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The Learner-Centered Instructional Designer Purpose, Process, and Practicalities of Creating Online Courses in Higher Education.
This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bloomfield :
Stylus Publishing, LLC,
2020.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
| 001 | EBOOKCENTRAL_on1255232570 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 210529s2020 xx o ||| 0 eng d | ||
| 040 | |a EBLCP |b eng |c EBLCP |d REDDC |d OCLCQ |d OCLCF |d TSC |d OCLCQ |d OCLCO |d OCLCL | ||
| 019 | |a 1255239127 |a 1368046851 | ||
| 020 | |a 9781642670424 | ||
| 020 | |a 1642670421 | ||
| 035 | |a (OCoLC)1255232570 |z (OCoLC)1255239127 |z (OCoLC)1368046851 | ||
| 050 | 4 | |a LB1028.38 |b .Q566 2021 | |
| 082 | 0 | 4 | |a 378.17344678 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Quinn, Jerod. | |
| 245 | 1 | 4 | |a The Learner-Centered Instructional Designer |h [electronic resource] : |b Purpose, Process, and Practicalities of Creating Online Courses in Higher Education. |
| 260 | |a Bloomfield : |b Stylus Publishing, LLC, |c 2020. | ||
| 300 | |a 1 online resource (278 p.) | ||
| 500 | |a Description based upon print version of record. | ||
| 505 | 0 | |a Foreword / Flower Darby -- Introduction: Always learner centered / Jerod Quinn -- Instructional design in academia : a common core with different approaches. Concierge model : the full-service guide / Rayne Vieger -- Consultation model : at the end of the day / Jerod Quinn -- Building faculty trust: you can trust me, I'm a professional. Building trust : creating a climate of trust, care, and collaboration among instructional designers and faculty / Christopher Grabau -- Having boundaries : I'm not your personal assistant / Olena Zhadko -- Faculty perspectives : a (love?) letter to instructional designers / Tom Warhover -- Grounded in research : be good, or at least evidence based / Johanna Inman -- Frameworks that touch everything : the lenses we work with. Learning online : the internet should be used for more than just do-it-yourself videos / Josie G. Baudier -- Universal design for learning : everybody gets to learn / Carl S. Moore -- Decentralizing whiteness : where do we start? / German E. Vargas Ramos -- Motivation for learning : if we build it, will they come? / Traci Stromie -- Metacognition and reflection : how we know what we know and don't know / Kathryn E. Linder -- Leveraging technology : it's new and shiny, so it must be good for learning / Bonni Stachowiak -- Components of online classes : practical evergreens. Course structure : spend time engaging with course materials, not hunting for them / German E. Vargas Ramos -- Multimedia : moving beyond passive to active learner engagement / Danilo M. Baylen, Jonathan Gratch, and Linda Haynes -- Group work : online collaboration isn't always horrible / Emily Goldstein -- Synchronous learning : good to see you again / David Wicks and Annie Tremonte -- Discussion forums : our love-hate relationship with discussion forums / Shannon Riggs -- Presence : online courses still have to be taught / Olena Zhadko | |
| 505 | 0 | |a Remote instructional design : the best we can / Tammy M. McCoy and Jerod Quinn -- Conclusion: A day in the life / Jerod Quinn.Foreword / Flower Darby -- Introduction : Always learner centered / Jerod Quinn -- 1. Concierge model : The full-service guide / Rayne Vieger -- 2. Consultation model : At the end of the day / Jerod Quinn -- 3. Building trust : Creating a climate of trust, care, and collaboration among instructional designers and faculty / Christopher Grabau -- 4. Having boundaries : I'm not your personal assistant / Olena Zhadko -- 5. Faculty perspectives : A (love?) letter to instructional designers / Tom Warhover -- 6. Grounded in research : Be good, or at least evidence based / Johanna Inman -- 7. Learning online : The internet should be used for more than just do-it-yourself videos / Josie G. Baudier -- 8. Universal design for learning : Everybody gets to learn / Carl S. Moore -- 9. Decentralizing whiteness : Where do we start? / German E. Vargas Ramos -- 10. Motivation for learning : If we build it, will they come? / Traci Stromie -- 11. Metacognition and reflection : How we know what we know and don't know / Kathryn E. Linder -- 12. Leveraging technology : It's new and shiny, so it must be good for learning / Bonni Stachowiak -- 13. Course structure : Spend time engaging with course materials, not hunting for them / German E. Vargas Ramos -- 14. Multimedia : Moving beyond passive to active learner engagement / Danilo M. Baylen, Jonathan Gratch, and Linda Haynes -- 15. Group work : Online collaboration isn't always horrible / Emily Goldstein -- 16. Synchronous learning : Good to see you again / David Wicks and Annie Tremonte -- 17. Discussion forums : Our love-hate relationship with discussion forums / Shannon Riggs -- 18. Presence : Online courses still have to be taught / Olena Zhadko -- 19. Remote instructional design : The best we can / Tammy M. McCoy and Jerod Quinn -- Conclusion. | |
| 520 | |a This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced instructional designers who have worked extensively with a wide range of faculty on a multiplicity of online courses across all types of institutions, offer key guiding principles, insights and advice on how to develop productive and collegial partnerships with faculty to deliver courses that engage students and promote enduring learning"-- From publisher. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Internet in education. | |
| 650 | 0 | |a Instructional systems |x Design |v Handbooks, manuals, etc. | |
| 650 | 0 | |a Distance education |x Computer-assisted instruction. | |
| 650 | 6 | |a Internet en éducation. | |
| 650 | 6 | |a Design pédagogique |v Guides, manuels, etc. | |
| 650 | 6 | |a Enseignement à distance |x Enseignement assisté par ordinateur. | |
| 650 | 7 | |a Distance education |x Computer-assisted instruction |2 fast | |
| 650 | 7 | |a Instructional systems |x Design |2 fast | |
| 650 | 7 | |a Internet in education |2 fast | |
| 655 | 7 | |a Handbooks and manuals |2 fast | |
| 758 | |i has work: |a The learner-centered instructional designer (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFVt3t8QWTWwXQTrwpCvVy |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Quinn, Jerod |t The Learner-Centered Instructional Designer |d Bloomfield : Stylus Publishing, LLC,c2020 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=6404911 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6404911 | ||
| 994 | |a 92 |b IZTAP | ||