{"id":20,"date":"2014-05-09T18:23:43","date_gmt":"2014-05-09T22:23:43","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/front-matter\/introduction\/"},"modified":"2019-10-16T18:34:09","modified_gmt":"2019-10-16T22:34:09","slug":"introduction","status":"publish","type":"front-matter","link":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/front-matter\/introduction\/","title":{"raw":"About the book \u2013 and how to use it","rendered":"About the book \u2013 and how to use it"},"content":{"raw":"<span style=\"color: #008000;\">This is the second edition of <em>Teaching in a Digital Age<\/em>. The first edition was published in April 2015. All changes to the first edition are in this green colour text.<\/span>\r\n<h2>i. Why this book?<\/h2>\r\nTeachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers\u00a0who want\u00a0more accountability and the development of\u00a0graduates who are workforce ready, and above all, we are all having to cope with ever changing technology.\u00a0To handle change of this nature, teachers and instructors need a base of theory and knowledge that will\u00a0provide a solid foundation for their teaching, no matter what changes or pressures they face.\r\n\r\nAlthough the book contains many practical examples, it is more than a cookbook on how to teach. It\u00a0addresses the following questions:\r\n<ul>\r\n \t<li>is the nature of knowledge changing, and how do different views on the nature of knowledge\u00a0result in different approaches to teaching?<\/li>\r\n \t<li><span style=\"color: #008000;\">How do I balance the demands of my discipline with developing the skills that students will need in a digital age?<\/span><\/li>\r\n \t<li>what is the science and research that can best help me in my teaching?<\/li>\r\n \t<li>how do I decide whether my courses should be face-to-face, blended or fully online?<\/li>\r\n \t<li>what strategies work best when teaching in a technology-rich environment?<\/li>\r\n \t<li>what methods of teaching are most effective for blended and online classes?<\/li>\r\n \t<li>how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject?<\/li>\r\n \t<li><span style=\"color: #008000;\">how do I maintain high quality in my teaching while managing my workload?<\/span><\/li>\r\n \t<li>what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks?<\/li>\r\n<\/ul>\r\nIn summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. \u00a0A framework and a set of guidelines are\u00a0suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching.\r\n\r\nIn the end, though, the book isn't really about teachers and instructors, although you are\u00a0the target group. <span style=\"color: #008000;\">It's about helping your students to develop the knowledge and skills they will need: not so much digital\u00a0skills, but the thinking and knowledge that\u00a0will bring them success in a digital age.<\/span> For that to happen, though, your students need you to be on top of your game. This book is your coach.\r\n<h2>ii. The audience for the book<\/h2>\r\nThe audience I am reaching out for are primarily college and university instructors anxious to improve their teaching or facing major challenges in the classroom, such as very large numbers of students or rapidly changing curricula, and also to many school teachers, particularly in secondary or high schools anxious to ensure their students are ready for either post-secondary education or a rapidly changing and highly uncertain job market. In particular the book is aimed at teachers and instructors anxious to make the best use of technology for teaching.\r\n\r\nI draw many of my examples from post-secondary education, but many of the principles will also apply to teachers in the school or k-12 sector. However, as a former elementary\/primary school teacher, I am well aware that schools have far fewer\u00a0resources and less technology support than colleges or universities.\r\n\r\nThroughout this book, I have struggled with the term 'instructor', because I argue that we need to move from a transmission model of education ('instruction') to the facilitation of learning ('teaching'), even or especially in post-secondary education. However, the term 'instructor' is often used to distinguish between post-secondary and school or k-12 systems, with 'teachers' being used for the latter, so throughout the book, I've tended to use both terms almost inter-changeably. However, my hope is that we will all eventually become teachers rather than instructors.\r\n\r\nLastly, although technology is a core focus of this book, I am not advocating ripping up the current human-based educational system and replacing it with a highly computerised model of teaching. I believe that although there is a great need for substantial reform, there are many enduring qualities of a well funded and publicly supported education system based on well trained and highly qualified teachers that will be hard if not impossible to replace by technology. The focus here is in making technology work for both learners and teachers.\r\n<h2>iii. Why an 'open' textbook?<\/h2>\r\nAlthough I retain the copyright through a Creative Commons CC BY-NC license, this book is 'open' in all five ways described\u00a0in <span style=\"color: #008000;\"><a href=\"\/teachinginadigitalagev2\/chapter\/oer\/\" style=\"color: #008000;\">Chapter 11, Section 2<\/a><\/span>:\r\n<ul>\r\n \t<li>re-usable: you a<span>re allowed to use all or part of the work for your\u00a0own purposes (for example, you can download any part or the whole of the book,\u00a0and use it in your own teaching or studies,\u00a0without needing to ask for permission or to pay anything);<\/span><\/li>\r\n \t<li>re-distributable: you\u00a0<span>can share the work with others (for example, you can\u00a0e-mail a section of the book\u00a0to a colleague or fellow student);<\/span><\/li>\r\n \t<li>revisable: you can take any part of the book, and change it for your own purposes, or translate bits of it or all of it into another language, again without needing to ask for permission;<\/li>\r\n \t<li>re-mixable:\u00a0you<span>\u00a0can take parts of this book\u00a0and combine them with other 'open source' material or resources to create a new resource (for example, take some of the podcasts from this book\u00a0and combine them with text from another open textbook to create a new work);<\/span><\/li>\r\n \t<li><span>retainable, which means there are no digital rights management restrictions (DRM), the content is yours to keep, whether you\u2019re a teacher\u00a0or student.