{"data":[{"id":864,"title":"Hybrid-Flexible Course Design","edition_statement":null,"volume":null,"copyright_year":2019,"isbn10":null,"isbn13":null,"license":"Attribution","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.","contributors":[{"id":5204,"contribution":"Author","primary":false,"corporate":false,"title":"Dr.","first_name":"Brian","middle_name":null,"last_name":"Beatty","location":"San Francisco State University","background_text":"Dr. Brian Beatty is Associate Professor of Instructional Technologies in the Department of Equity, Leadership Studies and Instructional Technologies at San Francisco State University. Brian’s primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments. At SFSU, Dr. Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a “student-directed-hybrid” approach to better support student learning."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"}],"publishers":[{"id":843,"url":"https://edtechbooks.org/hyflex","year":2019,"created_at":"2020-07-02T22:44:34.000-05:00","updated_at":"2020-07-02T22:44:42.000-05:00","name":"EdTech Books"}],"formats":[{"id":1514,"type":"Online","url":"https://edtechbooks.org/hyflex","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1515,"type":"PDF","url":"https://edtechbooks.org/hyflex","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":5,"reviews":[{"id":4246,"first_name":"Rebecca","last_name":"Dilling","position":"Visiting Assistant Professor","institution_name":"Sweet Briar College","comprehensiveness_rating":5,"comprehensiveness_review":"This book was extremely comprehensive as it included case studies and worksheets that helped support the research throughout Beatty's book! Remarkable!","accuracy_rating":5,"accuracy_review":"I found Beatty's book to be quite accurate with mountains of research-based information to support its content.","relevance_rating":5,"relevance_review":"Hybrid-Flexible Course Design is completely relevant to where higher education finds itself currently and where it could be as it peers into the future forecast of higher education.","clarity_rating":5,"clarity_review":"It is written with utmost clarity and precision.","consistency_rating":5,"consistency_review":"Beatty's book is backed up with research throughout the entire work and so the consistency of terminology and framework is definitely present.","modularity_rating":5,"modularity_review":"I could easily maneuver through Beatty's book as it has headings throughout and a solid introduction that gives clarity to the way the book is written and how it is organized.","organization_rating":5,"organization_review":"This book is extremely clear and maintains a logical flow throughout. I loved it!","interface_rating":5,"interface_review":"Well done in this area also!","grammatical_rating":5,"grammatical_review":"No real grammatical errors were noted throughout, other than a few grammatical uses that gave the writing Beatty's voice.","cultural_rating":5,"cultural_review":"Beatty was culturally neutral. None of this book would be seen as offensive to anyone reading it, in my opinion.","overall_rating":10,"overall_review":"Given the current unprecedented condition of our education system in the United States, the book, Hybrid-Flexible Course Design, is uncannily timely. This realistic and relative book seeks to assist higher education administrators and faculty by nose diving into a real problem and providing at least one real solution. Like many higher education programs, San Francisco State realized in the early 2000s, that enrollment concerns had to be addressed, and that programs needed to change in order to attract more new students and to provide more participation options for current students. Thus began the consideration and debate circulating around the option to “move the program online” (Beatty, B. 2020, pg. 10). The struggle, as with all institutions, was how to do this effectively; allowing the well-being of the students to remain the priority. Brian Beatty’s well-researched, literary presentation is quite pertinent and worthy of much attention from those similarly impacted by the 21st century educational shift and from those whose eyes are focused on the future forecast of higher education. \r\n       To begin to understand the topic of this literary piece, there has to be a clear understanding of what a Hybrid-Flexible course is.  Beatty deems the official definition of a Hybrid Flexible Course (HyFlex) as one in which students “can choose to attend class either in an assigned face-to-face environment or in an online environment, synchronously or asynchronously” (Beatty, B. 2020, pg. 12-13).  Beatty then describes the process of how the institution began to develop a HyFlex program; delving first into the pool of what was already being done (and written about) in higher education. He provides an extensive pool of research and findings within his book.\r\n       San Francisco State wanted to know what existed already that was successfully meeting the changing needs of students. Naturally brought to light was the ever limited set of resources that academic institutions would most likely face in program implementation such as time, faculty, and space.  In Hybrid-Flexible Course Design, the focus was how San Francisco state, while thoroughly and realistically spotlighting the challenges to consider, also began meeting those challenges with a feasible solution such as a Hyflex program design. Beatty discusses other challenging and familiar factors such as: 1) the level of institutional support to build and grow a fully online program, 2) the level of proven faculty expertise in teaching fully online courses or serving fully online students, and 3) the level of student interest in a fully online program (Beatty, 2020)\r\n       Through research, Beatty discovered that two factors contributed to the superiority of blended (hybrid) instruction over online and face to face instruction: additional learning time and additional instructional elements (Beatty, 2020). One of the traditional approaches to hybrid course design is that the student does not have the freedom to choose how to participate in course assignments or activities. This also pertains to how students attend class, whether online or in-class. Instructors can develop multi-avenues for which students can complete activities, however, students with schedule conflicts, travel difficulties, or other legitimate reasons that prevent their in-class attendance, will still miss out on those learning opportunities. This in turn reduces the effectiveness (amount of learning) within the course.\r\n        Beatty suggests that in a HyFlex class, the instructor is challenged to design effective learning experiences for students in both online and in-class modes. This may require additional resources for online students. Also, the additional time made available for the asynchronous online mode is thought to directly improve learning for students who take advantage of either or both (Beatty, 2020). \r\n       A great question that Beatty brings up in his book (and one of realistic importance) is Why put all this effort into supporting students who direct their own hybrid learning experience? His response makes so much sense to me as a college professor. Beatty argues that students may be better able than instructors to make the “best mode of participation” decisions for themselves. Equally intriguing is the idea that the HyFlex course model rids college instructors of the common student excuses for non-participation associated with schedule conflicts, travel difficulties, and such. The HyFlex model allows no room for excuses or for \"skipping class\" (Beatty, 2020).\r\n       Almost as if answering an invisible question that would naturally come to the minds of educators and administrators today, Beatty uses a list of benefits to argue his case for the use of the HyFlex course model. Some of these benefits include: an overall increase in course enrollment due to offering additional schedule and location flexibility to students; an increase per unit course load and reduced time to graduation; and an increase of individual class section enrollment beyond the seat capacity of a physical classroom. A few other benefits include: the ability of HyFlex to reduce space requirements for expanding enrollment and to increase the availability of courses, as well as providing support for innovative approaches to instruction that should contribute to greater student success (Beatty, 2020).  All of this, according to Beatty’s book, can lead to increased student learning, provide opportunities for faculty research and publication, and create institutional marketing opportunities to external stakeholders. \r\nAs with all innovation, the HyFlex model does impose some cost. In Beatty’s book, he intentionally makes these costs clear…\r\n“The cost for students: {would imply} personal management related to learning path: decision-making (which way to participate?) and when online is chosen, requires substantial time management skills. Personaland technical resources are required to participate in the online version of the course: (most commonly) hardware, network, ability to engage in online learning platforms, and the ability to learn through mediated experiences The greatest cost, or challenge, to students is almost always\r\ns the additional effort required to self-manage online participation requirements when in-class participation is not possible or desired. Many students still are not used to managing time effectively, especially when they\r\nmay have low internal motivation to learn required content in required\r\ncourses that aren’t personally interesting to them. Distractions and non-educational options to spend time continue to proliferate in students’ lives, further competing for their cognitive engagement; personal time management \r\nis a critical success factor for HyFlex students who choose online participation.” \r\n“The Costs to Faculty: {would show up in the} designing and development of a course that supports multiple and simultaneous modes of student participation, essentially creating both fully face to face and online formats. In addition, managing the technical complexity of multi-modal instruction, especially when synchronous participation is supported would be added. Administrating the participation of students in varied formats: tracking attendance and participation, practice and assessment activities, and providing interaction and feedback would also be at cost. Time, time, time… the clear cost to faculty.”\r\n“Costs to Administrators/institution: Support for additional faculty development and workload; formally or informally would entail certain cost. This may require additional financial resources. Increased cost would be the provision for technology-equipped classrooms to support online students as well: lecture/discussion capture, synchronous learning platform. Also, cost would be associated with enabling students to realize the scheduling flexibility value associated with HyFlex; modifications to class scheduling system, student registration system, managing clear communications. Perhaps the most important cost to the administration of an institution embarking on a HyFlex journey is the leadership’s willingness to address the range of costs associated with the effort” (Beatty, 2020, pp. 26-27). \r\n       One of the things that I particularly found valuable is that after listing out the benefits and cost of developing a HyFlex program, Beatty suggests that all institutions complete a Cost-Benefit Analysis before any effort to implement HyFlex is begun, whether for a single course or for an entire program or curriculum. This is wise advice and good counsel. Overall, I found Beatty’s book, Hybrid-Flexible Course Design, remarkably interesting in addressing pertinent issues in higher education today and in the specific college in which I teach. It had great personal value to me as an educator, just trying to figure things out, moving forward. I loved his sort of “closing remarks” to me: “The claim of universal applicability is not something I would ever make for the HyFlex design, nor do I agree with the presumption that one pedagogical approach is (or even can possibly be) suitable for all learners” (Beatty, 2020, p. 6) With clarity and an encouraging tone, however, it is determined in the research of this book, that “when students are given the freedom and ability to choose which mode to participate in from session to session, they are able to create their own unique hybrid experience” (Beatty, B. 2020, pg. 6) It can be concluded, then, that the HyFlex approach can, in fact, deliver a “student-directed hybrid” learning experience, which seems to fit many of the newly developing needs of higher education students, faculty, and institutions today. I enjoyed this easy to read but in-depth and intricate book by Brain Beatty and believe that all institutions of higher education would benefit from its content-specific information and research-based strategies and case-studies that could lead to higher levels of student and institutional success.","created_at":"2020-07-15T11:50:12.000-05:00","updated_at":"2020-07-15T11:50:12.000-05:00"},{"id":4408,"first_name":"April","last_name":"Salerno","position":"Assistant Professor","institution_name":"University of Virginia","comprehensiveness_rating":5,"comprehensiveness_review":"I approached this book as a learner, seeking to learn more about hybrid-flexible course design, and I was able to get what I needed from the book. I especially appreciated that the book has a section that is ongoing in including examples from others about their experiences implementing hybrid-flexible design.","accuracy_rating":5,"accuracy_review":"Again, I'm a learner in this topic, but I appreciated that the book is open to new contributions and is thus an ongoing project to include additional voices. I also appreciated the recognition that hybrid-flexible design requires time from faculty, and the book considers various supports that can make this type of work possible.","relevance_rating":5,"relevance_review":"I believe that course design is a topic that is currently under discussion in many settings, as we look for new and differentiated ways to serve learners.","clarity_rating":4,"clarity_review":"The book was written in a clear way that I could understand.","consistency_rating":5,"consistency_review":"The book consistently considers the topic of course-design from various perspectives.","modularity_rating":5,"modularity_review":"Because I was seeking to learn from this book, I went first to the topics that most concerned me: how to design and teach a hybrid-flexible course and how to avoid pitfalls along the way. It was easy for me to read the book in this way without going through the text in the given chapter order.","organization_rating":4,"organization_review":"The organization seems appropriate and considers various aspects of hybrid-flexible course design.","interface_rating":5,"interface_review":"I was able to navigate the book without problems.","grammatical_rating":5,"grammatical_review":"The book's grammar seemed appropriate.","cultural_rating":5,"cultural_review":"I did not read the book cover-to-cover, but I did not see any problems with cultural insensitivity.","overall_rating":10,"overall_review":null,"created_at":"2020-11-29T13:50:40.000-06:00","updated_at":"2020-11-29T13:50:40.000-06:00"},{"id":4742,"first_name":"Tiffany","last_name":"Drape","position":"Research Assistant Professor","institution_name":"Virginia Tech","comprehensiveness_rating":5,"comprehensiveness_review":"The text gives a broad background and cites many examples and variations of online learning models, historical perspective, and how the team got to the development of this text in a comprehensive manner. The latter half of the text seeks perspectives from online and hy-flex education all over the world to provide an encompassing view of online and hybrid education systems in multiple kinds of educational settings.","accuracy_rating":5,"accuracy_review":"Work is accurate and error-free. There were major adaptations to online education in 2020 due to the pandemic and it would be a benefit for the team to provide articles about models like this and how they were adapted once the pandemic hit and everyone was driven home to teach in any capacity.","relevance_rating":5,"relevance_review":"The theoretical perspective of Diffusion of Innovations, is a tried and tested theory that bodes well for this text. The continual call for contributions will enable this text to remain timely and relevant. It's arranged in a logical way and would be ideal to add a chapter/section on the pandemic once more information is available. A 'retrospective' section would be a great addition.","clarity_rating":5,"clarity_review":"Text uses appropriate language and defines any acronyms and working definitions that the text is based on. The text starts at a high level and then drills down to help the reader understand and follow the thought process and implementation of the writing team and what they did, what worked, what had to be adapted, and considerations that they had forgot but don't want the reader to forget when implementing and refining online educational programming in a hybrid type model.","consistency_rating":4,"consistency_review":"Text is internally consistent in terms of style, terminology, and lay out of each section and sub-section within it. Contributing chapters in the back half of the text are formatted and presented in a consistent manner without losing the voice of the authors.","modularity_rating":5,"modularity_review":"Text is split in a past, present, future type layout that provides natural sections and the ability to move from one section to the other with ease. This text can be assigned as a complete work or as a section depending on the needs of the instructor.","organization_rating":5,"organization_review":"The structure and flow of the text is smooth and the transitions are clear. The text is chunked to enable the work to stand alone or use as a supplement for teaching or learning in formal or informal education settings. A student or person wanting to learn more about hybrid course design could pick this up and understand it with ease.","interface_rating":5,"interface_review":"No significant issues when viewed on a Mac with the PDF version. Flow and transitions from text to video or other media loads automatically. References have doi or other identifying information if it was available at the time of publishing.","grammatical_rating":5,"grammatical_review":"No or very few grammatical errors, syntax, or formatting inconsistencies.","cultural_rating":4,"cultural_review":"Text is not insensitive and addresses requirements or parameters that international students must adhere to in order to keep their visa's active. The text would benefit from another section discussing how this model moves to a more global audience outside of one contributions from an external author. The last section addresses the global issue but is limited on addressing issues of access, equity, and the current education systems reliance on wealth and privilege. The contributions from authors in the section are welcome and offer unique perspective.","overall_rating":10,"overall_review":"This is a well crafted and organized text that is current and can aide in the adaption or adoption of a hybrid flex model of online education in higher education. It's based in theoretical knowledge and provides a base framework for online education and moves to a more advanced model with examples from peers in the field as contributing authors.","created_at":"2021-04-05T10:58:23.000-05:00","updated_at":"2021-04-05T10:58:23.000-05:00"},{"id":33382,"first_name":"Angela","last_name":"Wood","position":"Senior Lecturer","institution_name":"University of Wisconsin - Superior","comprehensiveness_rating":5,"comprehensiveness_review":"The Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes by Brian J. Beatty is a well designed textbook that targets a growing need in higher education. The textbook content is presented in a way that the reader can get a good view of the HyFlex approach and gain insightfulness, both positive and negative, to then implement in their own setting. The Table of Contents is on the first page and is explicit enough to read through and navigate to the information that is applicable to the reader. The appendices are labeled and easily accessible and allows the readers to access other experts in the HyFlex field. Included in the appendix is a listing of terms that the reader can click on and is then directed back to the various parts of the text where that word is used. This is a great resource for the reader who is attempting HyFlex implementation.","accuracy_rating":5,"accuracy_review":"The content is presented in a way that an unknowing reader can submerse themselves with information and feel as though the author gives a balanced view of both positive and negative. The author also notes that HyFlex is not a 'one size fits all' program. The text delivers with a broad range of examples from around the world and the vastly different ways to make the course design work in Higher Education.","relevance_rating":4,"relevance_review":"Hybrid-Flexible Course Design has been emerging over the last decade and met with resistance. At the time of publication the concept was starting to catch on. Then Covid happened....HyFlex is a must now and it would be hard to believe there isn't huge positive developments in this field and this text provides the launch pad and it now needs a sequel.","clarity_rating":4,"clarity_review":"The content of text is extremely accessible to a person in the education field. The author gives many examples of the why and how throughout, which allows for deeper understanding and better translation of new information. For those new to education, then the appendices will be helpful and are very user-friendly.","consistency_rating":5,"consistency_review":"The text is consistent in each chapter and throughout the text. Each chapter continues to build depth of content and is easy to follow without feeling overwhelmed or lost.","modularity_rating":4,"modularity_review":"Unit One of the text gives a unbiased, clear and concise overview of HyFlex and what is to be learned. \r\n\r\nUnit Two is about implementation and adopting HyFlex Instruction. This as imagined is a lot of necessary information. Some may think is is long and overwhelming, especially if they are not sold on the idea of HyFlex to start with. The embedded videos are a great addition and appropriately placed for further understanding and another point of view. \r\n\r\nUnit Three gives many powerful examples with ideas for implementation is various settings. This is a bit lengthy, but provides enough information that everyone should something that they could make work in their setting.","organization_rating":5,"organization_review":"Great organization! Larger topics are Units and then separated into sub units. This type of organization makes it easy to go back and find a piece of the information quickly without re-reading the entire page or chapter.","interface_rating":5,"interface_review":"There is a lot of text throughout the book, but it is broken up with charts, videos, and tables. Some even in color! The videos are embedded, therefore it eliminates ads and technical issues that arise when opening up another window.","grammatical_rating":5,"grammatical_review":"There were not any grammatical errors and the author gave wonderful examples when using educational jargon.","cultural_rating":3,"cultural_review":"The text is not insensitive to cultures in any way, yet it lacks a lot of depth from other places. The United States is well represented, Canada and Belgium are the other two. It would have been nice to see greater depth from other cultural backgrounds. Perhaps, in Unit 3.11 others will take the opportunity to contribute in that way.","overall_rating":9,"overall_review":null,"created_at":"2021-09-07T12:00:40.000-05:00","updated_at":"2021-09-07T12:00:40.000-05:00"},{"id":34485,"first_name":"Marion","last_name":"Hernandez","position":"Adjunct Instructor English Department/DCE","institution_name":"Bunker Hill Community College","comprehensiveness_rating":5,"comprehensiveness_review":"This book considers all aspects of the possible variations of Hybrid (online and on site) Fully Online, Hybrid/synchronous for writing detailed course design. The article discusses the priorities that should drive administrators after they have selected what type of course they are building. All priorities and thinking should be to create and describe the online courses as as a valuable entity onto itself, not just an inferior brand, not quite equal to in-class learning. Online courses should not just be an extension of in-class design, but should reflect the specific dynamics inherent to online courses. Classes that range from hybrid, hybrid/synchronous/ or online all should be described on their own merits, and not just a \"migrated\" courses trying to be equal, but not equal to their in-class counterparts. Creating appealing catalogue descriptions should be part of a marketing (my word) feature describing the unique design of each mode of learning.*\n*please note that this article, within a longer book, can be found more easily by simply typing in Google: Hybrid and Fully Online OWI by Jason Snart. It is part of OER: Hybrid Learning by Beatty","accuracy_rating":5,"accuracy_review":"The details are explicit in terms of defining each mode of course design. The main idea os that each type of course should have its own specialized design that includes both the goals of the course and pedagogy. The author explains the various course designs and the methods that can be used to enhance student learning.","relevance_rating":5,"relevance_review":"The relevance is evident as more college students select some variations of online learning to facilitate their busy schedules. In terms of relevance though, it should be noted that the most recent research is from 2013. So much has changed. For instance the tutor talks about access and that some students can now use their phones for assignments and conferences. This is commonplace in our current technological age since smartphone use is the preferred means of all communication among current college students.","clarity_rating":5,"clarity_review":"The author is an excellent writer and he knows his audience, anticipates and includes the questions his readers are probably going to ask. He uses charts to define the various course designs he covers in his work.","consistency_rating":5,"consistency_review":"The article is divided into subtopics sequenced in logical order and titled using excellent headers for each chapter. I particularly like the subtopic \"Nuances,\" describing the subtle ways that written course descriptions can guide students in selecting courses designed to meet their needs.","modularity_rating":5,"modularity_review":"As noted, the subtopics unfold in a logical sequence and the information accurately reflects the titles of the material in each section. The material is sequenced so that the initial ideas lay the foundation for more intricate details written in the later sections.","organization_rating":5,"organization_review":"The author spends time and space defining the various types of online instruction that are the main ideas of the article. These definitions correspond to course design (online, hybrid, hybrid/synchronous that best accommodates the pedagogy and goals of a course. It is emphasized that goals of the course dictate the design and that the design is a means to an end, not an end in itself. For instance the technology needed to create hybrid/synchronous or online course is not an end in itself but is a support system that shucked not overshadow the goals of the course. Some of these goals are subject driven, but the most important goal around which all other goals should be sublimated is COMMUNITY.","interface_rating":5,"interface_review":"The charts are placed discreetly at the bottom of pages and do not dominate visual or textual features. Ninety percent of the text is just that: text material. Headers are the only other feature so no distractions are present.","grammatical_rating":5,"grammatical_review":"This writer is an English teacher so grammar is not an issue. He uses the word \"differently\" too many times, which just happens to be a professional pet-peeve of mine.","cultural_rating":5,"cultural_review":"Cultural sensitivity is an implied theme since many of the students who benefit from these courses have families and work. These limitations have historically and financially restricted this segment of the population from continuing their education.","overall_rating":10,"overall_review":"The audience for this article is topic-specific. The readers will be those instructors teaching these online courses and administrators writing the language that is specific to the actual configuration of the course. The author states that many course descriptions fail to accurately detail the way the course will be taught. This failure stems from administrators who do not accurately market their courses  to create a favorable/advantageous impression of the advantages and values of these specialized type of learning. The writer envisions new and fresh course descriptions showcase online courses as all new designs and not just second cousins to the \"real thing.\"","created_at":"2023-03-30T15:49:14.000-05:00","updated_at":"2023-03-30T15:49:14.