lls_contents

TABLE OF CONTENTS FOR CLASSROOMS WITH A DIFFERENCE: Facilitating Learning on the Information Highway
(scroll down or click for a typical Table of Contents from one of the other books in the series, Networked Learning: The Pedagogy of the Internet.)

Part 1
WHAT ARE THE KEY ISSUES IN THE LEARNING ENVIRONMENT?

Chapter 1: How Do We See Classrooms Changing?
Introduction
What social and educational changes are affecting classrooms?
What four technologies are included in this book?
What are our values?
Conclusions
References

Chapter 2: What Do Learners Bring to Learning?
Introduction
What are the key characteristics of adult learners?
What are the ergonomic needs of adult learners?
What do learners say they need?
Conclusion
References

Chapter 3: What is Adult Learning All About?
Introduction
What is important about learning principles?
How do learning strategies work?
Why does collaborative learning pay off?
Conclusion
References

Chapter 4: How May Instructors Best Respond?
Introduction
How do models of teaching differ?
Which of the five appeal to you?
What is an efficient way to set learning objectives?
How do I actually plan my response?
Conclusion
References

Chapter 5: What Does the Real Action Look Like?
Introduction
What is a learner's manual?
How do I produce the best possible manual?
Conclusion
References

Part 2
WHAT ARE THE KEY ISSUES IN USING THE TECHNOLOGIES?

Chapter 6: How Do We See the Information Highway?
Introduction
What does the Information Highway mean for instructors?
What opportunities does the Information Highway offer in the classroom?
How do I choose appropriate technology?
Conclusion
References

Chapter 7: Audio and Audiographic Learning: Why Are They the Cornerstone of the Information Highway?
Introduction
How do Audio and Audiographic learning work?
What are AL and AGL's strengths? What are some key issues?
How do I use AL and AGL appropriately?
Who is using AL and AGL successfully?
Conclusion
References

Chapter 8: Networked Learning: How Do We Facilitate Learning on the Internet?
Introduction
How does Networked Learning work?
What are Networked Learning's strengths? What are some key issues?
How do I use Networked learning appropriately?
Who is using Networked Learning successfully?
Conclusion
References

Chapter 9: Compressed Video Learning: How Do We Create Active Learners?
Introduction
How does Compressed Video Learning work?
What are Compressed Video Learning's strengths? What are some key issues?
How do I use Compressed Video Learning appropriately?
Who is using Compressed Video Learning effectively?
Conclusion
References

Chapter 10: What Does It Look Like When We Bring It All Together?
Introduction
How can I integrate all the elements?
What are our top ten learnings?
What should I do when Murphy's Law hits?
Conclusion
References

FURTHER READINGS
GLOSSARY
CONTACT NAMES FOR THE SUCCESS STORIES

A TYPICAL TABLE OF CONTENTS, for Networked Learning: The Pedagogy of the Internet

Part 1
WHAT IS NETWORKED LEARNING?

Chapter 1: When and Why Should I Use Networked Learning?
Introduction
What is Networked Learning?
What are the advantages of Networked Learning?
When should I use Networked Learning?
Conclusion
References

Chapter 2: How does Networked Learning Work?
Introduction
What is a Network?
What is the Internet?
What is an Intranet?
How do I connect to the Internet?
What software do I need?
What other resources should I get?
Conclusion
References

Chapter 3: What Are the Main Applications of Networked Learning?
Introduction
What is e-mail?
What is computer conferencing?
What is resource searching on the Internet?
What is the World Wide Web?
Conclusion
References

Part 2
WHO IS USING NETWORKED LEARNING SUCCESSFULLY?

Chapter 4: What Can I Learn from Other People's Experiences?
Introduction
How are the success stories organized?
What successes have people had using Networked Learning?
Conclusion
References

Part 3
HOW CAN I USE NETWORKED LEARNING SUCCESSFULLY?

Chapter 5: What Learning Principles Are Important?
Introduction
How important is active involvement?
How can I meet learners' needs and learning styles?
What is the value of participation?
Why is it essential to have support for learners?
What is the value of a variety of learning experiences?
Conclusion
References

Chapter 6: How Do I Prepare for Networked Learning?
Introduction
How do I structure my course?
How do I obtain and provide learning support materials?
What media mix is best?
What limits should I place on the number of registered learners and the length of the course?
What supports are needed?
How do I get ready to use Networked Learning?
Conclusion
References

Chapter 7: How Do I Facilitate Networked Learning?
Introduction
What is the best way to moderate Networked Learning conferences?
What protocols for participation do I use?
What learning activities should I choose?
Conclusion
References

Chapter 8: How Do I Evaluate Networked Learning?
Introduction
How do I evaluate participants' learning?
What do I consider when designing appropriate course or workshop evaluations?
What can I learn from other people's evaluations of Networked Learning?
Conclusion
References

CONCLUSION
APPENDIX: Additional Resources Linked from the Media Tool
FURTHER READINGS
GLOSSARY
CONTACT NAMES FOR THE SUCCESS STORIES