<\/span><\/li>\r\n<\/ul>\r\nThere is only one restriction on all five activities, and that is that you acknowledge me as the source (unless I am quoting someone else, or using someone else's material, of course).\u00a0Full attribution is\u00a0particularly important as an example for your\u00a0students, who need to acknowledge their sources!\u00a0Also, if you do find the material in this book useful, I would appreciate your sending an e-mail to <a href=\"mailto:tony.bates@ubc.ca\">tony.bates@ubc.ca<\/a> with any feedback about how you are using the content, and how the book could be improved, but this is just a request, so I can improve\u00a0the book and track how it is being used.\r\n\r\n<span style=\"color: #008000;\">The first edition was published<\/span> as I wrote it, a chapter at a time. I published the first draft of most sections in my blog, <a href=\"http:\/\/www.tonybates.ca\/\">Online Learning and Distance Education Resources<\/a>, to get feedback. <span style=\"color: #008000;\">I did the same for the new sections of this edition.<\/span> This book is published\u00a0as an open textbook for many reasons, but the main one being that I see open publishing as the future for education. In a way, this book is a proof of the concept of open publishing. I could not have done this without excellent support from <a href=\"http:\/\/bccampus.ca\/\">BCcampus<\/a>, which at the time of writing is leading a major <a href=\"https:\/\/open.bccampus.ca\/\">open education initiative<\/a> for the provincial government of British Columbia in Canada, and without additional\u00a0support from <a href=\"http:\/\/contactnorth.ca\/\">Contact North<\/a>, Ontario.\r\n<h2>iv. Independent reviews of the book<\/h2>\r\nShortly after publication of the first full draft of the book, I requested three independent experts in the field to review the book. The process that was followed, and the full, unedited reviews, can be seen in <span style=\"color: #008000;\"><a href=\"\/teachinginadigitalagev2\/part\/appendix-2-independent-commissioned-reviews\/\" style=\"color: #008000;\">Appendix 3<\/a>.\u00a0This book was also independently selected and <a href=\"https:\/\/www.merlot.org\/merlot\/viewCompositeReview.htm?id=1356177\" style=\"color: #008000;\">reviewed by MERLOT<\/a>.<\/span>\r\n<h2>v. Different ways to use the book<\/h2>\r\nIf you have found your way to this book website, you can read it off the screen at any time and anywhere. Just bookmark the <span style=\"color: #008000;\"><a href=\"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/\" style=\"color: #008000;\">home page<\/a> (https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/)<\/span> then click on any chapter heading or any section in the content list.\r\n\r\nThe book will download\u00a0<span style=\"color: #993300;\">in pdf and ebook versions<\/span>, so you can print out or download the whole book if you wish, for straightforward reading. In general, it is best to read the book online direct from this website, if you can, as when it exports to different versions, sometimes the illustrations get moved around to fit the page or screen layout. Also reading on the small screen of a mobile phone may be somewhat frustrating as the graphics\u00a0will be very small. Reading on tablets should not be a problem, except the graphics may not always fit as intended.\r\n\r\n<span style=\"color: #008000;\">You can also buy a print copy - just click on the relevant button. However, if your institution has print-on-demand facilities, it will be cheaper to download the pdf version and print locally.<\/span>\r\n\r\n<span style=\"color: #008000;\">The book\u00a0can also be cloned, so you can edit or adapt the book or parts of the book for your own use.<\/span>\r\n\r\n<span style=\"color: #008000;\">You will see from the book website that the book is now available in at least seven languages. More are being added. All these translations have been done by volunteers in their own language, again demonstrating the power of open publishing. If you wish to do a translation, please let me know but otherwise you are free to do so. Just remember though that the book cannot be sold commercially under the terms of the license, even in translation.<\/span>\r\n\r\nThe book is written on the assumption (based on research) that most reading will be done in chunks of one hour or less, so each section of a chapter can be completed in one hour at the maximum (some sections will be much shorter).\r\n\r\nMany of the sections will have suggested activities, which mainly require you to reflect on how what you have read relates to your own work or context. These activities will usually take no more than 30 minutes each.\r\n\r\nEach chapter begins with a set of learning goals for the chapter, the topics covered, a list of activities for the chapter, and the key takeaways or main points made. To access this, just click the chapter heading (e.g. <a href=\"\/teachinginadigitalagev2\/chapter\/structural-changes-in-the-economy-the-growth-of-a-knowledge-society\/\">Chapter 1: Structural Changes in the Economy<\/a>). [Note that text in red indicates a live link\/url - just click on it to activate it. This doesn't always show clearly on screens under certain conditions so run your cursor - or finger on mobile devices - over the text to see where the links are.]\u00a0The arrows <span style=\"color: #008000;\">in the red section at the bottom<\/span> of the page\u00a0will take you either to the previous page or the next page.\r\n<p class=\"no-indent\">There are many different ways this book could be used. Here are some suggestions:<\/p>\r\n\r\n<ul>\r\n \t<li>straight read through (over several days) for personal use: this is probably the least likely, but there is a logical sequence and a continuous, coherent argument that builds up through the book;<\/li>\r\n \t<li>read a specific chapter or section that is useful for you, and come back later to other sections or chapters as you need them (use this preface and\/or the list of contents on the home\u00a0page as a guide);<\/li>\r\n \t<li>do the activities that follow most sections;<\/li>\r\n \t<li>use the book as the core reading for a course (or part of a course) on how to teach in a digital age. You can use the activities I have suggested, or,<span style=\"color: #008000;\"> if you clone the book, you can edit it<\/span> and replace the activities with your own.