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/hybrid-flexible-course-design-beatty","updated_at":"2025-12-15T02:18:18.000-06:00"},{"id":724,"title":"Creating Online Learning Experiences","edition_statement":null,"volume":null,"copyright_year":2018,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.","contributors":[{"id":4879,"contribution":"Author","primary":true,"corporate":false,"title":"Ph.D.","first_name":"Matt","middle_name":null,"last_name":"Crosslin","location":"University of Texas at Arlington","background_text":"Matt Crosslin, Ph.D., Researcher, Learning Innovation and Networked Knowledge Research Lab, University of Texas at Arlington"},{"id":4880,"contribution":"Author","primary":false,"corporate":false,"title":"Ph.D.","first_name":"Brett","middle_name":null,"last_name":"Benham","location":"University of Texas at Arlington","background_text":"Brett Benham, Ph.D., Retired, former Technical Media Coordinator, Learning Innovation and Networked Knowledge Research Lab, University of Texas at Arlington"},{"id":4881,"contribution":"Author","primary":false,"corporate":false,"title":"M.A.","first_name":"Justin","middle_name":"T.","last_name":"Dellinger","location":"University of Texas at Arlington","background_text":"Justin T. Dellinger, M.A., Associate Director, Learning Innovation and Networked Knowledge Research Lab, University of Texas at Arlington"},{"id":4882,"contribution":"Author","primary":false,"corporate":false,"title":"M.A.","first_name":"Amber","middle_name":null,"last_name":"Patterson","location":"City of Mesquite, Texas","background_text":"Amber Patterson, M.A., Marketing Coordinator, City of Mesquite, Texas"},{"id":4883,"contribution":"Author","primary":false,"corporate":false,"title":"Ph.D.","first_name":"Peggy","middle_name":null,"last_name":"Semingson","location":"The University of Texas at Arlington","background_text":"Peggy Semingson, Ph.D., Associate Professor, Literacy Studies, College of Education, Curriculum \u0026 Instruction, The University of Texas at Arlington"},{"id":4884,"contribution":"Author","primary":false,"corporate":false,"title":"Ph.D.","first_name":"Catherine","middle_name":"A.","last_name":"Spann","location":"University of Colorado","background_text":"Catherine A. Spann, Ph.D., Postdoctoral Researcher, University of Colorado"},{"id":4885,"contribution":"Author","primary":false,"corporate":false,"title":"M.S.","first_name":"Brittany","middle_name":null,"last_name":"Usman","location":"University of Texas at Arlington","background_text":"Brittany Usman, M.S., Instructional Designer, University of Texas at Arlington"},{"id":4886,"contribution":"Author","primary":false,"corporate":false,"title":"Ed.D.","first_name":"Harriet","middle_name":null,"last_name":"Watkins","location":null,"background_text":"Harriet Watkins, Ed.D., Chief Academic Officer, Instructional Connections"},{"id":4887,"contribution":"Editor","primary":false,"corporate":false,"title":"M.A.","first_name":"Justin","middle_name":"T.","last_name":"Dellinger","location":"University of Texas at Arlington","background_text":"Justin T. Dellinger, M.A., Associate Director, Learning Innovation and Networked Knowledge Research Lab, University of Texas at Arlington"},{"id":4888,"contribution":"Editor","primary":false,"corporate":false,"title":"M.A.","first_name":"Rebecca","middle_name":null,"last_name":"Heiser","location":"Penn State University","background_text":"Rebecca Heiser, M.A., Instructional Designer, Penn State University"},{"id":4889,"contribution":"Editor","primary":false,"corporate":false,"title":"Ph.D.","first_name":"Katerina","middle_name":null,"last_name":"Riviou","location":"Greece \u0026 Open University of Netherlands","background_text":"Katerina Riviou, Ph.D. Candidate, Ellinogermaniki Agogi, Greece \u0026 Open University of Netherlands"},{"id":4890,"contribution":"Editor","primary":false,"corporate":false,"title":"M.S.","first_name":"Brittany","middle_name":null,"last_name":"Usman","location":"University of Texas at Arlington","background_text":"Brittany Usman, M.S., Instructional Designer, University of Texas at Arlington"}],"subjects":[{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":703,"url":"https://uta.pressbooks.pub/onlinelearning/","year":2018,"created_at":"2019-06-09T10:41:22.000-05:00","updated_at":"2019-06-09T10:41:22.000-05:00","name":"Mavs Open Press"}],"formats":[{"id":1222,"type":"Online","url":"https://uta.pressbooks.pub/onlinelearning/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1224,"type":"Hardcopy","url":"https://uta.pressbooks.pub/onlinelearning/","price":{"cents":0,"currency_iso":"USD"},"isbn":"9780989887816"},{"id":1225,"type":"PDF","url":"https://uta.pressbooks.pub/onlinelearning/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1628,"type":"eBook","url":"https://uta.pressbooks.pub/onlinelearning/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2026,"type":"XML","url":"https://uta.pressbooks.pub/onlinelearning/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2027,"type":"ODF","url":"https://uta.pressbooks.pub/onlinelearning/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":16,"reviews":[{"id":3121,"first_name":"Dave","last_name":"Gingerich","position":"Affiliate Professor","institution_name":"Metropolitan State University of Denver","comprehensiveness_rating":4,"comprehensiveness_review":"One of this book's major strengths is its comprehensive treatment of online learning experiences for practitioners. Although it includes a very extensive bibliography, this book is above all a practical guide for designing, evaluating, and using online resources to promote great learning. For someone interested in the latest research in instructional theory or methods, there are probably other books better suited to that purpose.","accuracy_rating":5,"accuracy_review":"I'm no expert in this field however I agreed with every anecdote or comment the contributing authors provided about online teaching. What I'm saying is I didn't find anything inaccurate anywhere in this book.","relevance_rating":5,"relevance_review":"Extremely relevant -- I wish I had read this eight years ago before building my first online courses. But any book that remains as relevant now as it was eight years ago -- and will remain relevant for several more years -- is remarkable.","clarity_rating":5,"clarity_review":"Another highpoint of this book. Very crisply written and without exotic jargon or references. The authors are not trying to impress readers with their expansive knowledge of competing instructional theory. It is very clear that this is a manual created for online practitioners who know their subjects, but may not have much knowledge or experience with developing a method to convey their wisdom through an online course.","consistency_rating":5,"consistency_review":"Even though this book is the creation of many authors, Crosslin, et al., have done a remarkable job at building a consistently approachable style","modularity_rating":5,"modularity_review":" As a manual, this book retains the high modularity expected from any \"how-to\" guide. I only found one portion of chapter two that I thought would have been better off moved to a later chapters with other detailed topics.","organization_rating":5,"organization_review":"Very well organized. The first portion of the text provides all of the necessary high-level background while later chapters include detailed topics that readers can peruse as necessary.","interface_rating":5,"interface_review":"Limited opportunity to evaluate. The book is predominantly linear and includes the typical hyperlinks to other resources. I didn't find any issues or problems but of course did not have time to check every link. However, I have no reason to believe that any of them are no longer working.","grammatical_rating":5,"grammatical_review":"No issues","cultural_rating":5,"cultural_review":"Very professionally inclusive. Evidence: you can't tell it is trying to be inclusive -- it just is.","overall_rating":10,"overall_review":"In fewer than 250 pages this book does a fantastic and comprehensive job of presenting the exact steps and topics for instructors determined to build the best online learning experience possible.\r\nBeginning with valuable definitions and differences between the different types of online learning experiences and some of the drawbacks or potential advantages, Creating Online Learning Experiences provides many high-level steps that I wish I had examined before building several online courses. Even after reading only the first few chapters I realized the need to re-design an online course I’ll be teaching this fall, and then go on to do the same for all of the others I’ve built. If you have any interest in online learning you’ll certainly appreciate the authors’ emphasis on defining the Goals, Objectives, and Competencies that your online experience will provide. I wish I had read at least the first half of this book before setting out to build my own online courses.\r\nFor an adjunct faculty with a long professional career, this book is just what I need to provide guidance on not only how to build a course but how to focus on a learning experience. It is not sufficient to prepare a large deck of fantastic PowerPoint slides and throw them onto a web page and expect anyone to learn from them. No more “sage on the stage”. This book is precise, succinct and provides very actionable advice from several contributors with obvious, positive, teaching experience and knowledge. \r\nNot a book that meanders about trying to impress readers with the contributing authors’ knowledge of the history and contemporary practice of teaching, Creating Online Learning Experiences is very efficient at providing the best information that every online instructor needs to be successful. After every page I found myself pausing and extending the contents to what I should be doing in my courses. The course map on page 41 is in particular the type of pointed advice that is so helpful to busy professionals trying to create the best learning experience in addition to all of their other responsibilities.\r\nI could have done without the too-lengthy instructions in chapter 2 on designing and laying out slides and web pages for accessibility. The specific detail felt out-of-place, (probably better suited for one of the later chapters) and abruptly narrows the book’s readership to trained reviewers responsible for evaluating the accessibility of an online course. \r\nThere is a very interesting discussion in Chapter 3 about the ethical issues of learning analytics and what data is collected from your online course about the instructor, students, and how everyone uses the course. Out of privacy concerns it would be smart to find your institution’s data analytics policy and prominently provide it on your course website. \r\nOverall, this is an extremely useful book full of honest and actionable advice, experience, and practices. Very worthwhile.\r\nWho would benefit from this book –\r\n1.\tInstructors that are already or will be teaching online\r\n2.\tAnyone designing or building their own online learning experience\r\n3.\tAdministrators or faculty reviewing or evaluating an online course\r\n4.\tCourse designers asked to build or consult on the design of online courses\r\n","created_at":"2019-07-26T16:04:08.000-05:00","updated_at":"2019-07-26T16:04:08.000-05:00"},{"id":3174,"first_name":"Katherine","last_name":"Brau","position":"Professor","institution_name":"Minnesota State University System","comprehensiveness_rating":5,"comprehensiveness_review":"The selection of topics / chapters are appropriate, common and emerging topics in the online learning creation process. Emerging topics include a chapter dedicated to open educational resources.  Concepts within the chapters are appropriate and address the many issues that compromise the process.  Multiple formats of the book are available to the reader.","accuracy_rating":4,"accuracy_review":"Content is accurate, clear and straight forward. Biased information was not recognized and overall was error free.  The text practiced their own recommendations.  Specific to accessibility, links included meaningful text (minus end of chapter citation).  Due to the substantial citations that were located at the conclusion of each chapter, which included direct links, a bibliography at the end of the textbook would be a better location for screen readers / accessibility.","relevance_rating":5,"relevance_review":"Content is up to date and include many of current best practices for online teaching and learning.  The content is written in an easy and straightforward means for implementation.  Topics included are excellent and will be relevant in years to come.","clarity_rating":5,"clarity_review":"The reading level is appropriate for the intended audience. The use of educational jargon, confusing terms, unnecessarily complex language is avoided. Content is stated clearly and written from the learner's perspective.","consistency_rating":5,"consistency_review":"Layout of the text and each chapter are consistent including references.  This is impressive considering the number of authors.","modularity_rating":5,"modularity_review":"The text uses appropriate design elements, including colors, fonts, spacing, graphics, formatting to facilitate modularity and minimize distractions for the learner.","organization_rating":5,"organization_review":"The text is presented in a logical, clear fashion, including the order topics were presented.","interface_rating":3,"interface_review":"Links within the text open in the same window.  This caused navigation issues.  As I clicked to return to the text book, it brought me back to the title page every time.  This made navigation cumbersome and inefficient.  There is no distortion of tables or charts. The textbook facilitates readability and minimizes distractions. The text contains minimal charts and no images.","grammatical_rating":5,"grammatical_review":"The text contains no noticed grammatical errors.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive.","overall_rating":9,"overall_review":"This is a concise, yet comprehensive book.  A job well done!","created_at":"2019-10-03T14:44:17.000-05:00","updated_at":"2019-10-03T14:44:17.000-05:00"},{"id":3237,"first_name":"Deryl","last_name":"Bissonnette","position":"Assistant Professor; Metadata/E-Resources Librarian","institution_name":"Rhode Island College","comprehensiveness_rating":5,"comprehensiveness_review":"This is a comprehensive guide for developing online courses. It offers direction applicable to any educational instruction and context taking the reader through the various stages of design while discussing: educational philosophies, teaching methods, learning styles, timelines, effective practices, activities, content, tools and technology. It also hones in on the need for humanizing the online learning experience. The text does not include an index nor a glossary.","accuracy_rating":5,"accuracy_review":"The information in the text appears to be correct and precise. The various aspects of online course design is introduced in an objective manner. The manual discusses synchronous vs. asynchronous courses, well-structured vs. flexible teaching methods, and suggests many tools and technologies for the reader to consider when creating an online course. ","relevance_rating":5,"relevance_review":"The subject matter in this guide is practical and applicable to online course development. The author presents many technologies and new systems of current popularity. The handbook draws on Mindfulness, popular in pedagogy today, with an explanation of its importance, how it relates to contemplative education along with examples of its application. The chapters are written and arranged in such a way that various sections can be updated or revised to include any new developments in technology and tools.  ","clarity_rating":5,"clarity_review":"The guide is easy to read, explains terms and spells out abbreviations and acronyms. ","consistency_rating":5,"consistency_review":"The information presented is consistent with other texts on the subject of learning and teaching theory. ","modularity_rating":5,"modularity_review":"The chapters of the manual may be read in numbered order or the reader may use it as a reference book and select the appropriate sections that meet their needs while designing an online course. ","organization_rating":5,"organization_review":"The chapters flow in a logical path taking the reader through the progression of online course creation starting with an introduction to online learning and ending with the marketing of the final product. Extensive references, many with links to more in depth sources, are documented at the end of each chapter.","interface_rating":5,"interface_review":"The layout from chapter to chapter is consistent throughout the text with appropriate formatting of headings and lists within each section. One easily navigates through the sections of this e-book from the table of contents located on the left side of the page or clicks to proceed from screen to screen in the lower right corner. Links to outside sources function properly.","grammatical_rating":5,"grammatical_review":"Spell check missed a couple of errors.","cultural_rating":5,"cultural_review":"The author devotes a section of this handbook to “Diversity in Online Courses” stressing the importance of personalizing the online learning experience for students. The handbook emphasizes the need for instructors to consider specific cultural, socioeconomic factors, and abilities of learners. The text offers specific guidelines and “codes of conduct” for respecting diversity and privacy issues.","overall_rating":10,"overall_review":null,"created_at":"2019-10-31T09:55:52.000-05:00","updated_at":"2019-10-31T09:55:52.000-05:00"},{"id":3305,"first_name":"Adam","last_name":"Gacs","position":"Instructor","institution_name":"Michigan State University","comprehensiveness_rating":3,"comprehensiveness_review":"This book originated as a guide/manual for MOOCs (massive open online courses) development but has later been expanded into its current OER book form through several authors. It is certainly still skewed a bit towards MOOCs rather than regular university online courses in its selection of topics handled in more detail, e.g. media production, marketing, social media options.  The chapters have somewhat uneven lengths and substance. Some topics are treated a bit superficially (course activities, tech tools pros and cons), while others are almost too overly detailed (podcast production and script/graphics preparation) and/or written for absolute beginners (e.g. blog structure), yet Chapter 2 called “Basic philosophies” can be at times difficult to digest for new users. The book references many approaches to course design, development, and implementation, if some  rather briefly but with ample further clickable URL resources embedded in the text. The Conclusion chapter is very short and the common ADDIE course design model should have been at least referenced sooner in the text than in the conclusion. The text also does not contain a glossary or index in its current edition.","accuracy_rating":4,"accuracy_review":"One of the book’s strengths, being originally conceived as a guide for MOOCs, is its repeated reminders about designing an online course for the widest possible audience with many differing cultural backgrounds and viewpoints and keep important universal design principles in mind, e.g. accessibility (although the term universal design is completely missing from the book!). \r\nOn page 140, the authors suggest to use social media avatars that match the institutional logos but a word of caution might be useful there as some institutions may have a more restrictive policy on using their official branding on all course-related products. \r\nAs far as the timeline for course design is concerned, p. 61 states “having a course completely designed and reviewed by the first day of class” being crucial but it should rather be finished weeks sooner than that to allow for enough planning and revisions for its actual implementation or training of instructional staff.\r\n","relevance_rating":5,"relevance_review":"The Google+ social networking site has shut down as of 2019 and will presumably be removed if the book gets updated next. ","clarity_rating":5,"clarity_review":"The book does a great job here, not overly complicated explanations. Although there seem to be some theories that are provided maybe in too much detail for a brief guide. Overall it seemed to me  that MOOCs and regular online courses do not always get efficiently delineated (especially in Chapter 3) and are often more MOOC-relevant. It would have been helpful to read more about QM and OLC rubric deployment for evaluation of MOOCs, as they rather seemed to have been meant more for smaller online courses. The beginning of Chapter 7 confused me slightly because content and activities can also be integrated (e.g. interactive videos or lessons) and not sure if MOOCs are by default light on content versus activities. Overall less content gets covered than in a typical university online course but in a content to activity ratio, there may be more time needed for content absorption and typical activities (posting discussions, reflecting) would take less time.\r\nAlso on p. 52 it says that “once a course has been approved, the creation process should begin immediately – within one week of the approval or less” but it is not explained why such a rushed timeline is necessary.\r\n","consistency_rating":4,"consistency_review":"The text often includes external references as clickable URLs and internal references to different chapters within the book. However, those frequent internal references to other sections in the book (often breaking the flow of text) are not clickable even in the online version. The only inconsistent reference I found was about the suggested length of videos in online courses, sometimes under 5  mins, other times 5-8 or 3-6 mins are quoted from the original source.","modularity_rating":4,"modularity_review":"The last few chapters (mindfulness, gamification, marketing) are more groundbreaking and better suited for advanced online instructors or instructional designers, e.g. self-mapped learning pathways or rhizomatic learning in Chapter 13 or marketing in Chapter 14. The beginning chapters cover lot more basics that advanced users would probably skip. The transition from Chapter 2 (Basic philosophies) to 3 (Institutional courses) is not very logical as no other type of courses than institutional get covered in the book.","organization_rating":4,"organization_review":"Organization is mostly clear but some chapters could be reorganized, merged (e.g. Chapter 1 and 2)  or expanded (e.g. Chapter 6). The mindfulness chapter (Chapter 12) offers lots of specific steps and details to implement several awareness raising activities right away but some basic course design principles and tools  in earlier chapters are just briefly outlined (e.g. synchronous sessions like unhangouts, perhaps less relevant to MOOCs). Locating OER materials is previewed in Chapter 7 but also has its own chapter immediately following. ","interface_rating":5,"interface_review":"Links in online version open in same tab but returning takes the user to the exact same location back.","grammatical_rating":5,"grammatical_review":"Just a few typos were found: “worked” on p. 105, “with in” on p. 104, “in too” p. 90, “that” on p. 67.","cultural_rating":5,"cultural_review":"Throughout the book there are references to the importance of Code of conduct for online courses and social media activities in general.","overall_rating":9,"overall_review":"Favorite quote that should be somehow highlighted for new course designers is that “design is messy and not linear. It also doesn’t stop because the course is being taught.” (p. 193) The book would do well to place a bit more emphasis and provide helpful tips for iterative design, what changes are recommended when subsequently offering courses other than just updating references. \r\nInteresting that a full chapter (Chapter 8)  is devoted to Open Educational Resources (OER) when OER seem to be in conflict with a lot of MOOC content that are proprietary and not available online to further adapt, reuse, or remix. This contradiction could have been addressed.\r\nOne interesting area not covered in the book much is background knowledge about how MOOCs work that would be relevant for those thinking about creating or taking them: What are the academic/financial rewards of MOOCs for instructors and institutions, but also how premium options for students (length of access, certificates) and completion rates affect course design and how universities and MOOC contracts work in general. Given many universities initial fear and skepticism towards MOOCs, it would be interesting to know how widely MOOC content or even complete courses are used in traditional university settings if at all. If universities offer MOOCs, what decisions go into which courses get offered, for how long, etc.\r\n","created_at":"2019-11-21T13:26:52.000-06:00","updated_at":"2019-11-21T13:26:52.000-06:00"},{"id":3308,"first_name":"Scott","last_name":"Schopieray","position":"Curriculum Development Specialist","institution_name":"Michigan State University","comprehensiveness_rating":4,"comprehensiveness_review":"The book covers most of the major topics that would be included in an introductory course on developing/teaching online courses. At some points in the book I wished for more coverage of the topic.","accuracy_rating":5,"accuracy_review":"I thought the content that was included in the book was accurate and relevant to work in the area.","relevance_rating":5,"relevance_review":"When developing online courses there are a lot of basic or core ideas that remain the same despite changes to technology and modes of instruction. This book does a good job of laying out those core ideas in a way that will remain relevant for a longer period. The way the text is structured will allow for further elaboration as needed, or for adding new topics as they enter the core.","clarity_rating":5,"clarity_review":"The book is written in a clear and accessible manner.","consistency_rating":5,"consistency_review":"No major errors noticed.","modularity_rating":5,"modularity_review":"The chapters of the books (and sections within) are well structured in terms of modularity. Each chapter is easily consumable on its own, but the section headers make it easy to pick and choose relevant section.","organization_rating":4,"organization_review":"The organization of the book is largely good, though there are some sections where subsections seem to be a bit disparate from one another. ","interface_rating":4,"interface_review":"Overall the interface is very good. As someone who prefers visuals I would have liked to have seen more visual content provided.","grammatical_rating":5,"grammatical_review":"I did not notice and major grammatical errors","cultural_rating":5,"cultural_review":"No issues noticed.","overall_rating":9,"overall_review":"This book is a great text for an introductory course on designing online learning experiences. It would be very relevant for graduate students or faculty learning to teach online, but should be accessible to undergraduates or others interested in the area as well.","created_at":"2019-11-22T14:49:01.000-06:00","updated_at":"2019-11-22T14:49:01.000-06:00"},{"id":3390,"first_name":"Adam","last_name":"Barger","position":"Associate Director of Academic Innovation ","institution_name":"William \u0026 Mary","comprehensiveness_rating":3,"comprehensiveness_review":"This text has a wealth of resources, links, and navigation helps that encourage the reader/learner to explore further. However, the effort at brevity results in some overly simplistic or assumptive approaches to summarizing research or theoretical frameworks (i.e. instructivist, constructivist, connectivism)","accuracy_rating":3,"accuracy_review":"From my perspective, the authors make an effort to provide baseline perspectives from a variety of viewpoints, but fall just a bit short. The text is not inaccurate, but it seems to favor a critical approach to course design and learning. ","relevance_rating":5,"relevance_review":"Highly relevant and well-resourced with popular and academic resources to further explore. ","clarity_rating":4,"clarity_review":"Some jargon and informal prose, but very readable. ","consistency_rating":5,"consistency_review":"Connects introductory material to new constructs throughout the text. Consistently defines terms.","modularity_rating":3,"modularity_review":"Modularity by chapter is fine, but the organization within a chapter and the flow of one section to another is often difficult to follow. For example, the chapter entitled \"Effective Practices\" lists suggested successful versus unsuccessful teaching strategies. Then, it moves to grading and student issues. The sections did not seem to flow well. ","organization_rating":2,"organization_review":"The organization of the chapters and the information flow within chapters seems disjointed given the chapter titles. ","interface_rating":5,"interface_review":"The interface was responsive an easy to use. ","grammatical_rating":4,"grammatical_review":"Very few grammatical errors noted. Most could be viewed as preferences ","cultural_rating":4,"cultural_review":"I am not sure what this standard means. However, I did not observe or note anything insensitive. ","overall_rating":8,"overall_review":"Designing online learning can be a complex process with many personalities involved. Such a multifaceted process can be difficult to write about in neutral context. The authors largely meet this challenge and provide a wide array of linked resources and citations. The content is a good mix of classical instructional design approaches and new and emerging constructs in online teaching and learning. \r\nSuggestions for future revisions include more attention the learning theories that inform teaching practices, more nuance when describing and/or assigning value to particular approaches (i.e. \"instructivism\"), and a much more detailed approach to organization and flow of information. ","created_at":"2019-12-17T15:02:47.000-06:00","updated_at":"2019-12-17T15:02:47.000-06:00"},{"id":3418,"first_name":"Crystal","last_name":"Howell","position":"Assistant Professor","institution_name":"Randolph College","comprehensiveness_rating":5,"comprehensiveness_review":"As the authors write in the introduction, “‘online experiences’ is a broad term that covers a large number of contexts and possibilities” (p. xiii). This textbook covers a wide range of those possibilities. The authors’ stated intention is to provide an introductory guide for instructors of small, closed courses as well as massive open courses, and they succeed. ","accuracy_rating":5,"accuracy_review":"As noted in the title, this is a brief guide. The included content is accurate and well grounded in the literature, but some readers—particularly those with more background knowledge—may argue that some sections of the text are inaccurate by way of omission. I don’t think this is the case if the book is evaluated for what it is intended to be—a brief rather than exhaustive guide. ","relevance_rating":4,"relevance_review":"The text is as up to date as any book about tech matters can be. The text seems to be written in such a way that updates and additions can be made relatively easily. ","clarity_rating":5,"clarity_review":"The authors’ use clear and straightforward prose, accessible to even tech-skittish readers or readers brand new to the field of online learning. ","consistency_rating":5,"consistency_review":"The authors’ key ideas are consistent conceptually and in terminology throughout the text. ","modularity_rating":5,"modularity_review":"The text is easy to navigate and manage in the various formats provided. (I spent most of my time in the PDF version.) ","organization_rating":5,"organization_review":"The text is consistent and cohesive. Flow from chapter to chapter is logical.","interface_rating":5,"interface_review":"The book is easy to navigate on a desktop and mobile device. ","grammatical_rating":5,"grammatical_review":"There were few errors in language and none that impeded clear communication. ","cultural_rating":5,"cultural_review":"The book is appropriate in this regard. ","overall_rating":10,"overall_review":"This text is comprehensive and easy to read, understand, and navigate. I would happily use it in an intro course on online learning and would recommend it to others. ","created_at":"2019-12-20T14:24:39.000-06:00","updated_at":"2019-12-20T14:24:39.000-06:00"},{"id":3443,"first_name":"Lori-Beth","last_name":"Larsen","position":"Instructor","institution_name":"Central Lakes College","comprehensiveness_rating":5,"comprehensiveness_review":"This book is delightfully comprehensive.  The links provide pathways to ideas beyond the text.  I found myself lost in the ideas of rhizomatic education. The basic structure of the book is not overly explanatory.  It presents the basic concepts of developing a good online learning environment.  The links, however, are the delightful pieces. Following them leads to information that is much more comprehensive on various aspects of creating an online learning environment such as platforms to use, assessment and grading, or utilizing social learning in online courses. ","accuracy_rating":5,"accuracy_review":"This book has been well researched. I found little to no errors. It is wonderfully comprehensive.  Although not all the information is relevant to my particular course redesign, I plan to return to various chapters to continue to follow up on relevant links to additional information. The chapter on creating effective course activities seems to be up-to-date with examples of platforms to research.  ","relevance_rating":5,"relevance_review":"The book is current. Because it is a text  about creating online learning environments, there may be a period of time in the future where the information is out-of-date due the nature of changing technology.  However, the author has requested any new information or updates to be communicated.  It seems that this will keep the text from becoming obsolete for a while. ","clarity_rating":5,"clarity_review":"For an instructor, this book’s prose and terminology is appropriate. The jargon used should be accessible for all instructors.","consistency_rating":5,"consistency_review":"The framework of this book is consistent. The progression from one chapter to the next is consistent and although it was written for developing a MOOC, I found it useful to redesign my online course. ","modularity_rating":5,"modularity_review":"Although I don’t plan to use this book for students in my courses, I do plan to offer it as a resource for redesigning courses with OER. The chapters could be used separately. Not all chapters are as useful for my redesign plans. I have no need to market my course (Chapter 14: Marketing of an Online Course).  However, I will be returning to Chapter 9: Assessment and Grading Issues more often to continue to create learning experiences for students that veer away from traditional grading practices. ","organization_rating":5,"organization_review":"I appreciated the structure of this book. Although some chapters were not useful for redesigning my online course, I found most chapters to be well organized.  