSES CHANGE¥ix i. Why this book? i. Why this book?

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