<\/li>\r\n \t<li>at the time of writing it is NOT possible to <span style=\"color: #008000;\">clone just sections of the book, but you can <a href=\"https:\/\/opentextbc.ca\/pressbooks\/chapter\/import-a-pressbooks-or-wordpress-file\/\" style=\"color: #008000;\">use the Pressbooks XML file to import specific chapters<\/a>.<\/span><\/li>\r\n<\/ul>\r\nThere are also:\r\n<ul>\r\n \t<li><span style=\"color: #008000;\">podcasts and occasionally a video giving my personal spin\u00a0on each chapter,<\/span><\/li>\r\n \t<li><span style=\"color: #008000;\">a search facility at the top right corner of each page - just type in the word or phrase you are looking for,<\/span><\/li>\r\n \t<li><span style=\"color: #008000;\"><a href=\"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/back-matter\/bibliography-2\/\">a full bibliography<\/a> containing all the references in the book<\/span><\/li>\r\n \t<li><span style=\"color: #008000;\">there is no index:\u00a0<span>use the search engine [Search in book (Q)] located at the top right of each section. Type in the term or name you are looking for. It will provide a list of the sections where this term or name is used.<\/span>.<\/span><\/li>\r\n<\/ul>\r\nThis book - as indeed are open textbooks in general - is a work in progress, so keep checking back to see what new features are being added over time. As new developments occur, I will try to ensure that they are incorporated so that the book stays up to date (also you can follow <a href=\"https:\/\/www.tonybates.ca\/\">my blog<\/a>).\u00a0I will also make changes based on feedback from readers.\r\n<h2>vi. An overview of the content<\/h2>\r\n<h3 style=\"text-align: left;\"><a href=\"\/teachinginadigitalagev2\/part\/chapter-1-fundamental-change-in-education\/\">Chapter 1 Fundamental change in Education<\/a><\/h3>\r\nThis sets the stage for the rest of the book. Chapter 1\u00a0looks at the key changes that are forcing teachers and instructors to reconsider their goals and methods of teaching, In particular it identifies the key knowledge and skills that students need in a digital age, and how technology is changing everything, including the context in which we teach.\r\n<h3 style=\"text-align: left;\">Chapters 2-4: Epistemology and teaching methods<\/h3>\r\nThese chapters address the more theoretical and methodological aspects of teaching and learning in a digital age.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-2-the-nature-of-knowledge-and-the-implications-for-teaching\/\">Chapter 2<\/a> covers different views on the nature of knowledge and how these understandings of knowledge influence theories of learning and methods of teaching.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-4-methods-of-teaching\/\">Chapter 3<\/a> analyses the strengths and weaknesses of\u00a0different campus-based methods\u00a0of teaching and\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-6-models-for-designing-teaching-and-learning\/\">Chapter 4<\/a> does the same for blended\u00a0and fully online methods. These chapters form a theoretical foundation for what follows.\r\n<h3 style=\"text-align: left;\">Chapters 5-9: Media and technology<\/h3>\r\nThe focus in these five chapters is on how to choose and use different media and technologies in teaching, with a particular focus on the unique pedagogical characteristics of different media.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-7-moocs\/\">Chapter 5<\/a> looks at the strengths and weaknesses of MOOCs.\r\n\r\n<span style=\"color: #008000;\"><a href=\"\/teachinginadigitalagev2\/part\/chapter-5-building-an-effective-learning-environment\/\" style=\"color: #008000;\">Chapter 6<\/a> looks at the main components of an effective learning environment (this was Appendix 1 in the first edition<\/span>).\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-8-understanding-technology\/\"><span style=\"color: #008000;\"><span style=\"color: #000000;\">Chapter 7<\/span><\/span><\/a> examines the difference between 'media' and 'technology' in educational contexts and provides an analytical framework for understanding the differences between media.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-8-pedagogical-differences-between-media\/\">Chapter 8<\/a> then applies the analytical framework to identify the educational 'affordances', the strengths and weaknesses, of different media,\u00a0<span style=\"color: #008000;\">then examines three emerging technologies (artificial intelligence, virtual\/augmented reality, and serious\/educational games).<\/span>\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/9-pedagogical-differences-between-media\/\">Chapter 9<\/a> offers a set of criteria and a model (SECTIONS) for making decisions about different media and technologies for teaching.\r\n<h3 style=\"text-align: left;\">Chapters 10-11: Modes of delivery and open education<\/h3>\r\n<span style=\"color: #008000;\">These two chapters look at the impact of recent digital learning developments for the design of teaching and learning in a digital age.<\/span>\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-10-modes-of-delivery\/\">Chapter 10<\/a> addresses the question of how to determine what mode of delivery should be used: campus-based, blended or fully online.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/10-trends-in-open-education\/\">Chapter 11<\/a> examines the potentially disruptive implications of recent developments in open content, open publishing, open data and open research. This chapter above all is a messenger of the radical changes to come to\u00a0education.\r\n<h3 style=\"text-align: left;\">Chapters 12-13: Ensuring quality in teaching in a digital age<\/h3>\r\nThese take two different but complementary approaches to the issue of ensuring high quality teaching in a digital age.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/ensuring-quality-teaching-in-a-digital-age\/\">Chapter 12<\/a> suggests nine pragmatic steps for designing and delivering quality teaching in a highly digital teaching context.