I would want to revisit the chapters as I redesign. I applaud the inclusion of a chapter on mindfulness in online courses. As an instructor, I am consistently revisiting the ways in which students engage with my courses, and this chapter is a good reminder of “incorporating contemplation”. ","interface_rating":5,"interface_review":"The links embedded within this text all work.  I found no problems. The book is easy to navigate. There are a few images near the end of the text which are not distorted. ","grammatical_rating":5,"grammatical_review":"This is a well-written text with no grammatical errors. ","cultural_rating":5,"cultural_review":"This book includes information on creating course content that is accessible.  I appreciated the section on “Diversity in Content and Videos”. These questions are thoughtful. “Do all the people in my examples or graphics look like me? What statements or images would not make sense to those living elsewhere? Am I looking at all issues from all angles, or just the ones I am familiar with? Do I express any of my opinions as facts?”.  They are excellent simple questions to keep in mind when designing any course. ","overall_rating":10,"overall_review":"This text is a good overview of creating an online course. It focuses on creating MOOC's, but it I found it useful for both my work in creating Open Educational Resources and redesigning my online course. ","created_at":"2019-12-30T21:52:34.000-06:00","updated_at":"2019-12-30T21:52:34.000-06:00"},{"id":3461,"first_name":"Kilee ","last_name":"Saldivar ","position":"Professor","institution_name":"Treasure Valley Community College","comprehensiveness_rating":5,"comprehensiveness_review":"I do believe this is a great text to review for enhancing or developing your online classes. I believe the concepts within the text are precise to online learning and provide the reader with plenty of information for each topic. I was very happy to see that all the interface within the text, specifically the links, were easily accessed and accurate. I did not see a glossary or index.","accuracy_rating":5,"accuracy_review":"The text and information included was relevant to the topic and error free to my knowledge. ","relevance_rating":5,"relevance_review":"The content in the text was very relevant for today's students. Technology is constantly changing so it is nice to see a text that is adaptive. ","clarity_rating":5,"clarity_review":"I am not an expert in online education but I do teach a few online classes. I like that this text is clear for students/teachers with any background. I did not get lost in the text, everything was clear and detailed. ","consistency_rating":5,"consistency_review":"Text was consistent with no major errors in terminology or framework. ","modularity_rating":5,"modularity_review":"Chapters and Sections within the text are nicely laid out. I did not have any issues with \"getting lost\" in the text. ","organization_rating":5,"organization_review":"I felt the overall layout of this text was nicely done. I like that I can go back to specific parts of this text for further course development. I enjoy enhancing the content in my courses as well as the accessibility. I was happy with the amount of knowledge that is in this text as well as the links provided for further review.  ","interface_rating":5,"interface_review":"I did not experience any issues with links, displays, or charts. I find it refreshing that all the interface within the text is functional, often times we see many issues with interface. ","grammatical_rating":4,"grammatical_review":"A few simple grammatical errors. ","cultural_rating":5,"cultural_review":"I found the text professional and well written. The text specifically talks about creating Diversity in Online Courses. ","overall_rating":10,"overall_review":"I think this is a great text for anyone who is creating or teaching online courses.","created_at":"2020-01-04T21:26:49.000-06:00","updated_at":"2020-01-04T21:26:49.000-06:00"},{"id":3685,"first_name":"Karen","last_name":"Hamman","position":"Assistant Professor","institution_name":"Bloomsburg University of Pennsylvania","comprehensiveness_rating":5,"comprehensiveness_review":"Covers everything from determining your course philosophy to the elements of course design and content specific strategies.","accuracy_rating":5,"accuracy_review":"Based on my knowledge of online learning, which is moderate, the information appeared to be complete and accurate.","relevance_rating":4,"relevance_review":"The book is current and relevant. Just by the nature of the topic (online learning), the information will need to be updated frequently to stay current.","clarity_rating":5,"clarity_review":"This title was exceptionally easy to understand and digest.","consistency_rating":5,"consistency_review":"The book maintains consistency throughout the content.","modularity_rating":5,"modularity_review":"The book is divided into chapters that make sense and broken down further with adequately labelled subheadings.","organization_rating":5,"organization_review":"The book starts with overarching themes and philosophies and narrows to a variety of relevant topics that need to be considered when developing online content.","interface_rating":4,"interface_review":"I viewed the book as an online PDF. It was easy to read in this format. I would have enjoyed more in depth navigation, like being able to jump to pages, table of contents, or beginning of a chapter.","grammatical_rating":5,"grammatical_review":"Book is very readable and appears to be error free.","cultural_rating":4,"cultural_review":"Although the book is thorough in addressing developing course materials designed to engage all students, it doesn't extensively reference addressing specific needs of varied and diverse learners.","overall_rating":9,"overall_review":"This text is well organized and informative, giving readers a broad overview of online course design to giving specific recommendations for development of content and learning experiences. This is certainly a timely and important topic for educators who are expanding learning beyond traditional four-wall learning environment, whether it be for supplementing traditional course material or developing an entirely online learning model. The author hits all of the major points and assists the reader in thinking through course design from the conceptual stage to the implementation. Very useful resource.","created_at":"2020-03-27T13:38:49.000-05:00","updated_at":"2020-03-27T13:38:49.000-05:00"},{"id":3994,"first_name":"Denise","last_name":"Nelson","position":"Professor","institution_name":"Worcester State University","comprehensiveness_rating":5,"comprehensiveness_review":"This text gives a complete introduction to creating online learning. The index is well labelled making it easy to find what one needs.\r\nThere is no glossary included in this text.","accuracy_rating":5,"accuracy_review":"I find the content accurate and up to date. I tried many of the links offered and found them to be functional and current.","relevance_rating":5,"relevance_review":"Updates should be easy to incorporate.. Technology rapidly changes and new apps appear every day that may be useful to the person using this text. I see that some links have already been updated.  As long as the author keeps up with these changes, the text should remain up-to-date","clarity_rating":5,"clarity_review":"This book contains a great deal of technical terms and acronyms. Each of these is defined in context as the terminology appears.","consistency_rating":5,"consistency_review":"This book uses consistent language throughout and the framework allows the reader to find the topic that is needed easily","modularity_rating":5,"modularity_review":"Each chapter can be considered a single unit for purposes of assignments. Readings are not too long. When the students begin to practice developing online\r\nlearning experiences there is a tremendous amount of information that can be accessed through links. There is a \"Links by Chapter\" Section that makes these tools easy to locate.","organization_rating":5,"organization_review":"I read this book from beginning to end and the organization made sense to me. It is also a book that can be used out of sequence without causing reader confusion","interface_rating":5,"interface_review":"No interface issues noticed","grammatical_rating":5,"grammatical_review":"No grammatical errors noted.","cultural_rating":5,"cultural_review":"There is no evidence of bias. There are no pictures or multimedia used so diversity is neither present nor absent.","overall_rating":10,"overall_review":"I would use this book as a supplement to courses that require development of online lessons","created_at":"2020-06-16T19:14:20.000-05:00","updated_at":"2020-06-16T19:14:20.000-05:00"},{"id":4042,"first_name":"Beth","last_name":"Kiggins","position":"Instructional Technologist/Assistant Professor","institution_name":"University of Indianapolis","comprehensiveness_rating":5,"comprehensiveness_review":"We taught a course for graduate students that covered teaching online. This textbook gave the students a good overview of the guiding principles for teaching online. It was an easy read. Excellent breadth.","accuracy_rating":5,"accuracy_review":"Content was accurate. Provided a really good introduction of what it means to teach online.","relevance_rating":5,"relevance_review":"Content was accurate and up-to-date. We would use the textbook again. Students accessed a PDF of the book. That will be easy to replace with a new edition should there be one.","clarity_rating":5,"clarity_review":"Textbook was easy to read and understand.","consistency_rating":5,"consistency_review":"Terminology was consistent throughout the textbook and aligned with what you find in the field of practice.","modularity_rating":5,"modularity_review":"Sections of the book were chunked into manageable sections and in an appropriate order.","organization_rating":5,"organization_review":"Topics were presented in a clear, logical fashion.","interface_rating":5,"interface_review":"Nothing to speak of.","grammatical_rating":5,"grammatical_review":"Minimal grammar errors.","cultural_rating":5,"cultural_review":"Textbook discussed principals, it did not need to include examples of inclusivity","overall_rating":10,"overall_review":"It was a great text. We used it along with another textbook. We only had 4 students and had hoped to get them to review the book but they did not. However, we didn't get any complaints about the textbook either. I would use the textbook again.","created_at":"2020-06-23T11:42:22.000-05:00","updated_at":"2020-06-23T11:42:22.000-05:00"},{"id":4062,"first_name":"Rae","last_name":"Mansfield","position":"Faculty-in-Residence","institution_name":"University of Massachusetts Lowell","comprehensiveness_rating":5,"comprehensiveness_review":"The text is an approachable well-indexed and well-outlined one-stop-shop introduction to instructional design and online learning. You can always learn more about creating and improving online learning experiences. We're all building and enhancing our skills in that arena right now and nothing is going to be FULLY comprehensive in this field but I would not hesitate to recommend this book for someone wanting to learn more about the subject.","accuracy_rating":5,"accuracy_review":"Text accurately presents how to create online learning experiences. We are in a time of rapid change in terms of what is available in and best practices for online pedagogy but the content seems accurate (and is being updated with new links).","relevance_rating":5,"relevance_review":"As long as the text is viewed as a living document and is updated regularly it should have longevity. New research on use of technology and engagement can be added as it is published. Sections can be added into the text with new pertinent information as well. Instructional Design is growing rapidly as a profession. Folks new to ID (and folks new to online teaching in general) can benefit from this text.","clarity_rating":5,"clarity_review":"The text easy easy to understand and provides clear, concise explanations of complex and discipline-specific terminology.","consistency_rating":5,"consistency_review":"The text is even and engaging in tone throughout. Nothing struck me as jarring or out of place.","modularity_rating":5,"modularity_review":"The text can be divided into course modules by chapter easily. Plus using this book in a modular form in an online course would be useful to help teach those in the course how to use a text to develop modules for an online course.","organization_rating":5,"organization_review":"I started by selecting chapters at random, then went back and from read the beginning and found the presentation of material thoughtfully organized in a logical order. The text is designed so that a reader without a background in creating online learning experiences could start at the beginning of the text, gain skills as they progress through the chapters, and not feel intimated.","interface_rating":4,"interface_review":"No issues with user interface on computer and tablet but it was difficult to read on a phone (see \"cultural relevance\" and user access to technology)","grammatical_rating":5,"grammatical_review":"No noticeable grammatical errors.","cultural_rating":5,"cultural_review":"If we're discussing academic culture and the online pivot, the text is relevant to current academic culture. It is not culturally insensitive but the text does not expressly address systemic racism and classism in the academy in terms of access to technology as a barrier to fully using online teaching and learning tools in online course environments.","overall_rating":10,"overall_review":"I would recommend Creating Online Learning Experiences as one of the texts for an instructional design course. I'd also recommend it as a text for any pedagogy course (or as a text for any new or veteran faculty member) because everyone should learn best practices for developing online learning experiences.","created_at":"2020-06-23T20:57:39.000-05:00","updated_at":"2020-06-23T20:57:39.000-05:00"},{"id":4228,"first_name":"Janine","last_name":"Davis","position":"Associate Professor","institution_name":"University of Mary Washington","comprehensiveness_rating":4,"comprehensiveness_review":"This text was comprehensive and included an appropriate level of detail for a book about creating online learning experiences. There was no index, but there was a clear table of contents and list of links at the end of the text.","accuracy_rating":4,"accuracy_review":"The content was accurate and generally unbiased.","relevance_rating":4,"relevance_review":"The content was relevant to teaching online, but several of the chapters used the terminology/context of MOOCs instead of more general online courses. Given the current context (summer 2020, with many universities about to move online for some or all of the fall and possibly beyond), it would be a useful update to cull these references to MOOCs and make this more about a general online teaching experience.","clarity_rating":4,"clarity_review":"The writing was very accessible and conversational. More graphics may have helped convey points quickly and succinctly--those in the chapter on advanced course design were especially thoughtful and engaging.","consistency_rating":4,"consistency_review":"I appreciated the explanation that the book did not take the \"one author, one chapter\" approach; however, I am unsure about whether this is the cause, but at times the voice felt scattered. This was especially true when links to outside resources were shared without comment throughout the chapters.","modularity_rating":5,"modularity_review":"The utility of this text would not be to use as a course text, to teach chapter by chapter, but rather as a source of professional development for those wishing to teach online. That said, the topics were divided clearly and logically.","organization_rating":5,"organization_review":"The book was logically organized. Given that there was sometimes a focus on MOOCs, and sometimes a more general online approach, it may make sense to further subdivide the book into those two areas. For example, mentions of the help of instructional designer or of marketing the course would likely not apply to most people teaching their first online courses and turning to this book for advice, but the reach could certainly be widened if the chapter organization more clearly represented the title of the text.","interface_rating":5,"interface_review":"The interface was smooth. I chose to read the book as a pdf, but there were other options as well. The links were easily visible.","grammatical_rating":5,"grammatical_review":"There were no errors in grammar or usage.","cultural_rating":5,"cultural_review":"The book did not have instances of cultural insensitivity.","overall_rating":9,"overall_review":"N/A","created_at":"2020-07-04T18:27:43.000-05:00","updated_at":"2020-07-04T18:27:43.000-05:00"},{"id":4286,"first_name":"Erin","last_name":"May","position":"Adjunct Instructor, Education Dept.","institution_name":"Community College of Aurora","comprehensiveness_rating":3,"comprehensiveness_review":"Table of Contents was well organized and the content of the book as a whole is much more thorough than other textbooks I have read about online learning instruction, however the focus on MOOCs in the initial chapter prepares this book to be setup for this specific type of online instruction.  If MOOC, a very specific form of online learning is the focus of the book, I would expect the title to be changed to reflect this.   \r\n\r\nOverall, from my perspective, each chapter “touches” on too many topics, sometimes misaligned with the chapter title.  With this approach, no specific concept is covered in any depth.","accuracy_rating":5,"accuracy_review":"Information provided is broad but relevant and accurate.  This is an excellent reference if you are new to instructional design and provides a clear and thoughtful roadmap as to how you can develop online courses.","relevance_rating":4,"relevance_review":"I like that they open the book noting that they plan to continually update and expand the material and are open to additions from those w/varying viewpoints.  Citations of work are referenced consistently throughout the textbook, although there are few inclusions of recent research (within the last 7 years).  This is a factor that should be considered for revision when considering updates.  The intro to online learning (Chapter 1) is focused mainly on MOOCs, which was the initial purpose of the book, but this type of learning is just one part of the online learning domain and seems to be continually referenced throughout.","clarity_rating":4,"clarity_review":"Text is easy to read and understand.  The terminology used varies from chapter to chapter and some requires additional (recommended) reading to better grasp.","consistency_rating":4,"consistency_review":"Although this text was written by many different authors, this is not particularly noticeable throughout.  The major area where I can see inconsistencies is use of references.  While some authors cite the references in text, especially when using direct quotes (which is appropriate), others reference at the end of the paragraph or chapter.  References of others’ work should be noted both in-text and at the end of each chapter and those references should be consistent throughout the book.","modularity_rating":5,"modularity_review":"The text is organized nicely into specific sections that could be assigned sequentially or referenced individually, as needed.  This would be a great option to use as a reference for professional development with individuals who are looking to expand online course selection/development, but would be best if it included someone who is familiar with online learning already as a lead/support.","organization_rating":3,"organization_review":"Some of the information presented does not seem to be aligned with chapter titles and may be better organized elsewhere.  For example, from my viewpoint, discussion of asynchronous versus synchronous learning falls more into “Overview of Online Courses” rather than “Basic Philosophies.”  Similarly, I don’t view goals/objectives/competencies (currently organized in “Basic Philosophies” chapter as a philosophy, but rather as course/instructional preparation.  This chapter, specifically, seems highly disorganized in organization of content.  For example, several paragraphs address “openness” and open content in this chapter.  Why, when there is a complete chapter already devoted to this topic in the book?  I think the author(s) were trying to cover a vast amount of information in a more concise format and sometimes this can lead to difficulty identifying where content is most logically placed.","interface_rating":5,"interface_review":"The book is easy to read and broken into appropriate paragraphs.  Very few images/charts are included, and those that are included are simplistically developed- no issue with distorted text/graphics.  Additional graphics and more professional formation of graphics would be helpful to reinforce topics and engage learners who exhibit a preference toward visual learning.","grammatical_rating":4,"grammatical_review":"Check capitalization – for example, “Closed Captions” on p. 26.  Spelling on p. 117 – thorough  - intent was “through” I believe.  Review grammar:  “A statement that declares that codes apply at all…..” on p. 167.","cultural_rating":4,"cultural_review":"While not discussed in-depth in the book itself, different viewpoints were noted and recommended for further reading (example, Ch. 3: Institutional Courses in reference to technology usage in education).   This approach requires the reader to access additional (provided) resources outside of the textbook.  To maximize readers’ time and address these different viewpoints directly, embedding within the book itself may be appropriate.  I do appreciate, though, how it was noted throughout the textbook in multiple areas that instructional design is influenced by the designer so reflection of this as you are building a course is a must.","overall_rating":8,"overall_review":"Overall, this was a book that I found informative and well-rounded.  This is an excellent starting point for the novice course designer and for any online instructor.  For those with more experience in the area of online learning, this serves as a great method to reflect on the many areas that are required in online learning design and to extend learning in areas that may have been lacking before.  Some areas did not go into as great of depth as I wanted, but I appreciated the many links embedded within the chapters so that you could complete other suggested readings for additional information on topics addressed.","created_at":"2020-08-03T14:22:03.000-05:00","updated_at":"2020-08-03T14:22:03.000-05:00"},{"id":5034,"first_name":"Elizabeth","last_name":"Mascher","position":"Associate Professor","institution_name":"Pittsburg State University","comprehensiveness_rating":5,"comprehensiveness_review":"The book provides a broad overview as well as specifics regarding online learning in the current environment.","accuracy_rating":5,"accuracy_review":"A broad range of views and approaches to online learning are supported by cited research.","relevance_rating":4,"relevance_review":"The book is very relevant within the current time frame considering the influx of online learning delivery.  It is difficult to tell the future direction of online learning, but the material presented presents a grounded, foundational knowledge of effective online course delivery.","clarity_rating":5,"clarity_review":"All information is supported by definitions and additional resources to ensure clarity.","consistency_rating":5,"consistency_review":"Terminology is consistent throughout the text.","modularity_rating":5,"modularity_review":"With the layout of chapters, it would be easy to divide the book into reading sections to produce more bite-sized chunks that align with the course and module objectives.","organization_rating":4,"organization_review":"The text is organized through presentation in chapters.  While there are some areas that seem to veer off of the specific topic, the information provided is useful and would easily be modified within the context of any specific course.","interface_rating":5,"interface_review":"Navigation through the text was easy and seamless.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noted.","cultural_rating":5,"cultural_review":"Examples used were culturally inclusive.","overall_rating":10,"overall_review":"A great deal of information is presented making it important to consider which sections/chapters are used as to not overwhelm those getting started with the creation of online learning experiences.","created_at":"2021-06-03T13:29:43.000-05:00","updated_at":"2021-06-03T13:29:43.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/creating-online-learning-experiences","updated_at":"2025-12-15T02:16:15.000-06:00"},{"id":356,"title":"Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe","edition_statement":null,"volume":null,"copyright_year":2008,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.","contributors":[{"id":3841,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Sandy","middle_name":null,"last_name":"Hirtz","location":null,"background_text":""},{"id":3842,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"David","middle_name":"G.","last_name":"Harper","location":"Harvard Medical School","background_text":"David G. Harper, PhD, is the associate director for research for the Division of Geriatric Psychiatry at McLean Hospital. He is also an assistant professor in psychology in the Department of Psychiatry at Harvard Medical School. Dr. Harper’s research focuses on the behavioral symptoms of neurodegenerative illnesses. He is author of numerous journal articles and has presented national and internationally on this topic."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":267,"url":"http://oasis.col.org/handle/11599/52","year":null,"created_at":"2018-09-07T12:22:38.000-05:00","updated_at":"2018-09-07T12:22:38.000-05:00","name":"BCcampus"}],"formats":[{"id":447,"type":"PDF","url":"http://oasis.col.org/bitstream/handle/11599/52/Education_for_a_Digital_World.pdf?sequence=1\u0026isAllowed=y","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":10,"reviews":[{"id":945,"first_name":"Carrie","last_name":"Lewis Miller","position":"Instructional Designer and Adjunct Faculty","institution_name":"Minnesota State University, Mankato","comprehensiveness_rating":5,"comprehensiveness_review":"This book is very comprehensive, touching on all of the major aspects of eLearning through the lens of instructional design.  The chapters are laid out and grouped in a logical manner that provide a good sense of digital tools and teaching.  This book also provides a unique perspective on this topic by brining in global perspectives.","accuracy_rating":3,"accuracy_review":"This text appears to be accurate and error-free.  The basics of instructional design and eLearning design are well-represented.  I do think some of the chapters focus too much on specific outdated technologies (NetSupport and WebQuery in Chapter 14, Multiply in Chapter 27).  Many of the screen shots show images of Office 2003 products - I think when advising about technology it would be good to have more recent examples.  The assessment and evaluation chapter, in my opinion, focuses too narrowly on specific strategies and not enough on what assessment and evaluation are, considering they are very distinct practices in instructional design.  There are out of date references to instructional design standards (ASTD is now ATD).","relevance_rating":3,"relevance_review":"When referring to any technology, it is very easy to get out of date quickly.  But this text identifies recent trends and issues that are currently relevant in the field like game-based learning and teaching with social media.  Some of the specific tools are out of date though as are some of the images (myspace!).  Particularly in regards to social media and current technology tools, I feel that it is important to be as up-to-date as possible.  I do think this book is written is such a way that updates and substitutions would be fairly easy to make.  ","clarity_rating":5,"clarity_review":"This text is written very well by a variety of contributors.  Examples, tips, and case studies are included in many of the chapters.  Key concepts are explained and usually illustrated by examples, diagrams, etc. ","consistency_rating":4,"consistency_review":"This text is very consistent in layout and content.  Terms are consistently used and each chapter has a general outline that it seems to follow.  I like the tips and guidelines section of Chapter 6 and would like to see that framework extended to other chapters.","modularity_rating":5,"modularity_review":"This text is easily divisible into sections and chapters based on how it was set up.  There are multiple chapters that could be pulled out and used independently of the text as a whole.  Each chapter is also easily divisible and the headings and sections make them easy to read.  ","organization_rating":5,"organization_review":"All topics in this text are presented in a logical, straightforward manner.  The organization makes it easy to find topics and chapters.  ","interface_rating":5,"interface_review":"The text has no interface issues and displays correctly.  There is nothing in the text that would confuse or distract the reader.","grammatical_rating":5,"grammatical_review":"No grammatical errors were evident.","cultural_rating":4,"cultural_review":"The intent of this text is to give an overview of instructional technologies globally.  As such, the content of the chapters and the examples used are very culturally relevant.  I cannot speak to how current all of the examples are, however.","overall_rating":9,"overall_review":"This is a great text overall.  It flows well and is logically organized and comprehensive.  I think if some of the technologies and images were updated, it would be an extremely useful text for any eLearning class.","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":984,"first_name":"Dev","last_name":"Bose","position":"Assistant Professor","institution_name":"University of Arizona","comprehensiveness_rating":5,"comprehensiveness_review":"The book covers a wide array of topics relating to online education. The first part provides a broad background of readings related to instructional technologies. Some of the sections in the second part, which covers preparation of online courses, could likely fit in the previous section, but do fit well in this area as well. The next two parts of the books, implementation and action, are also closely related, but differ in that part three focuses on theoretical constructions of online education (with an eye towards praxis) while part four delves into more applied aspects. The final section bookends the readings from part one while at the same time providing researchers with helpful topics to explore. For example, online collaboration and social media use are explained at length in two chapters here.  \n\nWhile there was no overall index or glossary in the book, the chapter abstracts appearing before the introductions will help readers to select from areas that will be most useful for their needs. Each chapter includes a glossary of terms.  \n","accuracy_rating":5,"accuracy_review":"Topics are accurately covered throughout the textbook. For example, the chapter on accessibility and universal design explores the history of Section 508 before delving into the various aspects of UDL needed to ensure that a course meets the needs of various learners. The chapter on general principles of instructional design covers the need for instructors to align objectives with learning activities. Case studies, such as the chapter on linking students between Canada and Ghana, explore how researchers conducted studies and presented data according to the methods utilized, bearing in mind that such studies were accurate in context while exploring possibilities for replication. \n","relevance_rating":5,"relevance_review":"Online education is a difficult topic to write about in terms of relevance and longevity, since the technology changes on an almost daily basis. The key to conducting research in this area is exploring how technology changes to fit the needs of learners, instructors, and policymakers. In that sense, this book does a great job with making sure that researchers can utilize the material presented in this book for an extended period of time. For example, we know already know that social media is here to stay. So rather than focusing on specific applications as they pertain simply to 2017, the chapter on social media instead explores the impact of social media on adult language learners before delving into best practice and theories of online pedagogy. Most readers should find the content in this book relatively easy to implement in their own work. \n","clarity_rating":5,"clarity_review":"The text is written in clear, accessible language. It is apparent that the editorial team worked closely with the contributors, and with one another, to make sure that readers would get a book that is easy to follow. Each chapter effectively makes use of jargon in a way that introduces readers to key concepts while at the same time maintains attention. Whenever needed, graphics are used to enhance the textual interface. For example, the chapter on social media goes so far as to break down Bloom’s original taxonomy with Anderson’s revised taxonomy by including a handy chart of reliable verbs for ease of reading. \n","consistency_rating":5,"consistency_review":"Each chapter begins with a graphic that shows the overview of the topic. References are hyperlinked, and upon checking several links, these worked and provided useful information beyond the scope of the chapters. Glossed terms appearing at the end of every chapter allowed me to recall content without having to read through multiple times. Each chapter starts with a section on Learning Outcomes, which allows readers to hone in on the information they need to understand the content.\n","modularity_rating":5,"modularity_review":"My favorite part of “picking up” this book was that each chapter was hyperlinked from the table of contents! It would have been even more helpful, though, if a link to the Table of Contents (and perhaps to the beginning of each major section) appeared at the start and end of each chapter, allowing for greater accessibility. Nevertheless, I always found myself being able to easily skim each chapter for information, which was due to the existence of headings and subheadings. At no point did I find the text to be overly self-referential; contributors in this book were carefully selected to provide information that would be useful for readers interested in the topic of online education. For example, the chapter on emerging technologies begins with a solidly-written history of the Internet and cites appropriate sources, including Ross Mayfield and Tim O’Reilly, keeping discussion as on-point and objective as possible. \n","organization_rating":5,"organization_review":"As a typical anthology, it makes sense that the book is organized the way it is. The book starts and ends on theoretical concepts related to online education. Case studies, instructional design models, and topics specific to individual contexts constitute the middle three sections of the book. For example, the chapter on e-learning standards studies how learning objectives vary across specific circumstances, such as the Aviation Industry CBT Committee (AICC),Sharable Courseware Object Reference Model (SCORM), and the IMS Global Learning Consortium (IMS).\n\n","interface_rating":5,"interface_review":"Each chapter starts with a section on Learning Outcomes, which allows readers to hone in on the information they need to understand the content. Therefore, it is relatively easy to read through more than a few chapters in one sitting. After having checked each chapter from the linkable table of contents, I didn’t find any errors related to navigation problems. Blank pages at the end of every chapter made it easy to view content from this book on the sidebar of a PDF reader. \n","grammatical_rating":5,"grammatical_review":"After spending roughly 6 hours reading this book, I didn’t locate any grammatical errors.  \n","cultural_rating":5,"cultural_review":"This book explored the topic of online education from a variety of perspectives. It was nice to see such a well-rounded text on studies related to a topic that I am particularly interested in reading about in my own work. \n","overall_rating":10,"overall_review":"As someone who is always looking for up to date texts on online education, both for conducting academic researching as well as for applying that research towards pedagogy and curriculum, I can say that this textbook was a pleasant find. It was great to see that online education has so many places to go in terms of extending what we already know to be true in face to face education in a variety of arenas, including how the Internet works, to the role of adult language learners, to the usefulness of building communities of practice. \n","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":1185,"first_name":"Seth","last_name":"Leibowitz","position":"Instructor","institution_name":"Virginia Commonwealth University","comprehensiveness_rating":4,"comprehensiveness_review":"Education for a Digital World while not covering every issue associated with on-line education explores a wide range of issues and practical considerations for educators. The textbook presents a balance of practical issues to consider (i.e,course management software and various applications), legal issues (i.e, copyright) and big picture / theoretical issues. (i.e., teaching to different learning styles and ethical considerations in providing consistent, educational opportunities across cultures and geographic regions).","accuracy_rating":5,"accuracy_review":"Material is accurate with relevant sources cited.","relevance_rating":3,"relevance_review":"Education for a Digital World was published in 2008.  Due to incredible growth of learning technologies since 2008, some educators might consider using a textbook published more recently. Surprisingly, most of the chapters provided helpful insight to delivering effective on-line education.  In almost all of the chapters, authors discuss ways educators can use hardware and software still available and widely in use. Most relevant were the chapters covering practical issues like planning and assessment as these techniques are essential for any learning environment. Chapter 27, covering social media for adult online learners and educators was less relevant as the popularity and current practical uses of sites such as twitter and facebook present challenges and opportunities for educators that did not emerge at the time this chapter was written.  To keep the textl relevant, it is recommended authors update and add chapters to cover technologies such as the flipped classroom and virtual reality.","clarity_rating":5,"clarity_review":"Concepts are expressed clearly through the textbook.","consistency_rating":4,"consistency_review":"Each chapter is written by a different author. As a result, writing styles, prospective, content, and structure vary from chapter to chapter. Given the diversity of issues covered, length, and detail provided in each chapter most readers will gravitate towards specific chapters relevant for individual learning or teaching goals. The textbook opens with helpful summaries of each chapter. Each chapter begins by presenting learning outcomes and a chapter summary and concludes with glossary of terms and references.","modularity_rating":4,"modularity_review":"Education for  Digital World is a comprehensive resource for a department providing resources to future educators or educators, new to on-line instruction and digital course management. Each chapter is written for a particular audience and presents opportunities for focused discussion, research, and class projects. Instructors teaching semester based courses to future educators will likely focus on key chapters as opposed to the entire textbook. For example, educators wanting to explore how to use various software applications in their classrooms are likely focus on chapter 22 and 23, computer based resources for learning and on-line games.  Administrators wanting to explore how to implement on-line learning in a school or school system are likely to focus on chapters 17 and 18, E-Learning Standards and Leadership and E-learning Change Processes for Implementing Educational Technologies","organization_rating":5,"organization_review":"The textbook is organized into five major parts, with each part containing four to five relevant chapters focusing on the broader themes.  The five major parts, Impact of instructional technologies, preparing on-line courses, implementing technologies, e-learning in action, and engagement and communication take the reader through the process of creating on-line instruction and leaves the reader with many relevant examples and issues to consider","interface_rating":4,"interface_review":"Learners navigate through the textbook using acrobat reader. The bookmarks feature in acrobat reader is essential to navigating through the text and the content of each chapter. Each chapter opens with an animated graphic to inform the reader of the chapter’s main focus. The glossary of terms is helpful to review prior to reading each chapter.","grammatical_rating":5,"grammatical_review":"Textbook is free from incorrect spelling, punctuation, run on sentences, ect.","cultural_rating":4,"cultural_review":"On-line learning technologies have changed and broadened the fundamental barrier and norms of communication across cultures and societies, in particular between instructors and students and within student groups. Each chapter’s authors does an outstanding job of forecasting these changes and guiding educators to change their fundamental roles from leaders of the educational process to facilitators. Chapter 19, Building Communities of Effective Practice, is focused on the impact of technology on team based learning and points out how effective practices positively motivates and holds accountable all learners to have a stake in the process. Other chapters present helpful advice on making on-line learning accessible to learners with disabilities and learners possessing a wide range of learning styles.","overall_rating":9,"overall_review":null,"created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":1212,"first_name":"Diane","last_name":"Wilcox","position":"Professor","institution_name":"James Madison University","comprehensiveness_rating":4,"comprehensiveness_review":"Education for a Digital World is comprehensive in its coverage of educational technology. The edited book format provides the breadth and depth of coverage one would expect in a book on this topic. The book would be useful for either undergraduate or graduate courses that address how to use technology effectively in education. It differs from other educational technology textbooks in that it does not focus on how to use specific technology tools to create educational materials, but instead deals with larger philosophical issues of technology use in education and the theory, design principles, and processes one would consider when implementing educational technology. The book is divided into 5 major sections that cover: the impact of technology on education, how to design and develop online instruction, issues and standards related to implementing technology, e-learning, and ways to engage and communicate with online learners. The features that made the book particularly useful were the learning outcomes at the beginning of each chapter, the glossaries, the lists of references, the links to websites, tips, appendices, and case studies. Because the book was published in 2008, it does not cover some of more current educational technology topics, such as microlearning and virtual reality. It would be nice to see the book updated to include these topics.","accuracy_rating":4,"accuracy_review":"The book’s content appears accurate, error-free and unbiased. There is still little empirical evidence for the existence of learning styles, so it would be important to note this in the chapters that mention this topic. The chapter on instructional design could be improved by including information on the history of ISD and information on more recent instructional design models. The chapter on assessment and evaluation could be improved by addressing how to align assessment methods with instructional methods, rather than how to use specific software to create a quiz.","relevance_rating":4,"relevance_review":"Given the publication date of 2008, Educational for a Digital World is remarkably current. There are a few chapters where the focus on specific technologies (such as the chapter on Assessment and Evaluation and the one on Social Media) makes them less useful, as they are somewhat dated. Overall, the book addresses issues related to conceptualizing, planning, and implementing educational technology, rather than how to use specific instructional software to create educational materials. Consequently, the book has maintained currency despite the 2008 publication date. This book would be very useful as an instructional text when paired with software-specific instruction (how to use current software applications to create technology-based instruction).","clarity_rating":5,"clarity_review":"Educational for a Digital World is clearly written, easy to read, contains accessible prose, and provides glossaries of terms to address technical terms that may be unfamiliar to the reader. Many of the chapters effectively use graphic images to explain the text, while others do not use visual images at all. It would be nice to see more consistency in the use of visuals throughout the book as research indicates that visual images, when used effectively, may impact learning and retention.","consistency_rating":5,"consistency_review":"The book is consistent in framework and terminology, even though it is an edited book with chapters written by different authors. The book is easy to read and use as each chapter contains the same sections and formatting.","modularity_rating":5,"modularity_review":"Educational for a Digital World is a collection of self-contained chapters that cover independent topics. As the chapter topics are unrelated to each other, the book design is naturally more modular. This means that readers do not need to follow a linear process when navigating the text, and that they can read the chapters in any order. Within each chapter, the content is organized into predictable segments (learning outcomes, introduction, chapter content, references, student questions, appendices, and glossaries) that have been subdivided with headings and subheadings. The organization of the chapters into articulated smaller segments makes the chapter content easy to scan, navigate, and read.","organization_rating":5,"organization_review":"Education for a Digital World was well structured and easy to use. The book opened with a table of contents where the chapters were arranged into 5 logically organized sections. Immediately following the table of contents, abstracts were provided for each chapter. Following the abstracts, the chapters were arranged into 5 logically organized sections that made the book easy to read.","interface_rating":4,"interface_review":"Overall, the book’s interface was easy to use. The only feature that presented any difficulty was the 2-column format of the book. In trying to read the PDF on a MacBook Air, it was necessary to scroll both up and down to read a single page. This was inconvenient, as impeded the flow of reading. It would have been easier to read and navigate the PDF on a small computer screen if the pages were a single column, rather than a 2-column format.","grammatical_rating":5,"grammatical_review":"There did not appear to be grammatical errors in the book.","cultural_rating":4,"cultural_review":"Educational for a Digital World is culturally relevant and would be useful in planning educational technology interventions for a range of learners from a variety of backgrounds. There were no culturally insensitive references (or images) apparent in the book. The content of the book would be useful to an audience interested in planning and using educational technology interventions on a global scale (as in a multinational company), or to an audience interested in designing educational technology interventions for a variety of learners in a multicultural setting.","overall_rating":9,"overall_review":"Educational for a Digital World would make a good companion text in a course where students must understand larger technology implementation issues while also learning how to use current software applications to create technology-based instruction. The sections on Preparing Online Courses, Implementing Technology, and E-Learning in Action would be especially useful in a technology course where students are required to design and develop technology-based educational interventions.","created_at":"2017-06-20T19:00:00.000-05:00","updated_at":"2017-06-20T19:00:00.000-05:00"},{"id":1559,"first_name":"Dana","last_name":"Brackney","position":"Assistant Professor","institution_name":"Appalachian State University","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook is very comprehensive. It provides global context for digital education","accuracy_rating":5,"accuracy_review":"The content was accurate and did not show bias.","relevance_rating":4,"relevance_review":"The content was appropriate but was not up to date. The digital world is constantly changing. Many of the references are prior to 2005. Approximately 75% of the links I chose to explore had expired.","clarity_rating":5,"clarity_review":"The text was well written. A strength of the book was its inclusion of a glossary with each chapter.","consistency_rating":5,"consistency_review":"The text is internally consistent with some overlapping content in chapters.","modularity_rating":5,"modularity_review":"I was able to select about 17 of the 31 chapters that I believe will easily meet the needs of my course.","organization_rating":5,"organization_review":"The topics are logical and topically collected.","interface_rating":2,"interface_review":"I did not find the display helpful. The use of a two column layout made it challenging to read in a digital format. This seemed especially odd for a text on digital education. In addition many of the links no longer work.","grammatical_rating":4,"grammatical_review":"There are a few misspellings' They for there. waises? for waste. The text was generally in an active voice and well written","cultural_rating":5,"cultural_review":"The  text included cultural case examples in two chapters, discussed diversity, universal design and learner differences.","overall_rating":9,"overall_review":"I am looking forward to  using this text in my course. I will advise my students to use key  terms from the text to search for their own external resources as many of the links were no longer active. The text provides a good historical, theoretical and practical knowledge base for the use of technology in education. The sections on the use  of simulation could be further developed as this application of technology  in education has developed significantly since the writing of this book. Thank you for the use of this excellent resource.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1676,"first_name":"Lilian","last_name":"Baeza-Mendoza","position":"Associate Director, Spanish Language Program","institution_name":"American University","comprehensiveness_rating":5,"comprehensiveness_review":"Education for a Digital World is a thought-provoking book that gives the reader a comprehensive view of the impact of technology in education. The book is divided into five different sections, covering topics such as the impact of instructional technologies to engagement and communication using new technologies, such as blogs and wikis. The target audience for the book is faculty, staff, and school administrators that experience the impact of technology in education firsthand, both in and out of the classroom. However, this book can be equally effective for students, as it gives an overview of the use of technology in the classroom, as well as a display of different perspectives for this impact around the world. The structure of the book reinforces its larger argument, which is an analysis of how education is changing because of digitalization. Although some of its five parts could be re-arranged to provide a pattern of organization that goes from general ideas about technology to more specific tips and ideas to implement in the classroom, the book in its entirety gives a comprehensive view of how technology is changing education. \n","accuracy_rating":5,"accuracy_review":"The book covers a wide range of perspectives, and it documents empirical results. The book complements some ideas by some clear and complete charts, so the reader can see the differences in teaching approaches. For example, Chapter 31 (“Looking forward: Stories of Practice”), offers a useful chart to illustrate the differences between online instruction, facilitated instruction, blended instruction, and studio-based instruction. \n","relevance_rating":4,"relevance_review":"This book effectively describes how technology has emerged as a powerful tool in education. Although some information about social media is slightly outdated, this book provides a good overview of tools for online teaching. For example, in “Tools for Online Engagement and Communication,” the author analyses the use of blogs as a teaching tool, and it provides clear and useful instructions of how to incorporate this tool into your own teaching methodology. \n\n","clarity_rating":5,"clarity_review":"This book is easy to read, and it exposes the reader to a rich set of technology terms, so it is a good reference.\n","consistency_rating":5,"consistency_review":"Although this book is divided into several chapters and topics, it remains focused on giving the reader an overview of education in a digital world. Having learning outcomes at the beginning of each chapter is effective, and it allows the reader to feel like an active participant in the discussion, and not just a spectator. \n","modularity_rating":4,"modularity_review":"It is always a challenge to attempt to have a modular approach when writing a book, but this book’s design shows that there is an effort to separate some components so that the reader can easily select the information they would like to explore further. Having a list of websites listed at the end of several of the chapters is a good idea. Perhaps having a master list of links at the end of the textbook may be helpful as well. \n","organization_rating":5,"organization_review":"This book is well-structured and organized, and the use of simple vocabulary allows the reader to understand and quickly grasp the main ideas.\n","interface_rating":5,"interface_review":"I did not encounter any issues related to interface.\n","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors.\n","cultural_rating":5,"cultural_review":"The topic of online education is a quick-growing and evolving field, and this book is effective in showing how technology has affected the way we learn and educate. It provides a good summary of guidelines and effective practices.\n","overall_rating":10,"overall_review":"Overall, this book is clear, organized, and engaging. I am glad I picked it, and I will use it as a reference as I continue developing online, hybrid language courses for my students.\n","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1791,"first_name":"Victoria","last_name":"Raish","position":"Assistant Librarian","institution_name":"Penn State University ","comprehensiveness_rating":3,"comprehensiveness_review":"This is an edited book so there is no index or glossary but there are references at the end of each chapter. One really nice piece of the book is that the abstracts for each chapter are listed at the beginning of the book. The chapters cover a broad range of online learning and they are connected to the chapters so when you click the title it takes you to the chapter. In terms of the content covered, there is good coverage but definitely missing the global perspective being clearly defined and it is a hodgepodge of chapters - there is not a consistent message thread throughout them. ","accuracy_rating":5,"accuracy_review":"The material seems to be fairly accurate but it is outdated and when the topic is global eLearning, change is occurring rapidly. Also, I don't agree with evaluating a book for being unbiased - EVERYTHING has bias. ","relevance_rating":3,"relevance_review":"The text is organized effectively and I think could be updated easily. One change I would make is that there are SEVERAL references linked. It is more than likely that these references will break so they should all be updated with a perma CC link in addition to the link listed. ","clarity_rating":4,"clarity_review":"The first chapter of the book has several very helpful definitions and this alleviates jargon experienced later. The book has great headers, is formatted well and has limited pictures. There are also learning outcomes for each chapter. It would be quite helpful if the end of every chapter rehashed these learning outcomes. ","consistency_rating":5,"consistency_review":"Yes! There is extreme consistency in terminology across the framework and each section has its own introduction. ","modularity_rating":3,"modularity_review":"Yes, the book has good modularity in terms of headings and clear identification of what is located within but the organization is different than other books around this topic. For example, the book does not group things into geographic regions which the title infers. It seems to follow the sequence of course development but then part 5 overlaps with part 3 and part 1. ","organization_rating":4,"organization_review":"There is good flow within individual chapters but not within the book as a whole. For example, there is a chapter on building communities of practice which seems to fit in engagement and communication but is placed in implementing technology. ","interface_rating":5,"interface_review":"Yes, the book looks great in that regard. The images are useful but obviously PDFs have accessibility issues so those people who need that would need to use a different version. ","grammatical_rating":5,"grammatical_review":"There were no obvious grammatical errors and the readability was good but I am not a grammatical expert so there could be some mistakes. ","cultural_rating":5,"cultural_review":"I think this book does a great job in terms of diversity because there are examples from multiple countries with e-learning but I would prefer a more indigenous take on impacts of eLearning on local cultures. ","overall_rating":8,"overall_review":"There is really good content in the book although it is definitely outdated by this point. It needs to be updated and some of the suggestions I made above would really help. For example, in the media selection chapter the most recent citation is 2004 which is obviously not where media selections are at currently. \nAccess to the internet, etc. also changed significantly since that point.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1830,"first_name":"George","last_name":"Robinson","position":"Learning Technologist","institution_name":"University of Sussex","comprehensiveness_rating":1,"comprehensiveness_review":"The text overall covers a lot of ground regarding digital education covering everything from LMS systems to gamification. There is a focus on the pedagogical application of a large variety of technologies and the text looks at how and why these technologies should be used backed up with strong educational theory and a large number of case studies and references. \n\nThe text strikes a good balance between the practical and theoretical applications of digital technologies, for example some chapters offer very practical advice for the creation of e-learning content including instructional design considerations and accessibility concerns or choose to cover the issues of copyright, but then there's also chapters looking at more theoretical and abstract issues such as how to form identity for learnings within an online education system.\n\nClear learning outcomes are provided at the start of each chapter and the chapters text closely follow these learning outcomes enabling readers to begin each chapter knowing what they should have got out of it by the end. Each also chapter contains a glossary of terms used within its respective chapter. These glossaries are comprehensive and cover a vast range of concepts and technical terms.\n","accuracy_rating":4,"accuracy_review":"Content appears to be very accurate, all claims are backed up with evidence and examples which are clearly referenced. While a wide variety of topics are covered they all manage to have relevant knowledge \n\nOne slight falling is that learning styles are referred to multiple times throughout the text, learning styles are considered contentious and often misinterpreted as they seem to have been within this text.  \n","relevance_rating":4,"relevance_review":"The content does cite certain examples of tools and services for certain areas such as blogs. Given the pace of technological innovation and change its highly possible many of these tools and services will become quickly outdated which would be a worry for any educator reading the text at a later date.\n\nNo cited studies or references are from after 2008 and again given the huge jump in technological innovation in the last nine years and the knock on effect this has had on the world of education there are perhaps some gaps to current digital education trends such as virtual reality and artificial intelligence. Chapter 22 does devote some space to topics such as virtual reality but mentions that it's a risky technology to engage with due to the limited software and expertise. This has obviously changed over the last five years or will likely change more in the future as these emerging technologies become more relevant so there is the risk of the text becoming vastly outdated as time goes on. \n\nHowever a large amount of the content focuses on general digital educational tactics, problems, theories and solutions which can be applied to general applications of technology rather than being limited to specific tools or applications and in this case enables it to stay relevant. \n","clarity_rating":4,"clarity_review":"Prose is very readable and accessible, any technical terms appear to be clearly explained and defined as and when they appear. There is a glossary of terms at the end of each chapter which is very useful for clarification purposes. The content is consistently engaging, being neither too dry nor too informal in tone. \n\nThere are frequent diagrams and illustrations in the majority of chapters that help to illustrate certain key concepts in a strong visual manner. However there are a few chapters that seem devoid of any visual imagery, multimodality is important and I feel these chapters would benefit from the inclusion of more images. \n","consistency_rating":5,"consistency_review":"All chapters are laid out and formatted in the same consistent manner with an introduction, learning objectives, glossary and summary. This makes for very easy reading and once you become familiar with the format it means you know where to find relevant information such as being able to know immediately that there'll be a glossary at the end you can skip to if there's a term or concept you're unfamiliar with. \n","modularity_rating":5,"modularity_review":"Each section within the text works well on its own due to each chapter being written by a separate author and whilst chapters within a section all build upon each other in relation to that sections theme they could easily be used on their own without losing much comprehension. This is due to factors such as each chapter having its own self contained introduction, learning outcomes and glossary. \n\nI have personally provided certain isolated chapters of the text to colleagues such as chapter fifteen which revolves around copyright and they’ve found it helpful as a stand alone resources despite that chapter being divorced from the main text.\n","organization_rating":5,"organization_review":"The book is divided into five parts each covering a relevant area of digital education and each part contains a number of chapters, these were well grouped and organised around central themes such as ‘Engagement and Communication’ . There is a section near the start of the text which provides separate abstracts for each chapter.\n\nEach chapter is organized in a similar manner that introduces the topic and explains some of its context and concepts before looking at how best to engage with the topic backed up with case studies and examples.  \n\nAll combined I found the structure made the text very easy to follow and read and enabled it to flow well as a singular text despite each chapter being written by a separate author.\n","interface_rating":5,"interface_review":"The interface is consistently clear with no distortion of charts or images I could see. Navigation from the contents page is easy with content header sections being clickable to take you through to the relevant section. References are hyperlinked allowing easy access to the referenced sources.","grammatical_rating":5,"grammatical_review":"After a number of hours reading the text several times I did not encounter any grammatical errors. Punctuation, spelling, tenses etc. all seem excellent. ","cultural_rating":5,"cultural_review":"\nThe book did not contain any culturally insensitive or offensive images or descriptions. Examples used are all very culturally neutral and attempt to teach the reader how to apply technologies on a global scale. There are chapters devoted to considering the possibilities of digital education in developing countries and the challenges that may arise such as lack of infrastructure and how this can be addressed through solutions such as engaging with more mobile technologies.  \n\nThe book as a whole is written in a way that encourages the reader to think about diversity and accessibility, for example chapter 4 in part one is entirely about addressing diversity in the design of online courses. At many points throughout the text tolerance and respect for all learners is addressed.\n","overall_rating":9,"overall_review":"Overall I was very impressed by the sheer scope of this text in trying to cover nearly every aspect of digital education. I would definitely recommend this to anyone with an interest in the pedagogical applications of technology.  ","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2327,"first_name":"Jill","last_name":"Channing","position":"Assistant Professor","institution_name":"East Tennessee State University","comprehensiveness_rating":5,"comprehensiveness_review":"The text covers a variety of topics from diverse perspectives such as challenges involving online education, quality assurance issues, and effective design and communication strategies. ","accuracy_rating":5,"accuracy_review":"The content is accurate and provides a great overview of issues in online education. ","relevance_rating":4,"relevance_review":"The text is somewhat dated at this point since its initial publication in 2008. Something to consider are the improvements made in learning management systems, especially in the last decade.","clarity_rating":5,"clarity_review":"The text is written through selections from various authors; despite this, each piece is clearly organized and is written in accessible prose that could be useful to experienced and beginning online educators.","consistency_rating":4,"consistency_review":"For the most part, there is consistency. The books is written by various authors whose experiences and terminology may differ somewhat due to their perspectives from diverse places in the world.","modularity_rating":5,"modularity_review":"The organization of this book is one of its strengths. The text covers instructional technology, online course design, technology implementation, and specific online communication and engagement strategies.","organization_rating":5,"organization_review":"The topics are presented in a clear way. The different sections make much sense for the topic. All the major points are covered such as design, communication, quality assurance, and technologies.","interface_rating":5,"interface_review":"There are no interface issues. It is easily navigable. ","grammatical_rating":5,"grammatical_review":"The text is free from grammatical errors.","cultural_rating":5,"cultural_review":"The text actually presents diverse perspectives in order to address cultural issues in e-learning. This is what is unique and interesting about this text! ","overall_rating":10,"overall_review":"This is an excellent overview of distance education issues from a global perspective. The text covers all important e-learning topics such as technologies, communication and design strategies, global perspectives in e-learning, and e-learning engagement.","created_at":"2018-10-07T11:30:13.000-05:00","updated_at":"2018-10-07T11:30:13.000-05:00"},{"id":4831,"first_name":"Dustin","last_name":"Bailey","position":"Head of Educator Preparation","institution_name":"Hanover College","comprehensiveness_rating":5,"comprehensiveness_review":"Hirtz addresses what has become common practice within a global pandemic.  The text centralizes the purposeful establishment of a clear philosophy within construction first, unlike many who address tools and suggestions after, which leave educators grappling to figure out why they do what they do.","accuracy_rating":5,"accuracy_review":"This text provides an accurate assessment of the needs of e-learning from a global perspective.","relevance_rating":4,"relevance_review":"This text is extremely relevant in our current world.  As with many technologies, it is ever-evolving, but this text framework is most current.","clarity_rating":5,"clarity_review":"The text includes an easy to read format, organized around a framework for addressing technology proactively.","consistency_rating":5,"consistency_review":"This text is circular in that it begins with perspective, then moves into creation, and culminates with reflection---a system that is essential for educators.","modularity_rating":4,"modularity_review":"This text brings topics together, but does allow for a division around various independent elements, such as universal design. This is most helpful when assigning topics to a course.","organization_rating":4,"organization_review":"The text appears to present topics in a logical flow, a circular fashion that mirrors how most courses operate.","interface_rating":5,"interface_review":"The text's interface appears clear and includes no issues.","grammatical_rating":5,"grammatical_review":"No grammatical errors!","cultural_rating":5,"cultural_review":"Very culturally relevant.  I appreciated the global perspective!","overall_rating":9,"overall_review":"This is a strong text relevant to today's changing world.  Aside from a pandemic, I would use this text to interconnect diverse perspectives along with important creation elements such as universal design and thinking purposefully about one's moral compass while creating lessons.","created_at":"2021-04-23T09:43:53.000-05:00","updated_at":"2021-04-23T09:43:53.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/education-for-a-digital-world-advice-guidelines-and-effective-practice-from-around-globe","updated_at":"2025-12-15T02:02:35.000-06:00"},{"id":692,"title":"Learning to Learn Online","edition_statement":null,"volume":null,"copyright_year":2018,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Learning to Learn Online helps you prepare for online learning success by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. Welcome to your online learning journey!","contributors":[{"id":4828,"contribution":"Author","primary":false,"corporate":true,"title":null,"first_name":"Kwantlen Polytechnic University","middle_name":null,"last_name":"Learning Centres","location":null,"background_text":"Kwantlen Polytechnic University Learning Centres"},{"id":4829,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Christina","middle_name":null,"last_name":"Page","location":null,"background_text":"Christina Page"},{"id":4830,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Adam","middle_name":null,"last_name":"Vincent","location":null,"background_text":"Adam Vincent"}],"subjects":[{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":669,"url":"https://kpu.pressbooks.pub/","year":null,"created_at":"2019-03-28T18:22:32.000-05:00","updated_at":"2020-08-30T15:10:18.000-05:00","name":"Kwantlen Polytechnic University"}],"formats":[{"id":1193,"type":"Online","url":"https://kpu.pressbooks.pub/learningtolearnonline/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1194,"type":"PDF","url":"https://kpu.pressbooks.pub/learningtolearnonline/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1691,"type":"eBook","url":"https://kpu.pressbooks.pub/learningtolearnonline/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1992,"type":"XML","url":"https://kpu.pressbooks.pub/learningtolearnonline/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1993,"type":"ODF","url":"https://kpu.pressbooks.pub/learningtolearnonline/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":11,"reviews":[{"id":2784,"first_name":"Katie","last_name":"Chavis","position":"Assistant Professor","institution_name":"LSUS","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook includes the key topics that are needed to produce successful online learners.","accuracy_rating":5,"accuracy_review":"The concepts presented are accurate.","relevance_rating":5,"relevance_review":"With so many courses and programs moving to online content, this is an extremely relevant discussion.","clarity_rating":5,"clarity_review":"This book is very user friendly.  The language is easy to understand and appropriate for the content.  Terminology is defined in a way that makes it useful to understand.","consistency_rating":5,"consistency_review":"The textbook uses terminology consistently and sticks to the framework presented in the introduction.","modularity_rating":5,"modularity_review":"The book is laid out in a fashion that is congruent with class meetings or workshops.","organization_rating":5,"organization_review":"The organization is well thought out and encourages participation in the modules.","interface_rating":3,"interface_review":"The online book is great but the downloadable PDF version has errors and missing information.  Images are out of alignment or missing.","grammatical_rating":3,"grammatical_review":"The online version is fine but the downloadable PDF version has errors.  Part 1 is labeled Part 2.","cultural_rating":4,"cultural_review":"The interactive online version includes videos that are diverse in races, ethnicities, and backgrounds.  I would rank this higher if there was more diversity discussion in Part 3.  This section is specifically about getting to know your online classmates and glosses over diversity and the effect diversity has on classroom interactions.","overall_rating":9,"overall_review":"This is a great resource for all college or other students interested in taking online courses.  This is a meaningful resource for instructors to utilize as they design their online coursework!","created_at":"2019-04-13T14:01:37.000-05:00","updated_at":"2019-05-06T11:38:38.000-05:00"},{"id":2786,"first_name":"Dr. Meg","last_name":"Cavalier","position":"Adjunct Professor","institution_name":"Bethel University","comprehensiveness_rating":4,"comprehensiveness_review":"Learning to Learn Online provides students and faculty with a thorough overview of online learning. Sections include a focus on the learner as an individual, learning with cohort online, how to interface with an instructor, time management, professional communication, preparing for assignments and strategic reading. This comprehensive content is sure to provide guidance for all adult learners who are just starting or continuing their journey with online learning.","accuracy_rating":5,"accuracy_review":"The content presented in the book is of high quality and does not include errors. The perspectives are unbiased and accessible to all readers. Graphics are neutral and engaging.  ","relevance_rating":4,"relevance_review":"While online learning is ever changing with new platforms and approaches,  Learning to Learn Online provides approaches, mindsets, and strategies that are applicable in a variety of settings and platforms. The title of the book provides an accurate summary of the textbook. It helps students understand how to effectively navigate an online course. ","clarity_rating":5,"clarity_review":"The text is easy to read and flows within each section and between sections. The book is accessible to all readers at any entry point with the topic. Context is provided in each area and is free of technical terminology. ","consistency_rating":5,"consistency_review":"The content and formatting of the text is consistency which supports the high level of readability. ","modularity_rating":4,"modularity_review":"The online textbook was very easy to read. The text is broken up by images and links, all which are relevant. The chapters and sections within each section were an appropriate length.","organization_rating":4,"organization_review":"The topics in the book are organized in an effective structure. The content in each chapter matches the title. After reading the book, I was able to navigate quickly to a section I wanted to revisit. Text and resources are very clearly organized within each chapter. ","interface_rating":4,"interface_review":"The interface is clear and straightforward. There were no errors or navigation problems. Understanding how to move from chapter to chapter and topic to topic was not initially clear. However, once the reader finds the structure it is easy enough. There are multiple ways to move through the content, one being linear as if turning pages in a book and the other selecting via a table of contents.","grammatical_rating":5,"grammatical_review":"The book is well written and free of technical and grammatical errors.","cultural_rating":4,"cultural_review":"The text is not specific to a specific culture, nor does it include offensive topics or language in any way. The graphics are neutral yet engaging. ","overall_rating":9,"overall_review":"This book is an excellent tool for students who are new to online learning or those hoping to gain skills to refine their approach. The broad overview and resources provided ensure that the reader will be able to apply the content to their practice. I found several helpful videos and was inspired to better support online learners. This book will be a part of future courses I teach online!","created_at":"2019-04-14T08:08:59.000-05:00","updated_at":"2019-04-14T08:08:59.000-05:00"},{"id":2794,"first_name":"K","last_name":"Kennedy","position":"Assistant Professor of Practice","institution_name":"Open Oregon Educational Resources","comprehensiveness_rating":5,"comprehensiveness_review":"The authors share ideas, information, and learning/literacy strategies (i.e., using rubrics, SQ3R; taking notes with Hypothes.is; and locating text features) about how to engage in productive online learning platforms as a learner. Text references research to support \"best practices.\" The authors also offer productivity tools for organization, communication, and time management tools (e.g., worksheets, templates) and examples.","accuracy_rating":5,"accuracy_review":"The authors provide variety of tools and information to support learners who are new to online learning, but they also offer ideas for those who need a \"refresher.\" Text includes research citations to ground the content from theory to practice.\r\n","relevance_rating":5,"relevance_review":"The authors take a general approach about how to support for learners to develop the skills to successfully navigate and complete online courses, not specific to any online learning platform. The tools for evaluation (and self-assessment) and content acquisition and demonstration of learning (e.g., learning goals, evaluation rubrics, feedback) can be universally applied. The text includes instruction about how to use one electronic tool (Hypothes.is).","clarity_rating":5,"clarity_review":"Text provides a flow chart \"journey\" that identifies section/chapter benchmark \"hot spots.\" On the welcome page, the flow chart is divided into two images. For the first (half of the) flow chart, the three (yellow) hotspots (+) represent the core modules labeled as \"Who am I as an online learner?\" \"Who am I on my learning journey with?\" and \"Who are my instructors? What is their role?\" For the second (half of the) flow chart, the blue hotspots (+) are supplemental chapters that encompass content focused on skill development. Text is written and spoken in English. Readability is approximately tenth grade. There is also a drop down menu to access modules and sections along with arrow clicks to move forward or backwards, one page at a time.","consistency_rating":4,"consistency_review":"The (whole) flow chart is revisited (without the interactive hot spots but with colors along the continuum) for each of the core modules and supplemental sections. Both of these segments are further partitioned into chapters that answer the module question or address the section topic, e.g., Time Management, Professional Communications, etc.  There is a reasonable amount of consistency within the framework and design of the text. The core modules and (supplemental) sections are sequenced according to the flow chart, not by numbering.  ","modularity_rating":5,"modularity_review":"Text and images complement each other, which necessitates the reader to interact with both, not solely with one or the other medium. Chapters include relatively small chunks of text with images and interactive pages with quizzes, video, downloadable text links drag-and-drop items. Pagination throughout the modules is achieved by clicking text with right-facing or left-facing-arrows or by making selections from the drop-down menu.","organization_rating":4,"organization_review":"The text is divided into three core learning modules and four skill-based modules. Text categories with complementary images with course navigation pathways that include \"hot spot\" descriptions. Modules include learning objectives and summaries of learning. Chapters are listed in ascending order throughout the entire text as opposed to in each module or section. For example, the first module \"Who am I as an online learner?\" includes Chapters 1-4, which was followed by the second module \"Who am I on my online journey with?\" includes Chapters 5-9. The four skills-based sections (categorized by topic) followed the modules (categorized by question), one after the other. For this reader, the ordering system made it difficult to identify, which delineations were modules or sections and how all of them connected to each other and the text as a whole.","interface_rating":4,"interface_review":"Images on the first page can be zoomed out to full screen although the content besides the hot spots becomes disproportional. Readers can access content by taking quizzes (and receiving feedback) and watching/listening to embedded videos. The hotspots (that note the module purpose) and color-coding (that represents a \"progression bar\") are helpful to navigate the text but only the color coding is available after the welcome page. ","grammatical_rating":4,"grammatical_review":"Text includes some typographic errors (mange, not manage), grammatical errors (\"Who am I on my online learning journey with?\" \"Who are my instructors? What is their role?,\" and words across text lines that seem unnecessarily hyphenated (jour-ney, sup-ports, strate-gies, etc.) and are distracting to this reader.","cultural_rating":4,"cultural_review":"Text includes some interchangeable use of terms, e.g., module, chapter, section, etc. and metaphors to describe actions and interactions as a learner and as an instructor that may be confusing to readers whose first language is not English. However, readers can access content from various media (written, visual, and audio). Blue color-coding in the visual flow chart shows readers' progression through the text but it may be too subtle for those readers who are color-blind.","overall_rating":9,"overall_review":"I read this text from the perspective of a hypothetical graduate student who was a \"first time\" online learner and new member of my course.","created_at":"2019-04-15T22:36:16.000-05:00","updated_at":"2019-04-15T22:36:16.000-05:00"},{"id":2959,"first_name":"Kodi","last_name":"Buell","position":"Director of Online Learning","institution_name":"Trine University","comprehensiveness_rating":4,"comprehensiveness_review":"There is a table of contents but no official index or glossary at the end of the text. A glossary might be helpful for readers to reference. There is however a congratulations section with additional resources for students to seek out additional information on developing their learning skills. Also included are templates from various chapters for students to print and plan out their study habits.","accuracy_rating":5,"accuracy_review":"The content in the text seemed accurate. There is also a list of 15 references at the end of the text for learners to further investigate if desired.","relevance_rating":5,"relevance_review":"The text was recently authored (2018) but the focus of the content was basic so that learners can acquire general knowledge on how to be successful as an online learner.","clarity_rating":5,"clarity_review":"The text is supported by videos and images, which is helpful for learners who are more visual learners. It also helps break up the monotony of just text.","consistency_rating":5,"consistency_review":"The text seemed very consistent throughout.","modularity_rating":5,"modularity_review":"Most pages were relatively short which helps the reading not feel so overwhelming. Paragraphs within the reading were short with ample spacing in between. The text flowed and seems easy to manage.","organization_rating":5,"organization_review":"Yes, the text structure and organization seemed logical and clear. I would like to see the navigation improved, other than that the actual order of the content flows from one area to the next. I've elaborated more on navigation in the \"Interface\" section.","interface_rating":3,"interface_review":"Being an online text for new online learners, I think it would be helpful to see some instruction on how to use and navigate the text.  The pressing issue I have in this is area is knowing to use the navigational arrows at the bottom of the page window to turn the page forward or backward. Initially I had looked for page links, immediately following the last sentence and hadn't realized that they were stationary on the window. The page links stood out to me is because the bar is red.  This could be a potential issue for individuals who are color-blind. Lastly, it would be helpful for learners to know that they can click on the images to enlarge the image text.  Text on some of the images were small and on a whim I clicked on them to see it would enlarge and it did.","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors in the text.","cultural_rating":5,"cultural_review":"The text applied to all online learners. It was written by employees of Kwantlen Polytechnic University, which is located in British Columbia, however the content relates to all online learners, regardless of their geographic location or cultural diversity.","overall_rating":9,"overall_review":"I mainly reviewed the text from a web browser on my laptop. I'm unsure whether accessing from a mobile device would change any of my comments.","created_at":"2019-05-30T09:20:52.000-05:00","updated_at":"2019-05-30T09:20:52.000-05:00"},{"id":2969,"first_name":"Gail","last_name":"Wilbur","position":"Faculty in Reading and Student Success","institution_name":"Minnesota State","comprehensiveness_rating":5,"comprehensiveness_review":"This text is a great way to introduce students to the study strategies and skills needed to succeed in an online course.  I appreciate the range of topics that the book covers. Many students don’t realize the need to change the way you think when you take an online class.  The author does a nice job of making sure the student sees all the elements needed to be successful and provides helpful lessons to practice these elements.   The index is clear and helpful.  Each section is set up more like a module with videos and activities to help the learner.","accuracy_rating":5,"accuracy_review":"The content is accurate and written to relate to online learning.  The content is unbiased and accessible to students.  The only thing that stood out to me is the school specific language that is used (i.e. moodle, “presentation” instead of “syllabus”).","relevance_rating":5,"relevance_review":"Learning to Learn Online is relevant as the field of online learning continues to increase for new students.  It allows the students to learn about the process of learning and to evaluate the strategies they have to be able to transfer this information to online learning.  The information presented is relevant to successful learning in general and is applicable to the range of online learning that will be asked of them (hybrid courses, online assignments and reading), not just fully online courses.","clarity_rating":5,"clarity_review":"The text is written so that those who have a varying range of knowledge regarding the learning process can access and apply the information that is presented.  The author uses a consistent graphic throughout the book to tie each chapter together.  Concepts are explained well and graphics, videos and short quizzes are provided to offer learners multiple ways to process information.  All embedded videos are transcribed which is helpful. ","consistency_rating":5,"consistency_review":"A strength of this book is the level of consistency that is seen throughout.  Each chapter is set up as a module which allows the student to read, relate and practice what they learned.  The language used is consistent throughout the book.  As a teacher, it makes it easy to scaffold for the students from one chapter to the next.","modularity_rating":5,"modularity_review":"The text is divided up into connecting modules.  It does rely on the organization of the book to carry the message.  However, it is not so heavily relied on that the message is lost if the modules are taken apart.  If the teacher wanted to use only a chapter/module for the lesson, it would be able to stand on its own. I will be able to take some of these modules and use them for my in-class sections as well.","organization_rating":5,"organization_review":"The author uses an info-graphic to help show the organization of the modules in the book.  I appreciate that it consistently comes back to the same info-graphic to show connections between material and progress.  Each module was organized similarly and contained examples, videos and downloadable handouts and reflections.","interface_rating":4,"interface_review":"The online text was free of any issues.  It was easy to navigate between modules via the table of contents.  Readers are also able to “turn the page” with an arrow in the bottom corner of the pages.  However, the pdf version of the book was more difficult to navigate as it did not have the same functionality of the online version.  Pictures and videos were not displayed, however the transcript for the video was included.","grammatical_rating":5,"grammatical_review":"The text is free of significant grammatical errors.","cultural_rating":5,"cultural_review":"The text is inclusive to students, it is not culturally insensitive or offensive.  It provides fairly general information for online learners. The language was neutral and examples given were applicable.  Sometimes, the text seemed geared to traditional students in terms of the examples given.  Non-traditional students may not see themselves reflected as much.","overall_rating":10,"overall_review":"I felt that this was a useful tool for students who are just beginning their journey into online learning.  It really emphasized that learning is an active process even when it is delivered in a non-traditional classroom setting, which is often what my students have difficulty with.  I especially appreciate the message to build community.  I will be using portions of this book in both my online course as well as my hybrid course.","created_at":"2019-06-03T13:55:32.000-05:00","updated_at":"2019-06-03T13:55:32.000-05:00"},{"id":3015,"first_name":"Michael","last_name":"Larson","position":"English Instructor","institution_name":"Minnesota State HTC","comprehensiveness_rating":4,"comprehensiveness_review":"Important ideas and areas related to online learning are certainly included within this text. The content promotes thought from within the reader. Opportunity to include content regarding some important behavioral aspects of learning may have been missed i.e. concentration; motivation; etc.","accuracy_rating":4,"accuracy_review":"Content appears accurate, mostly error free, and as unbiased as any self-help text may attempt to be.","relevance_rating":5,"relevance_review":"Content includes relevant and contemporary information related to online learning.  ","clarity_rating":4,"clarity_review":"The clarity of this text, and ancillary components, is one of its many strengths. It is written using general vocabulary and basic structure. When more technical jargon is introduced, it is at times reinforced with graphics, video, or other devices.","consistency_rating":3,"consistency_review":"Some consistency issues are present throughout the text. Occasionally the author refers to module as chapter. Another constancy issue found was some topics/sub-topics included a great deal of content while others only slight or superficial. ","modularity_rating":5,"modularity_review":"The modules of this text were reasonably divided and organized well. Students will easily manage navigating through each module using the Table of Contents sidebar. ","organization_rating":3,"organization_review":"Most of the topics of this text appear to be presented in a logical order and manor. It is interesting to note that the \"Strategic Reading\" module appears at the end of this text. Students may find some of the content of this module applicable, and put it to practice, as they read the content of the entire text.","interface_rating":5,"interface_review":"While navigating each element of this text, no significant issues were encountered in any way. ","grammatical_rating":5,"grammatical_review":"This text contains no noticeable grammatical errors.","cultural_rating":5,"cultural_review":"This text does not appear culturally specific though may be geared more toward a North American audience. It written using English language text and subtitles/Closed Caption are available in most videos used throughout. ","overall_rating":9,"overall_review":"This text is an easy read and interactive enough to keep learners engaged.  