Short Description:
As research and best practices on the use of Blended Language Learning (BLL) pedagogies and technologies evolve, there is a need to document and share them with the international second and foreign language learning researchers and practitioners. Experts and leaders in the field have contributed chapters to this timely e-book to help guide educators and policy makers on how to successfully design and implement BLL.

Long Description:
This peer-reviewed e-book comes at an unprecedented moment in online and digital education history, when the COVID-19 pandemic has changed the way distance education and remote learning are viewed and practiced. With millions of learners and educators shifting to the online space, discovering the opportunities and challenges of online vis-à-vis offline learning, there has been more interest and appreciation for blending these practices. Blended Learning (BL) is a rapidly developing area of education having tremendous implications for foreign and second language teaching and learning around the globe, particularly in the post-pandemic era that will be characterized by major shifts toward BL and transition to online learning. With the increasing popularity of Blended Language Learning (BLL), there is a need to share with our international colleagues’ research and practice reports pertaining to various aspects of BLL and to disseminate the knowledge of what works, what does not, and why.

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Word Count: 47047

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Short Description:
The focus in this eBook is on providing a lasting resource for other educators and instructional designers and developers. The focus is to provide evidence-based guidance, useful design tools, and useful examples to guide the creation and design of E-Learning Modules. This digital resource has been authored by participants in EDUC5104G: Analysis and Design of Web-Based Learning Tools -- a graduate-level course offered through Ontario Tech University.

Long Description:
The focus in this eBook is on providing a lasting resource for other educators and instructional designers and developers. The focus is to provide evidence-based guidance, useful design tools, and useful examples to guide the creation and design of E-Learning Modules. This digital resource has been authored by participants in EDUC5104G: Analysis and Design of Web-Based Learning Tools — a graduate-level course offered through Ontario Tech University.

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Word Count: 40882

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A Practical Resource for Educators and Instructional Designers

Short Description:
Everyday Instructional Design works through the online course or module development process, exploring the rationale and pragmatics of all of the steps involved with determining what needs to be developed, creating design plans, developing a prototype, pilot testing with a “live” student audience, reflecting on feedback, and determining how we can tweak our designs to create the best possible online teaching and learning experience.

Long Description:
Everday Instructional Design: A Practical Resource for Educators and Instructional Designers provides useful background understanding of the principles and processes that guide the design, development, testing, and refinement of online course modules. This book has been developed based on a series of instructional design and educational technology courses taught by Rob Power at different Canadian universities, and follows a project-based learning experience that walks participants through the first few weeks of an instructional design and development project. These steps typically span the first six to eight weeks of designing and developing online courses as a contract instructional designer or as an in-house ID specialist. Everyday Instructional Design works through this process, exploring the rationale and pragmatics of all of the steps involved with determining what needs to be developed, creating our initial design plans, developing a prototype of a selected portion of the larger ID project, collaborating with other instructional designers to get “expert feedback” on our works-in-progress, pilot testing our prototypes with a “live” student audience, reflecting on the expert and student feedback we receive, and determining how we can tweak our prototype designs before proceeding with the rest of the course development project.

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Word Count: 39892

ISBN: 978-1-9993825-8-2

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Short Description:
Supporting teachers to use instructional design principles to effectively leverage technology to create engaging teaching and learning environments.

Long Description:
This eBook was written and compiled by participants in EDUC5103 (Winter 2021 and Winter 2022) at Cape Breton University, Nova Scotia, Canada, to support fellow teachers in their efforts to effectively leverage technology for online, blended, and emergency remote teaching. The chapters in this eBook provide evidence-based strategies for the use of technology to transition from face-to-face instruction to online and hybrid delivery methods.

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Word Count: 26046

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Short Description:
Supporting teachers to use instructional design principles to effectively leverage technology to create engaging teaching and learning environments.

Long Description:
This eBook was written and compiled by participants in EDUC5103 (Winter 2023 and Spring 2023) at Cape Breton University, Nova Scotia, Canada, to support fellow teachers in their efforts to effectively leverage technology for in-person, online, and blended teaching. The chapters in this eBook provide evidence-based strategies for using technology to enhance instructional design for teaching and learning.

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Word Count: 33757

ISBN: 978-1-9993825-9-9

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Short Description:
Supporting rapid transition in education during times of crisis through the integration of instructional design and educational technology.

Long Description:
This eBook was written and compiled by participants in EDUC5103 (Winter 2020) at Cape Breton University, Nova Scotia, Canada, as a response to calls for support during a time of rapid transition in education systems to online and alternative delivery methods (as a result of the COVID-19 pandemic). The chapters in this eBook provide evidence-based strategies for the use of technology to transition from face-to-face instruction to online and hybrid delivery methods.

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Word Count: 31180

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Comparisons from International Educators on Changes During a Global Pandemic

Short Description:
The second book on Seamless Learning in Higher Education is a compilation of detailed descriptions and comparisons of educators designing and teaching courses from 10 countries where identified courses before and during COVID-19 are analyzed based on the Seamless Learning Experience Design (SLED) framework. The book is intended as a clarification for the identified concepts within the SLED model and as a demonstration of improving quality education in learning environments where technology is ample and available as well as in learning environments with minimal technology resources. The book provides rich information that will support educators, instructional designers, and management alike to improve their approach toward the continuous changes in the education landscape.

Long Description:
The second book on Seamless Learning in Higher Education is a compilation of detailed descriptions and comparisons of educators designing and teaching courses from 10 countries where identified courses before and during COVID-19 are analyzed based on the Seamless Learning Experience Design (SLED) framework. The book is intended as a clarification for the identified concepts within the SLED model and as a demonstration of improving quality education in learning environments where technology is ample and available as well as in learning environments with minimal technology resources. The book provides rich information that will support educators, instructional designers, and management alike to improve their approach toward the continuous changes in the education landscape.

The target audience of this book on seamless learning includes educators, curriculum developers, decision makers and policy developers in higher education that are interested in the implementation of seamless learning in their environment. The study can be repeated to establish the readiness of a university by following the examples in this book. For assistance in similar studies the Global research team of the International Association for Mobile Learning can be contacted.

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Word Count: 65480

ISBN: 978-1-9993825-6-8

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Short Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from the University of Ontario Institute of Technology participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2018 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from the University of Ontario Institute of Technology participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2018 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

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Word Count: 73958

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Short Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2019 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2019 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

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Word Count: 73502

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

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Word Count: 68092

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

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Word Count: 68092

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)