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/chapter-12-supporting-teachers-and-instructors-in-a-digital-age\/\">Chapter 13<\/a> very briefly examines the policy and operational support needed from schools, colleges and universities to ensure relevant and high quality teaching in a digital age.\r\n<h3 style=\"text-align: left;\">Appendices<\/h3>\r\n<a href=\"\/teachinginadigitalagev2\/part\/appendix-2-questions-to-guide-media-selection-and-use\/\">Appendix 1<\/a>\u00a0is a set of questions, to be used in conjunction with the SAMR and SECTIONS models, to help you make decisions about the choice and use of media within your own teaching context.\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/appendix-3-online-learning-quality-standards-organisations-and-research\/\">Appendix 2<\/a> is a list of different online learning quality standards, organisations and research\r\n\r\n<a href=\"\/teachinginadigitalagev2\/part\/appendix-2-independent-commissioned-reviews\/\">Appendix 3<\/a> includes three independent peer reviews commissioned at the completion of the first edition of this book, as well as an unsolicited review for <a href=\"https:\/\/www.merlot.org\/merlot\/\">MERLOT<\/a>\u00a0by its Teacher Education Editorial Board.\r\n\r\nFinally, there is a section that provides feedback on activities set at the end of several sections of the book.\r\n\r\n<header><\/header>\r\n<h3 style=\"text-align: left;\">Scenarios<\/h3>\r\nThere are <span style=\"color: #008000;\">nine<\/span> 'what if' scenarios scattered throughout the book. These are semi-fictional, 'semi-', because in almost every case, the scenario is based on an actual example. However, I have sometimes combined one or more cases, or extended or broadened the original case. The purpose of the scenarios is to stimulate imagination and thinking about both our current 'blocks' or barriers to change, and the real and exciting possibilities of teaching in the future.\r\n<h3 style=\"text-align: left;\">Other features<\/h3>\r\nEach chapter\u00a0ends with a set of key 'takeaways' from the chapter, and a complete set of references. Most chapter sections end with an activity. For many of these I have provided a podcast to give my views on the topics of the activities.\r\n<h2>vii. Acknowledgments and thanks<\/h2>\r\nThis book could not have been done without tremendous support from a number of people and institutions. First of all, I am truly indebted to BC campus. BCcampus hosts the site and has allowed me to use their own version of Pressbooks. In particular Clint Lalonde, assisted by Brad Payne, and with the support of Mary Burgess, has provided wonderful help and support. I was completely new to the technology of open publishing, and Clint and Brad held my hand through all my struggles.\u00a0I could not have done this without them. <span style=\"color: #008000;\">BCcampus's help desk also provided essential support in setting up this second edition.<\/span>\r\n<p class=\"p1\">Open textbooks may be free to end users but they do not become a reality without professional technical support. As part of its mandate to support innovation in education and learning, Contact North | Contact Nord, Ontario\u2019s Distance Education &amp; Training Network, provided\u00a0essential support and help with\u00a0instructional design\/editing, graphics, copyright clearance and is assisting with marketing and promotion. \u00a0Contact North | Contact Nord has also made it possible to \u00a0make\u00a0<span style=\"color: #008000;\">the first edition of the textbook<\/span> available in French.<\/p>\r\nI also received unexpected but very welcome assistance from Leonora Zefi and her instructional design team at the Digital Education Strategies, The G. Raymond Chang School of Continuing Education,\u00a0Ryerson University, Toronto, who volunteered to read the drafts of each chapter and provided incredibly valuable feedback. Katherine McManus provided instructional design and copy editing advice, and Elise Gowen did all the dirty work in checking copyright and getting permissions. <span style=\"color: #008000;\">For the second edition I drew heavily on the work of Naza Djafarova and her colleagues on serious games at the Chang School at Ryerson University.<\/span>\r\n\r\nI also want to acknowledge the huge influence of my colleagues from the Open University <span style=\"color: #008000;\">UK<\/span>, the Open Learning Agency, and the University of British Columbia, who did much of the research and innovation from which\u00a0I have drawn. Throughout my career, I have been immensely supported by two overlapping communities of practice: distance educators; and educational technologists\/instructional designers. This is really their book; I'm merely\u00a0a spokesperson for all their ideas and work. I just hope I have represented their knowledge accurately and clearly.\r\n\r\nLastly, there was all the valuable feedback I received from my blog readers. \u00a0I published the first draft of most sections of the book in my blog as I wrote them. Instead of a peer review team of two or three, I had a review team of many hundreds - indeed thousands - of readers of my blog. The advice I received from everyone was really helpful and much appreciated. However, I didn't always follow all the advice I got, and I take full responsibility for any errors or misjudgements\u00a0you may come across.\r\n<h2>viii. Over to you<\/h2>\r\nThe great thing about an open textbook is that is is a dynamic, living project. Changes can be made immediately. I would really like to hear from you, by e-mail to <a href=\"mailto:tony.bates@ubc.ca\">tony.bates@ubc.ca<\/a>. Constructive criticisms and feedback will be very welcome.\r\n\r\nAbove all, I hope you find this book interesting and helpful and that\u00a0it inspires you and\/or your colleagues to develop the knowledge and skills our students need in this challenging age.","rendered":"<p><span style=\"color: #008000;\">This is the second edition of <em>Teaching in a Digital Age<\/em>. The first edition was published in April 2015. All changes to the first edition are in this green colour text.<\/span><\/p>\n<h2>i. Why this book?<\/h2>\n<p>Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers\u00a0who want\u00a0more accountability and the development of\u00a0graduates who are workforce ready, and above all, we are all having to cope with ever changing technology.