Consider this text for students who are completely unfamiliar with the online learning world. Prepare to supplement with other resources that will enable students to succeed. This may include a deeper dive into technological literacy and basic computer applications and functions. ","created_at":"2019-06-25T11:35:20.000-05:00","updated_at":"2019-06-25T11:35:20.000-05:00"},{"id":4814,"first_name":"Melissa","last_name":"Nakamura","position":"Instructional Designer","institution_name":"Kapiolani Community College","comprehensiveness_rating":5,"comprehensiveness_review":"There are seven parts to this text that covers a variety of topics to help the reader become an online learner. While the topics are directed towards online learning, many topics could easily be applied to all learners in general. There is a table of content but no index or list of topics at the end of the text. There is a list of downloadable resources by chapters, which can be very helpful for the reader.","accuracy_rating":5,"accuracy_review":"The content is accurate, error-free, and unbiased. Footnotes are provided on certain pages and a list of references is listed at the end of the text.","relevance_rating":5,"relevance_review":"The text is written with up-to-date content and strategies, some of which have been around for many years. Because of the way the content is organized, with multiple sections within each chapter, it would be easy to update one section at a time.","clarity_rating":5,"clarity_review":"The text was written jargon-free. The text is written in everyday language, with any terminology defined within the text. Videos are incorporated throughout the text supplementing the text, providing another option for the reader to interact with the material.","consistency_rating":4,"consistency_review":"The text is easy to follow and well organized. The only inconsistency is that sections, chapters, and modules are mentioned throughout the text but not clearly defined.","modularity_rating":5,"modularity_review":"The online text is nicely chunked into small readings that do not make it overwhelming for the reader. There are 7 parts to the text which each part has broken down into smaller lessons making it easy to identify and assign specific parts of the text for student reading.","organization_rating":5,"organization_review":"The topics in the text are organized in a logical and clear fashion. There are some great topics that can be applied to all learners, regardless of the modality of learning.","interface_rating":4,"interface_review":"In the online version of the text, there are videos and activities that are placed in the wrong area of the book. For example, in the Make Use of Small Blocks of Time section, there is a short quiz about working in teams. In the pdf version of the book, some of the images are blurry and/or unreadable such as the cognitive, social, and teaching presence image and the Becoming a Team: Framework for Working Together image. The online version of the text is easy to navigate with a next page link at the bottom of each webpage and a table of content available on each page, allowing the reader to easily see where they are in relation to the rest of the text or to jump to another portion of the text.","grammatical_rating":5,"grammatical_review":"The text does not appear to have any grammatical errors.","cultural_rating":4,"cultural_review":"In general, the text is not culturally insensitive or offensive but there are examples and strategies of learning that may be more applicable to the American learning environment.","overall_rating":9,"overall_review":"The topics covered in this text are key foundational skills that all online learners should learn and are applicable to all different types of course learning, whether it is a degree-seeking student taking a course for credit or a professional taking an online professional development course. The short quizzes embedded throughout the text are helpful for the reader to check their understanding of the reading. The template documents and worksheets provided throughout the text are useful resources to incorporate into the text allowing the reader to immediately start to incorporate the skills learned in the text into their studies.","created_at":"2021-04-21T18:37:31.000-05:00","updated_at":"2021-04-21T18:37:31.000-05:00"},{"id":4869,"first_name":"Drake","last_name":"Zintgraff","position":"Academic Counselor","institution_name":"Honolulu Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The text covers a pretty wide array of very important and relevant sections related to being successful as an online learner. The text covers the material as well from a comprehensive learner stand point in that it would be applicable for first time to college learners as well as those trying to improve their online learning skills. There is no index or glossary, but there is a summary of references and collection of downloadable resources from all the sections in the book.","accuracy_rating":5,"accuracy_review":"The content in the text is accurate, error-free, and unbiased. In addition, graphics and resources are laid out in a natural way without bias towards specific demographics.","relevance_rating":5,"relevance_review":"Content is up to date and although uses the context of online learning when providing learning habits, the core of the information transcends the online setting and is useful in traditional in-person settings as well.  This makes it easy if updates are needed it will not need a rewrite from the ground up and likely only need slight revisions to keep up to date.","clarity_rating":5,"clarity_review":"The text is very straight forward and stays away from technical terminology, acronyms, and similar types of writing. In addition, the visual and supporting resources in the text is well thought out and helps to make it even easier to grasp the material that is presented in each section.","consistency_rating":5,"consistency_review":"The text is laid out very consistently from one section to the next and makes it very easy to tell where topics connect or a new section/theme starts. This helps with the reading experience as well as being able to be used as a reference text later as well.","modularity_rating":5,"modularity_review":"The text is highly modular between sections. It would be very easy to only assign or use relevant sections and ignore the rest if that was most applicable to a specific class needs. Each section is pretty self contained and would not be hard for readers to use only one section without the other.","organization_rating":4,"organization_review":"The topics are pretty well laid out. Some sections depending on how an instructor wanted to assign readings in the book could benefit from being moved ahead of another, but overall it does not take away from the reading or learning experience if it was read straight through and still get the same takeaways.","interface_rating":5,"interface_review":"Each section is well laid out with a balance of text, visuals, and interactive activities. In addition, navigating between sections is well done in the table of contents. To go back to as a reference text as well it is very easy to find where you want to go with both the table of contents outline and the topics within each top level section in the table of contents.","grammatical_rating":5,"grammatical_review":"I did not notice grammatical errors in the text.","cultural_rating":4,"cultural_review":"The text is presented in a neutral way that did not come across as culturally insensitive or offensive. There may be some sections that if being taught outside of higher education or US may want to tweak for context to better fit to experiences in those settings, but that is likely to be an issue in most texts similar to this.","overall_rating":10,"overall_review":"With a drastic shift of classes being offered online this text provides a great starting point and reference for students to use to help with learning how to be successful in an online setting. In addition, it provides great examples that would help students in their learning for their classes they may have in an in-person setting as well.","created_at":"2021-04-30T21:04:40.000-05:00","updated_at":"2021-04-30T21:04:40.000-05:00"},{"id":4871,"first_name":"Tasha","last_name":"Williams","position":"Interim Writing Center Coordinator","institution_name":"Leeward Community College","comprehensiveness_rating":5,"comprehensiveness_review":"True to the book's title, I was intrigued by the way it encourages online learners to develop a meta-cognitive lens. Most of the essential understandings, knowledge, and skills are supported. Materials provide students with opportunities to apply and integrate skills and concepts. This book is a valuable contribution to online learning.","accuracy_rating":5,"accuracy_review":"The content appears accurate, clear, and in sequential order. In terms of readability, it is appropriate for learners.","relevance_rating":5,"relevance_review":"Students will be able to relate to this text, and it is easy to understand. It is relevant, timely, and intrigues the reader to want to learn more.","clarity_rating":5,"clarity_review":"The readability is clear and appropriate for online learners. The writing style and syntax are varied and appropriate to enhance student understanding. This textbook's vocabulary consists of both familiar and challenging words.","consistency_rating":5,"consistency_review":"The organizational properties of the textbook assist in understanding and processing content on a consistent basis.","modularity_rating":5,"modularity_review":"The text is divided into palatable chunks that are easy for the reader to understand, in keeping with the stated goals. Materials provide students with opportunities to integrate skills and concepts.","organization_rating":5,"organization_review":"The textbook is logically organized and  appropriate for students. It is divided into 7 sections that  are organized in a clear and cohesive manner.","interface_rating":5,"interface_review":"The text is free of major interface issues that might distract the reader.","grammatical_rating":5,"grammatical_review":"The writing style and syntax are varied and appropriate to enhance student understanding. Vocabulary consists of both familiar and challenging words.","cultural_rating":5,"cultural_review":"The text is relevant for diverse students from all walks of life.","overall_rating":10,"overall_review":"This is a well-written, practical, and manageable text that I will use in future classrooms.","created_at":"2021-04-30T22:22:50.000-05:00","updated_at":"2021-04-30T22:22:50.000-05:00"},{"id":34855,"first_name":"Xinyue","last_name":"Ren","position":"Assistant Professor","institution_name":"Old Dominion University","comprehensiveness_rating":5,"comprehensiveness_review":"The open book is comprehensive to cover all important areas of online learning. It is divided into seven sections, and each section focuses on one aspect of online learning skills, as indicated in online learner, online learning journey, online instructor, time management, professional communication, online assignments, and strategic reading.","accuracy_rating":5,"accuracy_review":"The included learning materials, examples, and assessments are accurate and from reliable resources. The resources are also appropriate and unbiased for the target learners.","relevance_rating":5,"relevance_review":"The open book is timely and relevant to the growth of online learning in various educational contexts. As the open textbook mentioned, the open book is necessary for students who are new to online teaching and learning and prepare them for the needed knowledge and skills to be successful in online education.","clarity_rating":5,"clarity_review":"The open textbook is clear to understand. The inclusion of multimedia resources and examples also helps clarify the learning content.","consistency_rating":5,"consistency_review":"The content in the open textbook is consistent, with the introduction, examples, and learning activities.","modularity_rating":5,"modularity_review":"The text is divided into small chunks that are easy to read and digest. Each page is assigned to a point and aligned with a specific purpose. It takes less than five minutes to read each page, without presenting much disruption to the learners.","organization_rating":5,"organization_review":"The sections of the open textbook are well-organized in a logical order. On each page of the section, the content is also organized for readability.","interface_rating":5,"interface_review":"The interface is intuitive and easy to navigate. The included multimedia resources are also easy to access, view, and navigate.","grammatical_rating":5,"grammatical_review":"The open textbook is free of grammar errors.","cultural_rating":5,"cultural_review":"The open textbook is culturally sensitive and includes resources that are inclusive of a variety of races, ethnicities, and backgrounds. In the textbook, several chapters discuss the role of online learners in developing a culturally inclusive online learning community, such as providing and receiving feedback and sending emails.","overall_rating":10,"overall_review":"Overall, the open textbook is a valuable resource for students who are new to online teaching and learning in postsecondary institutions. The content of the open textbook is important to equip students with the needed skills and knowledge to foster their online learning readiness. I would recommend every online learner to use the open textbook. However, to increase students’ technical skills, there is a need to include the content associated with the use of learning management systems, video conferencing tools, and other relevant technologies. It would be even more beneficial to use the textbook and deliver relevant workshops while taking online courses. Repeated practices and applications are important for students to transfer knowledge to their online learning experiences.","created_at":"2024-01-05T22:23:15.000-06:00","updated_at":"2024-01-05T22:23:15.000-06:00"},{"id":35467,"first_name":"Hilary","last_name":"Lee","position":"Instructor, Non-Traditional Degree Program","institution_name":"Northeastern Illinois University","comprehensiveness_rating":5,"comprehensiveness_review":"The book covers all aspects of distance learning from several different viewpoints.","accuracy_rating":5,"accuracy_review":"The book is clear and accurately reflects many situations that will arise in a distance environment.","relevance_rating":5,"relevance_review":"The book is highly relevant to the continuing migration from face to face towards a distance learning environment.","clarity_rating":5,"clarity_review":"The book provides clarity to many of the processes necessary to produce clear, concise distance learning goals and output","consistency_rating":4,"consistency_review":"The book provides consistency of content across all aspects of the distance learning process.","modularity_rating":4,"modularity_review":"The book can be utilized in targeted modules or a a global reference.","organization_rating":5,"organization_review":"The book is well organized","interface_rating":5,"interface_review":"n/a","grammatical_rating":5,"grammatical_review":"n/a","cultural_rating":5,"cultural_review":"The book is culturally relevant and can be used in various environments to promote consistency of content and deliverables.","overall_rating":10,"overall_review":"Learning to Learn online\nKPU learning Center\n\nThis text provokes many questions online instructors should think about as they craft distance classes.   I like that they start with the basics of, “What is my role? How can this role be best expressed and what goals should I have for my classes in this environment?”\n\nThe section identifying and defining skill sets needed for online learning is one that students need.   This opens up a world of pragmatism for commuter students who are juggling multiple roles and gives them some direction on what to do and how to approach instructors with questions of substance.\n\nAnother important feature is the text’s  stress on collaboration as a necessary component in the distance learning process.  The chapter on “Developing effective student-Instructor connection” is a very pragmatic approach to a key component of the distance learning process.\nIn many ways, the time management component attempts to further refine this process for people already juggling a host of things.  This chapter alone is worth it in that it acknowledges much of the distance learning process is just that, having process in place that facilitate learning.\n\nAnother important chapter is the one on Giving/Getting Feedback and how to maximize this process.   Many students do not have a clear awareness of what is necessary to communication/interaction in a distance learning format.  This chapter gives them some idea of how to approach this.\n\nThe chapter, “Who is my instructor and what is their role?” is one that students might not realize they need as much as they do.   For many students, they think that distance learning is identical to f2f learning, you just aren’t in the room.   This chapter views differences in the process and differences in expectations from the instructor’s standpoint.\n\nI would amend the Professional communication chapter to include specific references to the NEIU student’s handbook.   This could be easily integrated into this chapter. I would also use this chapter to explain the importance of the syllabus as a contract between the teacher and the student.\n\nAnalyzing Online assignments is another chapter where I would integrate class specific information. This chapter is the perfect place to stress to students the process of analyzing distance assignments.   Students have a lot of unspoken apprehension about how to address distance assignments.   Additions in this section can be very helpful in applying a process to distance learning.\n\nAll in all, this book is a great resource for fooling at the transition process from f2f towards distance learning as an equivalent process.   The fact that it is a point to point process where questions can be asked at the next point. And the process of actually distance learning.","created_at":"2025-05-05T15:29:12.000-05:00","updated_at":"2025-05-05T15:29:12.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/learning-to-learn-online","updated_at":"2025-12-15T02:31:07.000-06:00"},{"id":355,"title":"Teaching Crowds: Learning and Social Media","edition_statement":null,"volume":null,"copyright_year":2014,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-NoDerivs","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional \"classroom\" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.","contributors":[{"id":4047,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Jon","middle_name":null,"last_name":"Dron","location":"Athabasca University","background_text":"Jon Dron is associate professor in the School of Computing and Information Systems and a member of the Technology-Enhanced Knowledge Research Institute at Athabasca University. His current research concerns the social aspects of learning technologies, with an emphasis on methods and technologies that enable learners to help each other."},{"id":4048,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Terry","middle_name":null,"last_name":"Anderson","location":"Athabasca University","background_text":"Terry Anderson is professor and researcher in the Technology-Enhanced Knowledge Research Institute at Athabasca University. His interests focus on interaction and on the use of social media in educational contexts."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":314,"url":"http://www.aupress.ca/index.php/books/120235","year":null,"created_at":"2018-09-07T12:22:38.000-05:00","updated_at":"2018-09-07T12:22:38.000-05:00","name":"Athabasca University Press"}],"formats":[{"id":446,"type":"PDF","url":"http://www.aupress.ca/books/120235/ebook/99Z_Dron_Anderson-Teaching_Crowds.pdf","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":6,"reviews":[{"id":1131,"first_name":"Barbara","last_name":"Schultz-Jones","position":"Associate Professor","institution_name":"University of North Texas","comprehensiveness_rating":5,"comprehensiveness_review":"The book addresses online learning from a social perspective - learning together, learning from each other, social software for learning, social learning theories, modes of social engagement, pedagogical challenges for teaching online, potential dangers to security and privacy, and what the future may hold. This is a comprehensive treatment of theory, practice and pedagogy.  I particularly like the perspective of learning not only from individuals but also from their collective behavior and interactions. This provides an interesting premise for future research on social networks and learning. Another highlight is the Three-Generational Model that divides the three pedagogical eras of developments in distance learning.The authors provide an excellent index and list of references. While a glossary is not provided, an explanation and definition of terms is included within the text.","accuracy_rating":5,"accuracy_review":"The content is accurate and any bias is clearly stated and supported. There are many examples of theories and explanations of applicability to a social learning context.","relevance_rating":5,"relevance_review":"The text is current and includes a valuable case study that allows the reader to apply the models and methods presented. The book also considers the future, based on the observed state of transition within the social technology arena in relation to educational systems. Updating this text will be relatively easy as future events unfold.","clarity_rating":5,"clarity_review":"The text is written clearly, useful subheadings are included, and figures, models and tables help illustrate and clarify concepts and theories.","consistency_rating":5,"consistency_review":"The authors have achieved excellent consistency in terms of terminology and their approach to presenting an understanding of social software use and equipping educators with the knowledge and skill to use educational software.","modularity_rating":5,"modularity_review":"The text is very well organized and can easily be used to support various sections within a course. The chapter on social learning theories can be used in a theory building course, a social network course, or a course on educational software. Similarly chapters 4 to 7 can be bundled for use with instructional design. Chapter 8 is useful as a case study for systems design.","organization_rating":5,"organization_review":"The arrangement of the chapters facilitates a deep understanding of the use, theoretical background and approaches to social online learning. While the chapters can be read singly or as groups, a linear progression does enhance a deeper appreciation of the connected approach by the authors.","interface_rating":5,"interface_review":"The interface is very clear and all models and tables are easy to read.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors.","cultural_rating":3,"cultural_review":"The objective approach of the book ensures that it is not culturally insensitive or offensive in any way. The focus is on social learning through common learning goals. Chapter 6 on Learning in Sets has an excellent discussion of tribal underpinnings that extends beyond race and ethnicity to backgrounds and interests. And Cultural Considerations in Chapter 9 highlights potential challenges across cultural norms. All are dealt with objectively and with examples that enhance understanding.","overall_rating":10,"overall_review":"The text provides a wealth of background information, research and a strong scope of social software coverage so a reader will feel very well informed about networked learning environments and inspired to reconsider how that are used in distance education.","created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":2019,"first_name":"Cathryn","last_name":"Lambeth","position":"Associate Professor","institution_name":"College of Education, Concordia University, Portland","comprehensiveness_rating":4,"comprehensiveness_review":"The authors are expert in this timely and interesting area of instructional practice. Their assertions are built on well-respected learning theories, and draw an interesting line between the advent of social media and ‘social software’ and learning theories and instructional practices. The core concepts that follow are stimulating and timely.\n\nI would argue that the book is overly comprehensive. The first three chapters are foundational and could potentially be compressed. ","accuracy_rating":4,"accuracy_review":"Their introductory points -that the Internet and social media is connecting the world and how inequities in access to social media and social software increasingly impact academic growth and opportunity – are well-explained. The accuracy overall is increasingly impacted by the passage of time, but is sound at the time of publication. ","relevance_rating":3,"relevance_review":"Ironically, the pace of change brought about by the internet is a stumbling block. The preponderance of information and examples cited from the year of its authorship in 2014 places the content clearly in a place in time. Unfortunately, unlike academic research, a textbook that reads as dated will be viewed with decreasing credibility by students. How can the authors provide these very interesting and topical assertions without dating the text? In “The Shallows”, Nicholas Carr navigates this issue by phrasing what was happening at the time of authorship as “Here’s a few examples of what it was like in the development of this stage” rather than “Here’s what’s happening right now.”\n","clarity_rating":5,"clarity_review":"This change should be accompanied by some parallel editing in the content. The content of chapters 1, 2, and 3 build an extensive and detailed understanding of learning theories and (as of 2014) the use of social media and ‘social software’ in society and education. While these chapters are well-researched and thorough, the amount of detail and breadth of discussion diffuse our attention from the focus on the authors’ expertise. Why wait until Chapter 4 to get to the good stuff? \nWhen the authors articulate their research and assertions in the characteristics of the aggregation of learners (in groups, networks, and sets), the text gets to the heart of the authors’ work. The central chapters (Ch.4 “Learning in Groups”, Ch. 5 “Learning in Networks”, Ch. 6 “Learning in Sets”, Ch. 7 “Learning with Collectives”) are full of well-supported and useful frameworks that will inform instructional practices. They also cite 2014 examples, and are written in dense, academic language. I feel a bit like a gold miner – trying to separate the nuggets from the slough. \n","consistency_rating":5,"consistency_review":"The preface is very useful in providing a solid overview of the flow, construction, and connectivity of the chapters. Illustrations in the form of tables and figures support understanding, especially the Summary Tables comparing groups and tools, a handy accessible reference. The Figures in Chapters 4, 5, 6, and 7 are especially helpful to support the concepts and frameworks described. The Index is clear and complete, and references (citations) are lengthy, supporting research appears strong and extensive. Tables, figures, chapters are clearly delineated and help move the reader through the text. \n","modularity_rating":2,"modularity_review":"Unfortunately, through open.umn.edu, this text is only available in pdf. This format requires using search functions or scrolling to navigate, rather than live links to various chapters or sections. It is readable, written at an average grade level of 13.5 (based on a ‘readability’ online measure found at readable.io). For use in my undergraduate courses, this text would require support for understanding and assignments. ","organization_rating":5,"organization_review":"This text is clearly written for an academic audience. The organization mimics an academic research paper. The points are clear and follow a logic trail.","interface_rating":1,"interface_review":"A word about the font. The text is printed in a style of font that creates an incoherence between the topic and the print. In other words, the appearance of the font [Bell MT?] does not support the content. I found the font difficult to read, and too densely formatted on the page for easy viewing on a device. The sentences are complex and lengthy – which is fine – but the font style impedes readability, even after expanding the text to 175% on my 14-inch laptop screen. Just the wrong choice for this long of a text, especially one designed to be read on a device. \n","grammatical_rating":5,"grammatical_review":"The text is well-constructed, and grammatical errors are scarce and generally not noticeable. A few errors (e.g. “Prezzi” is misspelled) provide further evidence of why the time-based examples should be cleaned out and generalized.","cultural_rating":4,"cultural_review":"Examples are varied, but dated. The concepts provided are useful to inform culturally responsive instructional practices. ","overall_rating":8,"overall_review":"Bottom line: I would like to take a class or attend a seminar from the authors, and spend time translating the text into materials for professional development. As published, the text presents challenges in readability (both visually and in structure), length, and organization that intrude on its potential use for a course text. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2136,"first_name":"Debra","last_name":"Espinor","position":"Associate Professor","institution_name":"George Fox University","comprehensiveness_rating":5,"comprehensiveness_review":"\r\n\tThis text is highly comprehensive especially in the area of perspective of learning from communities and crowds. This is an underrepresented area of research and learning, so it is a refreshing read. There is much room for future research in this particular area of social participation and media as well as deeper study into The Three-Generational Model. The authors had a thorough index and the glossary was integrated into the text.\r\n","accuracy_rating":5,"accuracy_review":"\r\n\tThe text is supported by a variety of figures and examples of current theories that provides a foundation for accuracy. Issues of bias were addressed within the text.\r\n","relevance_rating":4,"relevance_review":"\r\n\tThis book is a foundational book, providing a plethora of new information for the technologist. Looking ahead to the future is addressed in this textbook, allowing space for updated versions. In particular the case study model allows for classroom application.\r\n","clarity_rating":5,"clarity_review":"\r\n\tAlthough this book has clear headings, descriptive figures and illustrations, there is still a depth of technical language that makes it a book to read slowly and in small bits. This is not a negative comment as there is much to contemplate while reading this text.\r\n","consistency_rating":5,"consistency_review":"\r\n\tThe text builds upon the framework as one reads sequentially through the text. The building blocks are developed to keep the reader engaged and anxious for more.\r\n","modularity_rating":5,"modularity_review":"\r\n\tThere was an ease to reading this text built upon the organization structures and sections. The reviewer was particularly engaged with the figures, especially Table 1:2 where the functions of educational software are compared. This is presented like an infographic. The only criticism is that the examples need to be updated as software is changing so fast.\r\n","organization_rating":5,"organization_review":"\r\n\tThere is a linear and organized progression of the topics presented in this text. While the topics are relevant, there is a lot of technical reading as one moves through the text. The reviewer found it was easiest to read one or two chapters at a time and go back and reflect before moving ahead. Because the text was written in a logical manner, it was easier to move ahead, yet is took a while to make it through the whole text because of the abundance of information presented.\r\n","interface_rating":5,"interface_review":"\r\n\tThe interface is quite clear, charts were easily read on different computers, tablets and phones. There was no confusion in the navigation of the text.\r\n","grammatical_rating":5,"grammatical_review":"\r\n\tThere were no grammatical errors in this textbook.\r\n","cultural_rating":5,"cultural_review":"\r\n\tThe global relevancy of a book like this cannot be understated. While the authors are inclusive and sensitive in their writing style, the linking to formal and informal learning throughout the book allows the individual and group to be present in the conversation. In additions, the authors speak to the accessibility aspect of the social software and that is an area of future research.\r\n","overall_rating":10,"overall_review":"\r\n\tThis book is an example of a \"meaty\" read. There is a lot of information shared that requires deep thinking beyond the actual reading. This will be a textbook used for many years as the theories of social media transform and change over time.\r\n","created_at":"2018-03-27T19:00:00.000-05:00","updated_at":"2018-03-27T19:00:00.000-05:00"},{"id":2522,"first_name":"Jennifer","last_name":"Fellabaum-Toston","position":"Associate Teaching Professor","institution_name":"MOBIUS","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers a wide range of related material, including an effective index. However, given some of the technical terms throughout, a glossary might be helpful. Furthermore, there are a few concepts/ideas that are touched on rather briefly, that if expanded upon would enhance the text's contribution -- \r\n1) In Chapter 1, other ways of knowing and sharing lessons such as storytelling and music, are kind of glossed over real quick and I think storytelling in particular is particularly useful technique for the focus on learning with others. \r\n2) Touch very briefly on issues of power and trust in groups in Chapter 4, but these are both pretty important concepts in the teaching and learning process to consider. They do come back to trust (and a bit on power) again later in Chapter 4, why not talk about all of this at once?  It would make a much stronger case overall. \r\nChapter 8 is very helpful in that it provides clear cases of how this can all come together in practice. ","accuracy_rating":4,"accuracy_review":"There are places throughout where their argument could be strengthened such as in Chapter 1, \"why learn online with other people?