\u00a0To handle change of this nature, teachers and instructors need a base of theory and knowledge that will\u00a0provide a solid foundation for their teaching, no matter what changes or pressures they face.<\/p>\n<p>Although the book contains many practical examples, it is more than a cookbook on how to teach. It\u00a0addresses the following questions:<\/p>\n<ul>\n<li>is the nature of knowledge changing, and how do different views on the nature of knowledge\u00a0result in different approaches to teaching?<\/li>\n<li><span style=\"color: #008000;\">How do I balance the demands of my discipline with developing the skills that students will need in a digital age?<\/span><\/li>\n<li>what is the science and research that can best help me in my teaching?<\/li>\n<li>how do I decide whether my courses should be face-to-face, blended or fully online?<\/li>\n<li>what strategies work best when teaching in a technology-rich environment?<\/li>\n<li>what methods of teaching are most effective for blended and online classes?<\/li>\n<li>how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject?<\/li>\n<li><span style=\"color: #008000;\">how do I maintain high quality in my teaching while managing my workload?<\/span><\/li>\n<li>what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks?<\/li>\n<\/ul>\n<p>In summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. \u00a0A framework and a set of guidelines are\u00a0suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching.<\/p>\n<p>In the end, though, the book isn&#8217;t really about teachers and instructors, although you are\u00a0the target group. <span style=\"color: #008000;\">It&#8217;s about helping your students to develop the knowledge and skills they will need: not so much digital\u00a0skills, but the thinking and knowledge that\u00a0will bring them success in a digital age.<\/span> For that to happen, though, your students need you to be on top of your game. This book is your coach.<\/p>\n<h2>ii. The audience for the book<\/h2>\n<p>The audience I am reaching out for are primarily college and university instructors anxious to improve their teaching or facing major challenges in the classroom, such as very large numbers of students or rapidly changing curricula, and also to many school teachers, particularly in secondary or high schools anxious to ensure their students are ready for either post-secondary education or a rapidly changing and highly uncertain job market. In particular the book is aimed at teachers and instructors anxious to make the best use of technology for teaching.<\/p>\n<p>I draw many of my examples from post-secondary education, but many of the principles will also apply to teachers in the school or k-12 sector. However, as a former elementary\/primary school teacher, I am well aware that schools have far fewer\u00a0resources and less technology support than colleges or universities.<\/p>\n<p>Throughout this book, I have struggled with the term &#8216;instructor&#8217;, because I argue that we need to move from a transmission model of education (&#8216;instruction&#8217;) to the facilitation of learning (&#8216;teaching&#8217;), even or especially in post-secondary education. However, the term &#8216;instructor&#8217; is often used to distinguish between post-secondary and school or k-12 systems, with &#8216;teachers&#8217; being used for the latter, so throughout the book, I&#8217;ve tended to use both terms almost inter-changeably. However, my hope is that we will all eventually become teachers rather than instructors.<\/p>\n<p>Lastly, although technology is a core focus of this book, I am not advocating ripping up the current human-based educational system and replacing it with a highly computerised model of teaching. I believe that although there is a great need for substantial reform, there are many enduring qualities of a well funded and publicly supported education system based on well trained and highly qualified teachers that will be hard if not impossible to replace by technology. The focus here is in making technology work for both learners and teachers.<\/p>\n<h2>iii. Why an &#8216;open&#8217; textbook?<\/h2>\n<p>Although I retain the copyright through a Creative Commons CC BY-NC license, this book is &#8216;open&#8217; in all five ways described\u00a0in <span style=\"color: #008000;\"><a href=\"\/teachinginadigitalagev2\/chapter\/oer\/\" style=\"color: #008000;\">Chapter 11, Section 2<\/a><\/span>:<\/p>\n<ul>\n<li>re-usable: you a<span>re allowed to use all or part of the work for your\u00a0own purposes (for example, you can download any part or the whole of the book,\u00a0and use it in your own teaching or studies,\u00a0without needing to ask for permission or to pay anything);<\/span><\/li>\n<li>re-distributable: you\u00a0<span>can share the work with others (for example, you can\u00a0e-mail a section of the book\u00a0to a colleague or fellow student);<\/span><\/li>\n<li>revisable: you can take any part of the book, and change it for your own purposes, or translate bits of it or all of it into another language, again without needing to ask for permission;<\/li>\n<li>re-mixable:\u00a0you<span>\u00a0can take parts of this book\u00a0and combine them with other &#8216;open source&#8217; material or resources to create a new resource (for example, take some of the podcasts from this book\u00a0and combine them with text from another open textbook to create a new work);<\/span><\/li>\n<li><span>retainable, which means there are no digital rights management restrictions (DRM), the content is yours to keep, whether you\u2019re a teacher\u00a0or student.<\/span><\/li>\n<\/ul>\n<p>There is only one restriction on all five activities, and that is that you acknowledge me as the source (unless I am quoting someone else, or using someone else&#8217;s material, of course).\u00a0Full attribution is\u00a0particularly important as an example for your\u00a0students, who need to acknowledge their sources!\u00a0Also, if you do find the material in this book useful, I would appreciate your sending an e-mail to <a href=\"mailto:tony.bates@ubc.ca\">tony.bates@ubc.ca<\/a> with any feedback about how you are using the content, and how the book could be improved, but this is just a request, so I can improve\u00a0the book and track how it is being used.