\" - there is literature on collaborative learning such as drawing from Barkley, Major, and Cross' work in Collaborative Learning Techniques (though maybe that was not available at the time of publication); even pulling up the stuff from page 17 where they talk about Panitz's (1997) work with collective learning would further establish the significance here. Other examples of places where claims are made that need some substantiation, rather than taking for granted that it is common knowledge include when they are talking about groups in Chapter 4, particularly the section on \"distinctive educational group features\" such as Levi's work in Group Dynamics for Teams. ","relevance_rating":4,"relevance_review":"In general, I think given that they are talking about technologies which are often changing, the authors do a great job of this. In particular, the last chapter is forward thinking and written in a way that carefully recognizes that when looking ahead, one’s words will eventually become the present and then the past.  There were a few places where the tense usage was a little off, such as on page 87 when talking about Donath's (2007) work. Tense can be particularly important when assisting folks years from now in contextualizing the resources we are referencing. Another way to enhance the timelessness of the work would be to utilize gender-inclusive language such as their rather than his/her. ","clarity_rating":4,"clarity_review":"There are great connections made across the content presented in individual chapters, but helping the reader make the connection quicker is not always done such as making sure to clearly state that you will be applying Paulsen’s framework of freedoms that you introduced in Chapter 2 in later chapters (i.e., Chapters 4-7). Particularly as this application is a very helpful part of this text. ","consistency_rating":5,"consistency_review":"(see comment under Clarity)","modularity_rating":3,"modularity_review":"Given the technical focus and how the framework introduced in Chapter 2 is then utilized in Chapters 4-7, and then the cases in Chapter 8 are based on all of those chapters, I think the interconnectedness of the work could make it difficult to divide some of this up. ","organization_rating":4,"organization_review":"Overall the chapters are organized in a logical fashion. There are just a few times in-text when the information could be re-grouped to enhance flow (see previous comment under Comprehensiveness).","interface_rating":5,"interface_review":"There were no apparent interface issues. Given that it is a PDF, it would be nice if it had an interactive Table of Contents and/or hyperlinks throughout to the relevant resources rather than the web links written in-text. ","grammatical_rating":4,"grammatical_review":"There are some minor issues with writing and APA style throughout including:\r\n1) paragraph structure - one-sentence not equaling a paragraph (see pages 17, 72, or 299 for examples); and avoiding run-on paragraphs such as those on pages 295 and 304\r\n2) using ampersands within parentheses (see pages 109, 113, 213)\r\n3) on page 48, first full paragraph – should just be “(a theory created by George Siemens, 2005)” without the extra parentheses around the year. \r\n4) p. 283 at very top, extra space before a period and no space after a period mid-way through page 285\r\n5) (e.g.,…) - missing comma towards middle of page 43\r\n6) some minor stuff in the reference list APA-wise, like spacing between author’s initials. \r\n7) generally do a good job of citing sources that they refer to directly, but not always like when they refer to statements made by Newton or Donne without using direct quotes or providing a source for readers to verify/learn more. There are also places like at the top of page 41 and page 54 where the in-text citations are a bit off (year should go right after the authors’ names and just the page number at the end of the quote. Also, in APA, quotes of 40 words or more utilize block formatting). Or on page 59 where you just need the page number at the end of the quote and not the (Siemens, 2006…) part in the first full paragraph as it is clear who you are referring to in the sentence itself. \r\n","cultural_rating":5,"cultural_review":"(see previous comment about gender-inclusive language) ","overall_rating":8,"overall_review":null,"created_at":"2019-01-14T12:23:00.000-06:00","updated_at":"2019-01-14T12:23:00.000-06:00"},{"id":3074,"first_name":"Christopher","last_name":"Haynes","position":"Associate Director for Learning Experience Design","institution_name":"CU Boulder","comprehensiveness_rating":4,"comprehensiveness_review":"This book addresses head on some of the challenges of teaching and learning at scale, an increasingly common need for institutions of higher education, while also providing tools and strategies for individuals to manage their formal and informal learning experience toward greater impact. It provides an extensive list of references and a useful, functional glossary.","accuracy_rating":5,"accuracy_review":"The content of Teaching Crowds is accurate, error-free, and unbiased. The authors are aware of their own histories and institutional contexts, and make those structural constraints visible and part of the learning experience of the book. Anderson's ethos is strong, as he is one of co-authors of the articles that laid out the \"Community of Inquiry\" model, one of the most commonly cited design schemas for online and technologically mediated teaching and learning, and is a leader in the field. The initial wordplay of “teaching crowds” encapsulates the purpose of the book, both a theoretical explication of what makes social teaching and learning work, and a practical guide for doing that work more effectively. ","relevance_rating":4,"relevance_review":"Anderson and Dron capture a critical reality of the current educational space, a tension between framing education “as a means of reproducing cultural norms for stability and as an instrument of change” (301). One of the drawbacks of any book looking to engage pedagogical reflection by holistically addressing theory and practical application is the rapid outdating of the technological platforms and tools referenced. This book is no exception, and some of the example tools and platforms are not commonly known today or have evolved in functionality, UI, or educational application. But, Teaching Crowds does an excellent job of framing tool references within context and category, which facilitates users now (at the time of writing, 5 years after publication) mapping the context onto whatever new toolsets are available.","clarity_rating":5,"clarity_review":"Teaching Crowds is written in clear and accessible prose. The early chapters of the book set out the educational and cultural theory upon which the applications of social learning and pedagogy rely. These chapters are denser than the rest and contain more technical terminology, but the book is well structured with headings, subheadings, and sections so the reader is not ever lost.","consistency_rating":5,"consistency_review":"Teaching Crowds is consistent in its topical frameworks. The most common of these are the approaches to learning covered (instructivist/behaviorist; constructivist; connectivist) and the social modes of learning explored (individual, group, network, set, collective). ","modularity_rating":4,"modularity_review":"Teaching Crowds is very modular in presentation, with a useful framework of headers, subheaders, and subsections that make any chapter or any section within a chapter extractable. There is self-referentiality throughout the book, so any extraction would require some context to sufficiently frame. But this need would be minimal.","organization_rating":5,"organization_review":"The topics in Teaching Crowds are presented in clear and logical fashion, and the book naturally progresses from underlying theory to new exploration to practical application.","interface_rating":5,"interface_review":"The text is free of significant interface issues, and the book is clean and well-presented.","grammatical_rating":5,"grammatical_review":"Like any large monograph, there are occasional grammatical errors, but these are neither distracting nor consistent.","cultural_rating":3,"cultural_review":"Teaching Crowds acknowledges the realities of cultural difference as a matter of vital necessity, which makes sense for a book trained on the present and future of the online educational space. However, it could go into more depth about how cultural difference plays out in its social learning modes (groups, networks, sets, collectives) as each develop in digitally-mediated educational spaces.","overall_rating":9,"overall_review":null,"created_at":"2019-09-05T10:33:35.000-05:00","updated_at":"2019-07-01T12:58:58.000-05:00"},{"id":3331,"first_name":"Laura","last_name":"Summers","position":"Clinical Assistant Professor","institution_name":"University of Colorado, Denver ","comprehensiveness_rating":5,"comprehensiveness_review":"Teaching Crowds: Learning and Social media (Dron \u0026 Anderson, AU Press, 2014) is one open text resource within a series of nine Issues in Distance Education texts. Teaching Crowds addresses social aspects and critical pedagogy of online teaching and learning with social media, also referred to as social software. Dron and Anderson (2014) state, “One major purpose of this book, therefore, is to explore these opportunities and provide both understanding and keys to action that can be used by educators and, as importantly, by learners” (7). While their review of literature is vast, their overview of learning theories be enhanced with a more saturated review of current literature of several theorists for each given theory or approach; for example, Wenger’s foundational work in the theory of communities of practice (1991; 1998) is the only perspective referenced for communities of practice when there are other researchers who have expanded upon this approach. The authors’ extensive understanding of social learning through groups, networks, and sets is evident throughout the text and supported through their contextual stories from their academic contributions to local practices. ","accuracy_rating":4,"accuracy_review":"Is the 1999 citation from Annand still accurate as to whether or not “conversant” forms of online learning are scalable or cost effective? Advancements in technology may change the accuracy of this statement twenty years later. In Chapter 1’s subsection: “Social Software Engages, Motivates, and is Enjoyable” cites early literature between 1987 to 2007 on the importance of enjoyment in learning but does not include research on the enjoyment of social software nor does the review of literature acknowledge the fear that some students still have with social software/social media.   ","relevance_rating":4,"relevance_review":"At the time of this review, Teaching Crowds is five years old. Cited research is eight years old with technology data that can quickly become outdated.  Some current examples of social software are listed in Table 1.1. Yet many current examples are not provided which leads to the question of relevance within different countries or cultures. Dron and Anderson (2014) mention the opportunity to go beyond the learning management system as the organizational learning system which is a current trend in educational technology. The relevance of their stories from the field are contextual to their academic backgrounds and could be broadened in the future through applied practice in other educational settings.  The concepts of learning in groups, networks and sets are still relevant and supported through Dron and Anderson's expertise. ","clarity_rating":4,"clarity_review":"Teaching Crowds provides a clear overview of social learning theories and how social media can be a supportive means to social teaching and learning theories. The tables and figures provide further clarity to complex concepts. ","consistency_rating":5,"consistency_review":"As mentioned above in the clarity section, Teaching Crowds provides a clear overview of the connection between social learning and the use of social media in networked and group learning. ","modularity_rating":5,"modularity_review":"The text is organized with chapters and sub-heading to find relevant topics within each chapter. The tables and figures also aid in the organization of the information. Social software for annotation could be used to support the educational use of this text within an educational technology course. ","organization_rating":4,"organization_review":"The structure flows from an overview in learning theories to social modes of learning to future possibilities in social learning from emerging structures and networks. ","interface_rating":5,"interface_review":"Images and charts were displayed clearly. Tables and figures support the text structure. Searchability was impacted by the online PDF format and the inability to easily flip to a page from the index.","grammatical_rating":5,"grammatical_review":"Grammatical errors are not noticeable and do not inhibit the flow of reading Teaching Crowds: Learning and Social Media (Dron \u0026 Anderson, AU Press, 2014).","cultural_rating":3,"cultural_review":"Accessibility to “all” learners is mentioned in the first chapter without the acknowledgment that access to the devices and access to paid social software can be a barrier. While Chapter 9 skims issues and challenges related to privacy, copyright, access, and cultural considerations, only the Indian culture is referenced in an example and not the multicultural nature of Canada’s population of learners which includes Indigenous peoples. For example, the tradition of oral storytelling by the elders, a respected norm within the social learning experience in the Northwest Territories could be explored as a context for teaching and learning with social media. Also, there are several statistics linked to Canadian learners which leads to the question, would world-wide statistics be similar in support? The usefulness of aggregations is also noted, yet the bias that can be a result of the algorithms used by software publishers was not exposed as a cultural issue that has been researched since publication (e.g. Benjamin, 2019).","overall_rating":9,"overall_review":"Teaching Crowds: Learning and Social Media (Dron \u0026 Anderson, AU Press, 2014) provides the opportunity for a discussion on how social media changes with emerging technologies. The concluding chapter ten, “The Shape of Things and of Things to Come,” communicates the authors’ perspective about institutional learning and formal learning structures with the hint of possibilities around situated, just-in-time, and personalized learning, through the use of badging, agnostic competencies, and open research. This reviewer would also ask that the idea of libraries as a “junction in a network and not a repository of knowledge” (309) be further examined as a future possibility in social teaching and learning social media networks.  ","created_at":"2019-11-29T13:29:39.000-06:00","updated_at":"2019-11-29T13:29:39.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/teaching-crowds-learning-and-social-media","updated_at":"2025-12-15T02:02:33.000-06:00"},{"id":221,"title":"Teaching in a Digital Age: Guidelines for designing teaching and learning","edition_statement":"2nd Edition","volume":null,"copyright_year":2015,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face. Although the book contains many practical examples, it is more than a cookbook on how to teach. It addresses the following questions: is the nature of knowledge changing, and how do different views on the nature of knowledge result in different approaches to teaching? what is the science and research that can best help me in my teaching? how do I decide whether my courses should be face-to-face, blended or fully online? what strategies work best when teaching in a technology-rich environment? what methods of teaching are most effective for blended and online classes? 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? how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload? what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks? 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. A framework and a set of guidelines are suggested 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. In the end, though, the book isn't really about teachers and instructors, although you are the target group. It's about you helping your students to develop the knowledge and skills they will need in a digital age: not so much digital skills, but the thinking and knowledge that will bring them success. For that to happen, though, your students need you to be on top of your game. This book is your coach.","contributors":[{"id":3631,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"A.W. (Tony)","middle_name":null,"last_name":"Bates","location":"University of British Columbia","background_text":"A.W. (Tony) Bates graduated from the University of Sheffield, U.K, with a B.A. (Hons.) in psychology in 1962, obtained a post-graduate certificate in education from Goldsmiths College, the University of London, and a Ph.D. in educational administration from the Institute of Education, the University of London."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":160,"url":"http://opentextbc.ca/teachinginadigitalage/","year":2019,"created_at":"2018-09-07T12:22:37.000-05:00","updated_at":"2020-04-29T11:28:04.000-05:00","name":"BCcampus"}],"formats":[{"id":418,"type":"Online","url":"https://pressbooks.bccampus.ca/teachinginadigitalagev2/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":419,"type":"PDF","url":"https://pressbooks.bccampus.ca/teachinginadigitalagev2/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":25,"reviews":[{"id":275,"first_name":"Franziska","last_name":"Wilcox","position":"Senior Instructor","institution_name":"Colorado State University ","comprehensiveness_rating":5,"comprehensiveness_review":"The book is very comprehensive, and includes an effective index and glossary. One can navigate with ease through each one of the twelve chapters, which are broken down by sections. Having \"key takeaways\" from each chapter at both the beginning and the end is a plus. The text covers all areas and ideas of the subject matter thoroughly, and there is a logical progression from general background information and an overview of the content to greater details and specifics towards the end of the book. There is an activity at the end of each section, which leads one to internalize the material and reflect upon the subject matter. Four appendices are also included, which provide additional information to educators with great tools and resources. ","accuracy_rating":5,"accuracy_review":"Accurate information was presented in the book, which was supported by several references from a variety of sources. The references are integrated very well into the text and cited at the end of each section. The book is also error-free and much attention was given to not only the content, but also the formatting and layout, which in turn gives great fluidity to the text. The book is unbiased. Different points of view are given, and many questions are asked throughout each chapter, which leads an instructor or student to come to their own conclusion based on the information provided. ","relevance_rating":5,"relevance_review":"The content is up-to-date and relevant, and the longevity of the book is great, because it focuses on various types of instruction with the primary focus being rooted in technology-based instruction. This type of instruction in blended, hybrid, and fully-online formats is becoming more and more prevalent, and the book should therefore remain relevant for quite some time. It helps instructors understand the benefits and challenges that integrated technology brings with it. This technological era, in which we live, is advancing rapidly. It is important to keep up with these advancements, and make adjustments to instruction and delivery methods as needed. This book does a really nice job on giving instructors the tools on how and to what extend to do so.","clarity_rating":5,"clarity_review":"The book is written in lucid, accessible prose, and provides great definitions and examples of technical terminology (for example, MOOCs) as related to integrated technology within various delivery methods.","consistency_rating":5,"consistency_review":"The book is consistent in terms of terminology and framework. Consistent use of terminology, such as various learning styles, delivery methods and instructional formats, and the educational framework as a whole is integrated nicely within the book. Its framework is logical, progressive, and fluid. ","modularity_rating":5,"modularity_review":"This book's modularity is great. The text is organized into chapters, which are organized into sections. Each chapter has a purpose statement, a summary, and key takeaways at the beginning, as well as main conclusions and key takeaways at the end. Each section has a clear subheading, and an activity at its conclusion. The text is therefore easily and readily divisible into smaller reading sections, which can be assigned at different points within a course. However, this text would be most resourceful to instructors, as well as students enrolled in pedagogical courses, since the subject matter focuses on the benefits and challenges of instructional formats and delivery methods integrating technology, and thereby benefiting instructors and students who are restructuring and/ or creating their own courses.","organization_rating":5,"organization_review":"The book's organization, structure, and flow have already been touched upon within some of the previous categories. To reiterate, one can navigate with ease through each one of the twelve chapters, which are broken down by sections. Having \"key takeaways\" from each chapter at both the beginning and the end is a plus. The text covers all areas and ideas of the subject matter thoroughly, and there is a logical progression from general background information and an overview of the content to greater details and specifics towards the end of the book. There is an activity at the end of each section, which leads one to internalize the material and reflect upon the subject matter. Four appendices are also included, which provide additional information to educators with great tools and resources. Its framework is logical, progressive, and fluid. ","interface_rating":5,"interface_review":"The book has a solid interface. It is free of navigation problems, distortion of images and charts, and any other display features that may distract or confuse the reader. All of the links within the table of contents and hyper links within the text function. ","grammatical_rating":5,"grammatical_review":"The text is free of grammatical errors. ","cultural_rating":5,"cultural_review":"The text is culturally relevant, in that it is inclusive of a variety of races, ethnicities, and backgrounds. The images used throughout each chapter,as well as the people selected for giving feedback to the activities at the end of each section, represent people from various cultural backgrounds. There is a section in chapter 1 which addresses the increase in student diversity.","overall_rating":10,"overall_review":"I would highly recommend this book to instructors who are seeking to restructure their own courses by integrating a few or various forms of technology, and/ or creating blended, hybrid or online courses. It would also benefit those students who are in the processes of becoming educators, since there are many factors to consider when designing a course. ","created_at":"2016-01-07T18:00:00.000-06:00","updated_at":"2016-01-07T18:00:00.000-06:00"},{"id":286,"first_name":"Eric","last_name":"Milholland","position":"Instructor","institution_name":"Colorado State University","comprehensiveness_rating":5,"comprehensiveness_review":"This text is quite comprehensive.  Not only does it cover the current topics in Educational Technology, it does a fantastic job of reviewing exactly how and why we arrived at this point in time.  After all, it is important to understand how past technology led to what is currently employed.","accuracy_rating":5,"accuracy_review":"The text does a nice job of really exploring the many facets of Educational Technology.  There are so many different components of this topic, from in-class devices like clickers to asynchronous technology utilizing MOOCS, flipped classrooms, and discussion boards.  This text does a great job of identifying these technologies and also examining the peer-reviewed literature as to their teaching efficacy.  ","relevance_rating":4,"relevance_review":"This book is currently relevant, and does a great job of investigating the many components of Educational Technology.  The only reason I gave this text a review of 4 in this category is because the longevity is limited.  That is much more a function of the changing world of this type of technology than a criticism of the author's efforts to present relevant information.  It is certainly relevant now, but would need to be updated quite frequently to ensure longevity.","clarity_rating":5,"clarity_review":"This text does a really nice job of explaining concepts very clearly.  Having a PhD in education, most of the terms presented here are quite familiar to me.  That being said, the author does a fantastic job of explaining or defining key terms and ideas to make this text very approachable to anyone who is teaching or guiding others.  I really appreciate this because the average instructor is a subject matter expert in their field, but they may have very little formal training in education theory and techniques.","consistency_rating":1,"consistency_review":"Well written, and very easy to read and follow.  The structure of each section is basically the same: what is being presented, why is it important, and what should the reader expect to learn/know at the conclusion of reading that specific information.  The text follows this format throughout each section, meaning a reader could easily explore any topic and gain valuable information.","modularity_rating":5,"modularity_review":"One of things I really enjoyed about reviewing this text is the modularity.  Each topic can stand alone as a unique learning module, and even the subtopics of these areas are presented as standalone modules.  This means a reader could consume a few independent ideas that would make sense on their own, but could also read the entire text to gain a more complete understanding of Educational Technology","organization_rating":5,"organization_review":"I really enjoyed the structure of this text. The information is presented in easy to digest \"chunks\".  This allows the reader to review a few select ideas or take the time to really learn and understand the plethora of Educational Technology that exists today.","interface_rating":4,"interface_review":"In the .pdf version of this text, a few of the images were either blurry or difficult to see in their entirety on a computer screen.  Overall, the information in the pictures and text were relevant, but there were times the image resolution was distracting.","grammatical_rating":5,"grammatical_review":"Great grammar in this text.  I absolutely love textbooks written in a conversational format.  ","cultural_rating":5,"cultural_review":"I feel like this text actively attempts to include a variety of ethnicities and backgrounds.  There are numerous examples of how the information would be used in a variety of cultures, and not all of these are Euro-centric.  While the author writes about their personal experience in the UK, Canada, and the United States, the text intentionally uses examples of teaching and Educational Technology in other regions of the world.","overall_rating":9,"overall_review":"I really enjoyed this text and thought it did a tremendous job of presenting the past and present Educational Technology, especially as it pertains to how those things impact the current and future trends in the field.  I really like the presentation style of short but informative sections within a chapter/topic.  This made the text very easy to read and follow.  I also thought the questions at the conclusion of each chapter were a great way to challenge the reader to investigate the applicability of these ideas.  These questions are designed to really implore the reader to explore the personal relevance of each topic.  ","created_at":"2016-01-07T18:00:00.000-06:00","updated_at":"2016-01-07T18:00:00.000-06:00"},{"id":324,"first_name":"Lana","last_name":"Fornes","position":"Instructor","institution_name":"Valley City State University","comprehensiveness_rating":5,"comprehensiveness_review":"This book would provide useful information and support for college and university faculty, as well as for some K-12 teachers; as they consider how best to effectively engage and support student learning for \"digital natives\" and others seeking knowledge and education in this information- and knowledge-based era. Traditionally, college and university faculty are hired for their knowledge and expertise in their content areas, but the vast majority lack formal training in being effective educators or expertise in and knowledge of how students learn. This book is an appropriately comprehensive guide providing background in understanding the most common theories regarding learning and how it is impacted by an instructor's pedagogy and epistemology. \n\nThe author progresses from providing essential background to wading into the weeds regarding multiple aspects, to help readers understand the important considerations for determining desired student outcomes, determining how those might be best supported in how a course is offered (e.g. face-to-face, hybrid, fully online), to considering the usefulness and reasons for using various technologies and media; and how instructors might team up with other institutional members in making decisions about course development and changes that adapt to current and future conditions and resources. The Table of Contents provides an excellent overview of content -- faciitiating finding those sections the reader may want to refer back to in future. The author has included numerous online links to additional content throughout; and informs the reader that there will be ongoing updates and additions to the content. \n\nChapter 10 provides especially useful and very current content regarding Open Education Resources (OER) -- something very much in discussion today as instructors in higher education seek to reduce educational costs to students, while improving their  access to quality educational resources and course materials.","accuracy_rating":5,"accuracy_review":"Overall, the accuracy of the information presented seems to be right on target and especially current today.","relevance_rating":4,"relevance_review":"Besides providing essential background in important considerations in meeting the needs of diverse learners as they develop the  knowledge, competencies, and skills required by varying disciplines; the author also provides essential discussion related to current issues in education. Because of the way the book was progressively created, the author has provided a format that will lend itself well to addition of updated information in the future. \n\nBecause of the evolving nature of the technologies and media currently being used for educational purposes, it is expected that this book would need to be updated to maintain its relevancy and longevity. However, the shared perspectives and discussion of pedagogy and epistemology would be useful long after the specific cited technologies have evolved to something else.","clarity_rating":5,"clarity_review":"The author's use of terminology and jargon is appropriate and well disseminated in professional educational literature. However, this reviewer also found the content to be easily read due to the author's conversational tone throughout his discussion. Reading this book felt like a conversation with a well-informed colleague.","consistency_rating":5,"consistency_review":"The book is consistent in its terminology and remains true to the framework set out in the Table of Contents and in the introductions provided for each chapter. At the beginning of each chapter, the author clearly and concisely defines the purpose of the chapter and lists what the reader should be able to do after completing the chapter. At the end of each chapter, the author also provides a concise listing of the important take-aways from the chapter. There are also reflective writing prompts throughout the book --  providing opportunities for immediate application of the concepts being discussed by the author.","modularity_rating":5,"modularity_review":"Although, the chapters build a successive body of knowledge, the contents would not have to be exclusively read in order or in total. The reader could pick those chapters most applicable to the moment. In each chapter, the author also directs the reader to other portions of the book directly related to the discussion at-hand.","organization_rating":5,"organization_review":"The topics are presented in a logical and clear fashion.","interface_rating":5,"interface_review":"This reviewer read portions of the book directly from the website, as well as from a downloaded PDF. Both versions seemed to be identical and there did not appear to be any distorted images, or problems with the book's presentation. Links to comments and accompanying podcasts seemed to work effectively.","grammatical_rating":5,"grammatical_review":"This reviewer did not notice any typos or grammatical errors until one of the later chapters; and those only consisted of what seemed to be a couple of missing words --- not spelling or grammar issues.","cultural_rating":4,"cultural_review":"The text did not appear to be culturally insensitive or offensive. The illustrations seemed to do a good job of representing a diverse population in terms of race and gender. And throughout the text, the author emphasized the importance of instructors knowing their students and being aware of their needs as learners, as well as their needs for specific knowledge and skill development for the world of work.","overall_rating":10,"overall_review":"The author's personal professional experience has been split between the UK and Canada. However, even though there are plenty of experiential examples from those two areas of the world, he provides applicable information for what has been and is occurring in the USA and other places in the world. The informatio, topics, and considerations in the book are likely applicable regardless of where the reader may be located, even though the resources available to an individual instructor (because of their location) may be very different.","created_at":"2016-01-07T18:00:00.000-06:00","updated_at":"2016-01-07T18:00:00.000-06:00"},{"id":339,"first_name":"Rick","last_name":"Harper","position":"Assistant Professor","institution_name":"University of Massachusetts","comprehensiveness_rating":5,"comprehensiveness_review":"Teaching is a huge topic, but the text does a thorough job covering subject areas; extensive appendices that include teaching scenarios, definitions and further resources.","accuracy_rating":5,"accuracy_review":"The Text's content is error-free. ","relevance_rating":5,"relevance_review":"The Text's content is up-to-date, but thanks to the electronic format the text may be updated more readily than a hard copy only and helping to prevent against making the text obsolete.","clarity_rating":4,"clarity_review":"This resource is generally written in a straightforward manner...there are some uses of context-specific jargon AND some of the scenarios are a little \"fluffy\".","consistency_rating":5,"consistency_review":"The book is generally written in a consistent manner.","modularity_rating":5,"modularity_review":"The text is readily divided up and proceeds in a logical fashion from chapter to chapter.","organization_rating":4,"organization_review":"The text's twelve topics are presented clearly and logically.  