<\/p>\n<p><span style=\"color: #008000;\">The first edition was published<\/span> as I wrote it, a chapter at a time. I published the first draft of most sections in my blog, <a href=\"http:\/\/www.tonybates.ca\/\">Online Learning and Distance Education Resources<\/a>, to get feedback. <span style=\"color: #008000;\">I did the same for the new sections of this edition.<\/span> This book is published\u00a0as an open textbook for many reasons, but the main one being that I see open publishing as the future for education. In a way, this book is a proof of the concept of open publishing. I could not have done this without excellent support from <a href=\"http:\/\/bccampus.ca\/\">BCcampus<\/a>, which at the time of writing is leading a major <a href=\"https:\/\/open.bccampus.ca\/\">open education initiative<\/a> for the provincial government of British Columbia in Canada, and without additional\u00a0support from <a href=\"http:\/\/contactnorth.ca\/\">Contact North<\/a>, Ontario.<\/p>\n<h2>iv. Independent reviews of the book<\/h2>\n<p>Shortly after publication of the first full draft of the book, I requested three independent experts in the field to review the book. The process that was followed, and the full, unedited reviews, can be seen in <span style=\"color: #008000;\"><a href=\"\/teachinginadigitalagev2\/part\/appendix-2-independent-commissioned-reviews\/\" style=\"color: #008000;\">Appendix 3<\/a>.\u00a0This book was also independently selected and <a href=\"https:\/\/www.merlot.org\/merlot\/viewCompositeReview.htm?id=1356177\" style=\"color: #008000;\">reviewed by MERLOT<\/a>.<\/span><\/p>\n<h2>v. Different ways to use the book<\/h2>\n<p>If you have found your way to this book website, you can read it off the screen at any time and anywhere. Just bookmark the <span style=\"color: #008000;\"><a href=\"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/\" style=\"color: #008000;\">home page<\/a> (https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/)<\/span> then click on any chapter heading or any section in the content list.<\/p>\n<p>The book will download\u00a0<span style=\"color: #993300;\">in pdf and ebook versions<\/span>, so you can print out or download the whole book if you wish, for straightforward reading. In general, it is best to read the book online direct from this website, if you can, as when it exports to different versions, sometimes the illustrations get moved around to fit the page or screen layout. Also reading on the small screen of a mobile phone may be somewhat frustrating as the graphics\u00a0will be very small. Reading on tablets should not be a problem, except the graphics may not always fit as intended.<\/p>\n<p><span style=\"color: #008000;\">You can also buy a print copy &#8211; just click on the relevant button. However, if your institution has print-on-demand facilities, it will be cheaper to download the pdf version and print locally.<\/span><\/p>\n<p><span style=\"color: #008000;\">The book\u00a0can also be cloned, so you can edit or adapt the book or parts of the book for your own use.<\/span><\/p>\n<p><span style=\"color: #008000;\">You will see from the book website that the book is now available in at least seven languages. More are being added. All these translations have been done by volunteers in their own language, again demonstrating the power of open publishing. If you wish to do a translation, please let me know but otherwise you are free to do so. Just remember though that the book cannot be sold commercially under the terms of the license, even in translation.<\/span><\/p>\n<p>The book is written on the assumption (based on research) that most reading will be done in chunks of one hour or less, so each section of a chapter can be completed in one hour at the maximum (some sections will be much shorter).<\/p>\n<p>Many of the sections will have suggested activities, which mainly require you to reflect on how what you have read relates to your own work or context. These activities will usually take no more than 30 minutes each.<\/p>\n<p>Each chapter begins with a set of learning goals for the chapter, the topics covered, a list of activities for the chapter, and the key takeaways or main points made. To access this, just click the chapter heading (e.g. <a href=\"\/teachinginadigitalagev2\/chapter\/structural-changes-in-the-economy-the-growth-of-a-knowledge-society\/\">Chapter 1: Structural Changes in the Economy<\/a>). [Note that text in red indicates a live link\/url &#8211; just click on it to activate it. This doesn&#8217;t always show clearly on screens under certain conditions so run your cursor &#8211; or finger on mobile devices &#8211; over the text to see where the links are.]\u00a0The arrows <span style=\"color: #008000;\">in the red section at the bottom<\/span> of the page\u00a0will take you either to the previous page or the next page.<\/p>\n<p class=\"no-indent\">There are many different ways this book could be used. Here are some suggestions:<\/p>\n<ul>\n<li>straight read through (over several days) for personal use: this is probably the least likely, but there is a logical sequence and a continuous, coherent argument that builds up through the book;<\/li>\n<li>read a specific chapter or section that is useful for you, and come back later to other sections or chapters as you need them (use this preface and\/or the list of contents on the home\u00a0page as a guide);<\/li>\n<li>do the activities that follow most sections;<\/li>\n<li>use the book as the core reading for a course (or part of a course) on how to teach in a digital age. You can use the activities I have suggested, or,<span style=\"color: #008000;\"> if you clone the book, you can edit it<\/span> and replace the activities with your own.<\/li>\n<li>at the time of writing it is NOT possible to <span style=\"color: #008000;\">clone just sections of the book, but you can <a href=\"https:\/\/opentextbc.ca\/pressbooks\/chapter\/import-a-pressbooks-or-wordpress-file\/\" style=\"color: #008000;\">use the Pressbooks XML file to import specific chapters<\/a>.<\/span><\/li>\n<\/ul>\n<p>There are also:<\/p>\n<ul>\n<li><span style=\"color: #008000;\">podcasts and occasionally a video giving my personal spin\u00a0on each chapter,<\/span><\/li>\n<li><span style=\"color: #008000;\">a search facility at the top right corner of each page &#8211; just type in the word or phrase you are looking for,<\/span><\/li>\n<li><span style=\"color: #008000;\"><a href=\"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/back-matter\/bibliography-2\/\">a full bibliography<\/a> containing all the references in the book<\/span><\/li>\n<li><span style=\"color: #008000;\">there is no index:\u00a0<span>use the search engine [Search in book (Q)] located at the top right of each section. Type in the term or name you are looking for. It will provide a list of the sections where this term or name is used.<\/span>.<\/span><\/li>\n<\/ul>\n<p>This book &#8211; as indeed are open textbooks in general &#8211; is a work in progress, so keep checking back to see what new features are being added over time. As new developments occur, I will try to ensure that they are incorporated so that the book stays up to date (also you can follow <a href=\"https:\/\/www.tonybates.ca\/\">my blog<\/a>).\u00a0I will also make changes based on feedback from readers.<\/p>\n<h2>vi. An overview of the content<\/h2>\n<h3 style=\"text-align: left;\"><a href=\"\/teachinginadigitalagev2\/part\/chapter-1-fundamental-change-in-education\/\">Chapter 1 Fundamental change in Education<\/a><\/h3>\n<p>This sets the stage for the rest of the book. Chapter 1\u00a0looks at the key changes that are forcing teachers and instructors to reconsider their goals and methods of teaching, In particular it identifies the key knowledge and skills that students need in a digital age, and how technology is changing everything, including the context in which we teach.<\/p>\n<h3 style=\"text-align: left;\">Chapters 2-4: Epistemology and teaching methods<\/h3>\n<p>These chapters address the more theoretical and methodological aspects of teaching and learning in a digital age.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-2-the-nature-of-knowledge-and-the-implications-for-teaching\/\">Chapter 2<\/a> covers different views on the nature of knowledge and how these understandings of knowledge influence theories of learning and methods of teaching.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-4-methods-of-teaching\/\">Chapter 3<\/a> analyses the strengths and weaknesses of\u00a0different campus-based methods\u00a0of teaching and<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-6-models-for-designing-teaching-and-learning\/\">Chapter 4<\/a> does the same for blended\u00a0and fully online methods. These chapters form a theoretical foundation for what follows.<\/p>\n<h3 style=\"text-align: left;\">Chapters 5-9: Media and technology<\/h3>\n<p>The focus in these five chapters is on how to choose and use different media and technologies in teaching, with a particular focus on the unique pedagogical characteristics of different media.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-7-moocs\/\">Chapter 5<\/a> looks at the strengths and weaknesses of MOOCs.<\/p>\n<p><span style=\"color: #008000;\"><a href=\"\/teachinginadigitalagev2\/part\/chapter-5-building-an-effective-learning-environment\/\" style=\"color: #008000;\">Chapter 6<\/a> looks at the main components of an effective learning environment (this was Appendix 1 in the first edition<\/span>).<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-8-understanding-technology\/\"><span style=\"color: #008000;\"><span style=\"color: #000000;\">Chapter 7<\/span><\/span><\/a> examines the difference between &#8216;media&#8217; and &#8216;technology&#8217; in educational contexts and provides an analytical framework for understanding the differences between media.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-8-pedagogical-differences-between-media\/\">Chapter 8<\/a> then applies the analytical framework to identify the educational &#8216;affordances&#8217;, the strengths and weaknesses, of different media,\u00a0<span style=\"color: #008000;\">then examines three emerging technologies (artificial intelligence, virtual\/augmented reality, and serious\/educational games).<\/span><\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/9-pedagogical-differences-between-media\/\">Chapter 9<\/a> offers a set of criteria and a model (SECTIONS) for making decisions about different media and technologies for teaching.<\/p>\n<h3 style=\"text-align: left;\">Chapters 10-11: Modes of delivery and open education<\/h3>\n<p><span style=\"color: #008000;\">These two chapters look at the impact of recent digital learning developments for the design of teaching and learning in a digital age.<\/span><\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-10-modes-of-delivery\/\">Chapter 10<\/a> addresses the question of how to determine what mode of delivery should be used: campus-based, blended or fully online.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/10-trends-in-open-education\/\">Chapter 11<\/a> examines the potentially disruptive implications of recent developments in open content, open publishing, open data and open research. This chapter above all is a messenger of the radical changes to come to\u00a0education.<\/p>\n<h3 style=\"text-align: left;\">Chapters 12-13: Ensuring quality in teaching in a digital age<\/h3>\n<p>These take two different but complementary approaches to the issue of ensuring high quality teaching in a digital age.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/ensuring-quality-teaching-in-a-digital-age\/\">Chapter 12<\/a> suggests nine pragmatic steps for designing and delivering quality teaching in a highly digital teaching context.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/chapter-12-supporting-teachers-and-instructors-in-a-digital-age\/\">Chapter 13<\/a> very briefly examines the policy and operational support needed from schools, colleges and universities to ensure relevant and high quality teaching in a digital age.<\/p>\n<h3 style=\"text-align: left;\">Appendices<\/h3>\n<p><a href=\"\/teachinginadigitalagev2\/part\/appendix-2-questions-to-guide-media-selection-and-use\/\">Appendix 1<\/a>\u00a0is a set of questions, to be used in conjunction with the SAMR and SECTIONS models, to help you make decisions about the choice and use of media within your own teaching context.<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/appendix-3-online-learning-quality-standards-organisations-and-research\/\">Appendix 2<\/a> is a list of different online learning quality standards, organisations and research<\/p>\n<p><a href=\"\/teachinginadigitalagev2\/part\/appendix-2-independent-commissioned-reviews\/\">Appendix 3<\/a> includes three independent peer reviews commissioned at the completion of the first edition of this book, as well as an unsolicited review for <a href=\"https:\/\/www.merlot.org\/merlot\/\">MERLOT<\/a>\u00a0by its Teacher Education Editorial Board.<\/p>\n<p>Finally, there is a section that provides feedback on activities set at the end of several sections of the book.<\/p>\n<header><\/header>\n<h3 style=\"text-align: left;\">Scenarios<\/h3>\n<p>There are <span style=\"color: #008000;\">nine<\/span> &#8216;what if&#8217; scenarios scattered throughout the book. These are semi-fictional, &#8216;semi-&#8216;, because in almost every case, the scenario is based on an actual example. However, I have sometimes combined one or more cases, or extended or broadened the original case. The purpose of the scenarios is to stimulate imagination and thinking about both our current &#8216;blocks&#8217; or barriers to change, and the real and exciting possibilities of teaching in the future.<\/p>\n<h3 style=\"text-align: left;\">Other features<\/h3>\n<p>Each chapter\u00a0ends with a set of key &#8216;takeaways&#8217; from the chapter, and a complete set of references. Most chapter sections end with an activity. For many of these I have provided a podcast to give my views on the topics of the activities.<\/p>\n<h2>vii. Acknowledgments and thanks<\/h2>\n<p>This book could not have been done without tremendous support from a number of people and institutions. First of all, I am truly indebted to BC campus. BCcampus hosts the site and has allowed me to use their own version of Pressbooks. In particular Clint Lalonde, assisted by Brad Payne, and with the support of Mary Burgess, has provided wonderful help and support. I was completely new to the technology of open publishing, and Clint and Brad held my hand through all my struggles.\u00a0I could not have done this without them. <span style=\"color: #008000;\">BCcampus&#8217;s help desk also provided essential support in setting up this second edition.<\/span><\/p>\n<p class=\"p1\">Open textbooks may be free to end users but they do not become a reality without professional technical support. As part of its mandate to support innovation in education and learning, Contact North | Contact Nord, Ontario\u2019s Distance Education &amp; Training Network, provided\u00a0essential support and help with\u00a0instructional design\/editing, graphics, copyright clearance and is assisting with marketing and promotion. \u00a0Contact North | Contact Nord has also made it possible to \u00a0make\u00a0<span style=\"color: #008000;\">the first edition of the textbook<\/span> available in French.<\/p>\n<p>I also received unexpected but very welcome assistance from Leonora Zefi and her instructional design team at the Digital Education Strategies, The G. Raymond Chang School of Continuing Education,\u00a0Ryerson University, Toronto, who volunteered to read the drafts of each chapter and provided incredibly valuable feedback. Katherine McManus provided instructional design and copy editing advice, and Elise Gowen did all the dirty work in checking copyright and getting permissions. <span style=\"color: #008000;\">For the second edition I drew heavily on the work of Naza Djafarova and her colleagues on serious games at the Chang School at Ryerson University.<\/span><\/p>\n<p>I also want to acknowledge the huge influence of my colleagues from the Open University <span style=\"color: #008000;\">UK<\/span>, the Open Learning Agency, and the University of British Columbia, who did much of the research and innovation from which\u00a0I have drawn. Throughout my career, I have been immensely supported by two overlapping communities of practice: distance educators; and educational technologists\/instructional designers. This is really their book; I&#8217;m merely\u00a0a spokesperson for all their ideas and work. I just hope I have represented their knowledge accurately and clearly.<\/p>\n<p>Lastly, there was all the valuable feedback I received from my blog readers. \u00a0I published the first draft of most sections of the book in my blog as I wrote them. Instead of a peer review team of two or three, I had a review team of many hundreds &#8211; indeed thousands &#8211; of readers of my blog. The advice I received from everyone was really helpful and much appreciated. However, I didn&#8217;t always follow all the advice I got, and I take full responsibility for any errors or misjudgements\u00a0you may come across.<\/p>\n<h2>viii. Over to you<\/h2>\n<p>The great thing about an open textbook is that is is a dynamic, living project. Changes can be made immediately. I would really like to hear from you, by e-mail to <a href=\"mailto:tony.bates@ubc.ca\">tony.bates@ubc.ca<\/a>. Constructive criticisms and feedback will be very welcome.<\/p>\n<p>Above all, I hope you find this book interesting and helpful and that\u00a0it inspires you and\/or your colleagues to develop the knowledge and skills our students need in this challenging age.<\/p>\n","protected":false},"author":577,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[12],"contributor":[],"license":[],"class_list":["post-20","front-matter","type-front-matter","status-publish","hentry","front-matter-type-introduction"],"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/pressbooks\/v2\/front-matter\/20","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/wp\/v2\/users\/577"}],"version-history":[{"count":25,"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/pressbooks\/v2\/front-matter\/20\/revisions"}],"predecessor-version":[{"id":2776,"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/pressbooks\/v2\/front-matter\/20\/revisions\/2776"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/pressbooks\/v2\/front-matter\/20\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/wp\/v2\/media?parent=20"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/pressbooks\/v2\/front-matter-type?post=20"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/wp\/v2\/contributor?post=20"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/wp-json\/wp\/v2\/license?post=20"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}