The appendices are a little \"rambling\" or lengthy.","interface_rating":5,"interface_review":"The text interfaces well with the reading audience.","grammatical_rating":5,"grammatical_review":"The book is well-written and free of grammatical errors.","cultural_rating":5,"cultural_review":"The text takes important measures to maintain its cultural relevance/sensitivity by discussing the issue of diversity head-on.","overall_rating":10,"overall_review":"A valuable resource!","created_at":"2016-01-07T18:00:00.000-06:00","updated_at":"2016-01-07T18:00:00.000-06:00"},{"id":406,"first_name":"Kathi","last_name":"Inman Berens","position":"Assistant Professor","institution_name":"Portland State University ","comprehensiveness_rating":2,"comprehensiveness_review":"While the scope of _Teaching in a Digital Age _ is comprehensive, its failure to cite, link to or engage most scholarship of digital pedagogy produced since 2000 means that the author is responsible for a wide range of material that he can treat but superficially.  I like that the book's format is participatory, and that readers have offered comments on individual chapter sections.  But lack of engagement in scholarly discourse hampers the book's credibility and usefulness.  Most citations are superannuated.  For example, in chapter 6.6 on Media Richness, all the citations are pre-Web (1977-1987).  Chapter Seven on pedagogical differences among platforms' media-specific affordances doesn't incorporate experiments by innovators like Howard Rheingold and Cathy Davidson, or compelling collaborative pedagogy projects such as HASTAC,DMLCentral, KAIROS (the first multimedia academic journal in rhetoric/composition, now celebrating its 20th year) or the relatively new _Journal of Interactive Technology and Pedagogy_ and _Hybrid Pedagogy_, both founded in 2012.","accuracy_rating":2,"accuracy_review":"Bates accurately conveys aspects of distance learning, and provides overviews of different teaching methods and media through which those methods can be practiced.  But the book's lack of awareness of field developments hampers its accuracy, since only the most broad assertions resonate, such as the indisputable assertion that learners must \"develop the type of knowledge and the kinds of skills that they will need in a digital age,\" in chapter twelve's introduction.","relevance_rating":3,"relevance_review":"Bates is an innovator in distance learning, and there are many things to admire about his work in the field.  His assertion in chapter ten that \"“OER, MOOCs, open textbooks and other digital forms of open-ness are important in helping to widen access to learning opportunities\" is wisely tempered with a more nuanced take on what constitutes practical access.  Bates continues, \"[B]ut ultimately these are enhancements rather than a replacement for a well-funded public education system, which remains the core foundation for enabling equal access to educational opportunities.\"  Comments like these and others demonstrate Bates' awareness of how different dyads between traditional and networked learning produce tension that any learner or institution must navigate: open v. proprietary content; unfettered access v. ability to learn with little mentorship or guidance beyond interface prompts; media innovation v. inevitable obsolescence.   These are all relevant notions; but as I observe above, lack of dialog with the ample and vibrant scholarship about these and other issues relegates the book to a generalist's overview at best.","clarity_rating":5,"clarity_review":"Yes, the book is clear.  Its information is organized well to promote skimming, browsing, and deeply immersive reading.","consistency_rating":3,"consistency_review":"The book consistently applies its terms.  However, lack of engagement with scholarship limits the range and scope of its terminological relevance.","modularity_rating":5,"modularity_review":"Information is very well designed.  Many reader-friendly aspects of interface promote smooth reading, such as learning objectives for each chapter, helpful summaries at the end of each chapter, and (occasional) hyperlinking to relevant resources.  Bates has also imbedded audio podcasts, which allow him to offer a deeper explanation of his authorial method and intentions, such as the one explaining why he decided to include a chapter section on learning methods [2.1].","organization_rating":4,"organization_review":"Yes.  My comments above disclose specific examples.  ","interface_rating":4,"interface_review":"The text invites interactivity and features images, links and embedded podcasts as alternatives to text.  Most images are decorative rather than evidentiary.  Links to external sources work.  I like very much that Bates has made an Updates and Revisions log so that readers revisiting the text can see changes listed out for them.  This also suggests that Bates takes seriously the reader's experience of his text, which is also evident in the friendly exchanges in comments on each chapter subsection.","grammatical_rating":5,"grammatical_review":"I found no errors but I did not read it with a copyeditor's eye.","cultural_rating":2,"cultural_review":"_Teaching in a Digital Age _ is participatory but not scholarly.  The book's relevance is mostly as a measure of pre-Web 2.0 e-learning and distance learning methodologies, for its chapters about social media and MOOCs are not at all engaged with the scholarship of the field.  Chapter five on MOOCs, for example, cities popular press (_The New York Times'_Thomas Friedman) and Disruption-guru Clay Christensen of the Harvard Business School rather than the scholarship of MOOCs by Jesse Stommel, Sean Michael Morris, Audrey Waters and others.  The book does not cite scholarly blogs, which are ground zero for emerging scholarship of digital pedagogy, for example the work of Miriam Posner, Brian Croxall, Mark Sample, Tressie Mcmillan Cottom, Henry Jenkins, Cathy Davidson, and especially Howard Rheingold, whose two decades of pedagogical experiments in online learning are a must-read for anyone in the field.  Regarding Bates' racial and cultural sensitivity, the work welcomes learners of all backgrounds.","overall_rating":7,"overall_review":null,"created_at":"2016-01-07T18:00:00.000-06:00","updated_at":"2016-01-07T18:00:00.000-06:00"},{"id":432,"first_name":"Kathi","last_name":"Berens","position":"Assistant Professor","institution_name":"Portland State University","comprehensiveness_rating":3,"comprehensiveness_review":"As a longtime consultant to distance learning programs around the world, author Tony Bates is an innovator at the level of system implementation.  He is not a teacher, so this book’s title “Teaching in the Digital Age” raises expectations that the book can’t quite meet. The scope of _Teaching in a Digital Age _ is comprehensive, and it provides a good if somewhat dated overview.  The book’s ambition to deliver insight about many aspects of teaching in a digital age, from classroom platforms to theories of education, might be grander than its capacity to fulfill a broad mandate.  The book's vantage on digital pedagogy scholarship is limited to focus on work produced mostly before 2000. This means that the author is responsible for a wide range of material on his own without benefit of work on the latest developments in the field.  People seeking to learn what distance education can offer might be satisfied with this book.  Teachers looking for specific techniques for online learning might be disappointed, and even policy makers might find the book out of step with the current practices.  For example, there’s no mention of the role of textbook companies in driving change in distance learning from the model Bates sketches here to a profit-driven one. _Teaching in a Digital Age _ ties together a constellation of issues related to teaching and learning online.  The book’s strength lies in its cohesion.","accuracy_rating":3,"accuracy_review":"Bates accurately conveys aspects of distance learning and provides overviews of different teaching methods and media through which those methods can be practiced.  But the book's underreporting of field developments hampers its accuracy, leaving only the broadest assertions, such as the one that learners must \"develop the type of knowledge and the kinds of skills that they will need in a digital age\" [introduction to chapter twelve]. That’s a fairly obvious observation, and it's not clear why it comes so late in the book.  If the book is aimed at those who are new to distance learning, it provides a solid overview.","relevance_rating":3,"relevance_review":"Participatory but not scholarly, the book's relevance is mostly as a measure of  e-learning and distance learning methodologies before Web 2.0.  Readers have offered comments on individual chapter sections; however, these comments tend not to take the text in new directions or explore under examined aspects that a scholar in the field would be more likely to catch.  One wishes, for example, for discussion of collaborative open archives of digital pedagogy experiments such as HASTAC, DMLCentral, KAIROS (the first multimedia academic journal in rhetoric/composition) and the relatively new _Journal of Interactive Technology and Pedagogy_ and _Hybrid Pedagogy_.  Inclusion and discussion of current resources would enhance the comprehensiveness of Mr. Bates' book.","clarity_rating":5,"clarity_review":"Yes, the book is clear.  Its information is well organized to suit several types of use, from fully-immersive careful reading to quick summary for facts on a particular topic.  Mr. Bates' prose is accessible.  His friendly tone welcomes comments and participation. Further, information design is optimally presented so that the reader is always oriented in the text and knows what s/he should be learning in each chapter subheading.","consistency_rating":4,"consistency_review":"The book consistently applies its terms.  Mr. Bates' keen awareness of how tensions between traditional and networked learning produce tradeoffs that any learner or institution must navigate is handled well.","modularity_rating":5,"modularity_review":"Information is well designed.  It would be simple for an instructor to assign sections of chapters or disparate parts of this book.  Many aspects of this book’s reader-friendly interface promote smooth reading, such as learning objectives for each chapter, helpful summaries at the end of each chapter, and (occasionally – one might wish for many more of these) hyperlinked resources.  Bates has also imbedded audio podcasts into some of his chapters, which allows him to offer a deeper explanation of his authorial method and intentions, such as the one explaining why he decided to include a chapter section on learning methods [2.1].  One has the sense Bates reserved audio podcasts for topics that might have been digressions in the printed text.  These various techniques make a text that would be ideally adapted into several types of courses or teaching styles.","organization_rating":4,"organization_review":"Since my comments above (in responses to questions four and six) have extolled Mr. Bates’ book organization, it isn’t necessary to repeat those observations here.","interface_rating":4,"interface_review":"The text invites interactivity and features images, links and embedded podcasts as alternatives to text.  However, most images are decorative rather than evidentiary.  Links to external sources work.  Mr. Bates made an Updates and Revisions log so that readers revisiting the text can see any changes in the book listed out for them.  This also suggests that Bates takes seriously the reader's experience of his text, which is also evident in the friendly exchanges in comments on each chapter subsection.","grammatical_rating":5,"grammatical_review":"I found no errors; nor did I read with a copyeditor's eye.","cultural_rating":3,"cultural_review":"_Teaching in a Digital Age _ is a general overview of online teaching and learning. Its strength is the way it aids university administrators and higher education officials in thinking through the stakes of online and distance learning.  Teachers drawn to this book by its title looking for disciplinary-specific tips or strategies will not find them in this book. Its chapters about social media and MOOCs are not engaged with the scholarship of the field.  Chapter five on MOOCs, for example, cities _The New York Times'_ Thomas Friedman and Harvard Business School’s disruption guru Clay Christensen but not scholarship of MOOCs.  The book does not cite scholarly blogs, which are the best place to find emerging scholarship of digital pedagogy in non-academic language.  Often such blogs are written for an educated lay public.  Regarding Bates' racial and cultural sensitivity, the work welcomes learners of all backgrounds.","overall_rating":8,"overall_review":null,"created_at":"2016-08-21T19:00:00.000-05:00","updated_at":"2016-08-21T19:00:00.000-05:00"},{"id":454,"first_name":"Carrie","last_name":"Miller","position":"Instructional Designer","institution_name":"Minnesota State University","comprehensiveness_rating":4,"comprehensiveness_review":"Teaching in a Digital Age is a a comprehensive text for anyone thinking about moving forward with adopting technology into the classroom or with changing the delivery method of their course.  While this text is not a \"cookbook on how to teach,\" as the author mentions, it does provide the framework for readers to begin a critical analysis of why they might want to start integrating technology and how to go about doing so.  The author covers the major categories of technology integration in addition to the primary considerations and challenges often facing faculty who strive to increase their technology usage in the classroom.  The text also includes a brief section on learning theories and the author encourages instructors to take a deep look at their own epistemology in regards to teaching and learning in order to define how technology fits into that view.","accuracy_rating":4,"accuracy_review":"This text covers an accurate if broad range of technology issues in teaching and learning.  The information is well supported by references and in general is unbiased.  The author's experience does shine through in the organization of the chapters and the example scenarios.  The nature of the content does impact its accuracy, simply due to the rapidly-changing nature of technology. There are multiple areas of current technology that aren't covered in this text, however, the intent is of the text is not to be a treatise on every available technology but rather a guide to a shift in pedagogical thinking.","relevance_rating":4,"relevance_review":"The intent of this text is to guide instructors in considering and designing for technology integration.  Therefore, in general, the longevity of this text is excellent.  While the technologies themselves continually change, the structure and framework for beginning the journey of integration remains the same.  The challenges and strategies for integrating technology are consistent no matter what individual tool is chosen.","clarity_rating":5,"clarity_review":"This book is very clear and concise.  Any technical jargon or term is fully explained.  The scenarios illustrate the concepts nicely and the prose is accessible even to the novice technology user.","consistency_rating":5,"consistency_review":"This book is very consistent in terms of both layout and content.  Each chapter is laid out in a logical and consistent fashion so the reader knows what to expect for each section of reading.  Key terms or ideas are spelled out in every chapter.","modularity_rating":4,"modularity_review":"This text is extremely easy to use in its entirety or broken up into stand alone chapters.  The sections of each chapter are of manageable length and can also be selected for individual readings.  The scenarios and audio selections can also be used on their own or as a complement to the readings.  In addition, the materials included within the appendix would be useful when combined with the text or as a stand-alone exercise.","organization_rating":3,"organization_review":"The topics in this text are presented in a largely logical, clear fashion.  I do think it would make more sense for Chapter 9 to precede Chapters 3 and 4, and as an instructional designer, I believe it would be efficacious to begin the discussion on quality teaching earlier.  However, for the intent of this book as stated by the author, I think the structure of this text is organized appropriately.","interface_rating":5,"interface_review":"Both the PDF version and the online version are free from navigation, interface or display problems.  The text is easy to use and access and the hyperlinks take the reader to the appropriate audio clips.","grammatical_rating":5,"grammatical_review":"The text is free of grammatical errors.","cultural_rating":4,"cultural_review":"This author does an exceptional job at addressing cultural sensitivity in the examples and scenarios of this text.  The author's personal multicultural experiences are very illustrative and he attempts to integrate more global perspectives and issues within the body of the text.","overall_rating":9,"overall_review":"Overall, I think this is a great resource and I would love to see something like this for K-12 teachers.  I am currently using various chapters from this book for a Technology in Education course I am teaching and I am excited both for the savings to the students but also for the access to quality information about technology and teaching.","created_at":"2016-08-21T19:00:00.000-05:00","updated_at":"2016-08-21T19:00:00.000-05:00"},{"id":590,"first_name":"Liz","last_name":"Hardy","position":"Instructor","institution_name":"Rogue Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The content of this book is very comprehensive.  The author provides very useful information to consider about the teaching in a digital age. It really helps you to understand more about how to help your students to develop the skills for a digital age.  Because technologies are advancing rapidly, we must keep up with these advancements, and we need to be prepared to make adjustments to instruction. The author of this book does a really nice job at giving instructors the tools to help the transitions to technologies.  Chapter 10 especially provides a useful explanation about OER (Open Education Resources).  The author has a lot of experience and knowledge on the subject.","accuracy_rating":5,"accuracy_review":"This book seems to have accuracy in the information presented.","relevance_rating":5,"relevance_review":"The author provides important discussions related to education issues that are present in our current system therefore it is relevant to all of us.  The author also presents solutions for future education adapting the new technologies to our teaching.  Because of the fact that technologies are constantly evolving, this book will need to be updated in order to maintain its relevance and longevity.","clarity_rating":5,"clarity_review":"This book presented the information in a clear way. It was easy to understand the ideas the author was trying to present.","consistency_rating":5,"consistency_review":"The book is very consistent. It really stays focused on the table of contents. The author creates a section called purpose of this chapter which really helps the readers to understand the purpose of the chapter. At the end of each chapter the author presents a list of important take away points from the chapter which really summarizes the chapter. Another plus for each chapter is the fact that the author presents an activity at the end of each section, which helps you to reflect on what you just read.","modularity_rating":5,"modularity_review":"The book presented a good modularity. The author organized the book into chapters that are organized into sections.","organization_rating":5,"organization_review":"This book is very organized. The structure and the flow are consistent thought the book.","interface_rating":5,"interface_review":"The book has a good interface. Links to podcasts and websites worked.","grammatical_rating":4,"grammatical_review":"No grammar errors were found in the review of this book.","cultural_rating":5,"cultural_review":"This book is culturally relevant.  The author included a variety of people from various cultural backgrounds.","overall_rating":10,"overall_review":"I really enjoyed this book. I would highly recommend this book to any instructor. I like the way the author presented the book and how he included these 3 points in each chapter: purpose of this chapter, key takeaway from the chapter, and the activity section.  The author of this book seemed very knowledgeable and the information presented in this book will be very useful to me in my teaching and use of technology.","created_at":"2016-08-21T19:00:00.000-05:00","updated_at":"2016-08-21T19:00:00.000-05:00"},{"id":770,"first_name":"Norb","last_name":"Thomes","position":"Learning Systems and Services Coordinator","institution_name":"Winona State University ","comprehensiveness_rating":5,"comprehensiveness_review":"The text covered the subject very well. I feared the text would be yet another \"10 Best iPad Apps\" rehash, but that was not the case at all. The reader was stepped through the entire teaching process through a pedagogical lens that makes the pieces fit together cleanly. The organization of the materials and the text itself made it easy to navigate and find the desired information. ","accuracy_rating":5,"accuracy_review":"The text gives an accurate representation of the topic. It follows conventional wisdom on teaching and includes viable, though-provoking insertion of technology into the formula. Cites and references help to validate the accuracy of the materials. ","relevance_rating":4,"relevance_review":"Since this is a book on the use of technology, there is always the need for updating. The author spells out the uses and benefits of technology in education without getting too hung up in the tech du jour. I am hopeful that Mr. Bates remains vigilant in supplying updates as major turns on the road are encountered.","clarity_rating":5,"clarity_review":"The text was very clear and concise. No issues at all. ","consistency_rating":5,"consistency_review":"The book remains consistent to its overall theme and to it form/layout throughout. Mr. Bates begins the process by explaining the teaching and learning and then spells it out in more detail as the reader advances through the text. I appreciated the consistent format of the individual chapters with each beginning and ending with outcomes and takeaways. It gave me a good sense for what I was to get out of the chapter and then a good review of the content as I finished it. ","modularity_rating":5,"modularity_review":"The chapters were well designed and completely self contained. ","organization_rating":5,"organization_review":"Excellent. See my comments above.","interface_rating":5,"interface_review":"The book was well designed from concept through implementation, It is an easy read and follows a solid flow. ","grammatical_rating":5,"grammatical_review":"I did not find any grammatical issues.","cultural_rating":5,"cultural_review":"I did not find any insensitivities or offenses. ","overall_rating":10,"overall_review":"I was pleasantly surprised by this book. As I stated earlier, I feared this to be another app review but it turned out to be much. much more. I fully recommend this book for all teachers and instructional designers.","created_at":"2016-12-05T18:00:00.000-06:00","updated_at":"2016-12-05T18:00:00.000-06:00"},{"id":861,"first_name":"Tian","last_name":"Luo","position":"Assistant Professor","institution_name":"Old Dominion University ","comprehensiveness_rating":5,"comprehensiveness_review":"I think the text covers a wide range of topics regarding the topic, teaching in a digital age. I believe the content is comprehensive, current, and appropriate.","accuracy_rating":5,"accuracy_review":"I believe the content is accurate, error-free and unbiased.","relevance_rating":4,"relevance_review":"I think overall the book is very relevant. Topics covered in this book such as MOOCs and social media tools often appear in our day-to-day conversations when speaking about technology integration in this day and age. I’d suggest adding a broader selection of technology-related topics such as simulations, gamifications, virtual worlds to the extant pool so that Web 2.0 and social media doesn’t appear to be the predominant type of technology being used in teaching and learning.  ","clarity_rating":5,"clarity_review":"The book is clear and easy to understand. The writing style and language used is extremely friendly to educators across all levels, including K-12, postsecondary, and graduate education. ","consistency_rating":5,"consistency_review":"The text is consistent across all chapters within the body of the text. ","modularity_rating":5,"modularity_review":"I don’t see any issues with modularity. I think the content is finely chunked into small segments which definitely helps with understanding and the headings and subheadings appropriately signal the content. I like the incorporation of purpose statements, what is included, and key takeaways appearing consistently across all chapters, which makes the book extremely user-friendly as a textbook. ","organization_rating":5,"organization_review":"The twelve chapters are presented in an organized and logical manner.","interface_rating":5,"interface_review":"I like how the interface looks. I also like the audio podcasts embedded in some of the chapters. Incorporating varied types of media took a differentiated approach of teaching and perfectly reiterates ethos of teaching in a digital age.  I was reading the web version so I particularly appreciate the Table of Contents on the side, which helps me navigate the content much more easily and swiftly.","grammatical_rating":5,"grammatical_review":"I found no grammatical errors.\n\n","cultural_rating":5,"cultural_review":"The book illustrates a few story drawn from the author's personal background and multicultural experiences. I think the author attempts to integrate a global perspective when discussing certain topics and issues.","overall_rating":10,"overall_review":"I enjoyed reading this book and I found it to be a valuable resource. I will consider using it in my own course on online learning. ","created_at":"2016-12-05T18:00:00.000-06:00","updated_at":"2016-12-05T18:00:00.000-06:00"},{"id":902,"first_name":"Sara","last_name":"Dempster","position":"Instructor","institution_name":"Nicholls State University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers a comprehensive list of topics related to Teaching in a Digital Age. Each topic is clearly labeled  in the Index. The author provides information and suggestions for each topic covered in relation to education in a digital world.","accuracy_rating":5,"accuracy_review":"The content of the text is accurate throughout and presented in an unbiased manner.","relevance_rating":5,"relevance_review":"Teaching in the Digital age is not a topic that will go away for the forseeable future. The content itself encourages readers to stay as up to date as possible with the latest technology trends in order to effectively use technology in education. The transition of traditional courses into online formats continues to be a problem for universities. It is so important to understand that simply migrating information and assignments to an online format is not the best practice. As educators, we have a responsibility to ensure that our students are able to succeed in the courses we teach. There are many aspects of online education that factor into ensuring success among online students. The content of the text will remain relevant until digital education is at a place were all courses utilize and implement technology in a way that will ensure the success of students in a specific course as well as in their future careers. Future updates will be easy to implement as current technology is updated and new technology is created.","clarity_rating":5,"clarity_review":"The text is written in easy to understand terminology. Although the content covers many technology topics, individuals who are not technology-savvy will be able to understand the topics covered. Terms that may be unfamiliar to readers are explained so that they may continue reading the text and are able to understand new topics introduced.","consistency_rating":5,"consistency_review":"The text remains consistent in terms of terminology and framework throughout each chapter. The author provides an overview of each chapter as well as what the reader can expect to learn from each section of the text. Throughout the text, readers are asked to reflect on what they have read in order to ensure they have learned the topics covered.","modularity_rating":5,"modularity_review":"The text could easily be divided and read by chapter or smaller sections within each chapter. Although each chapter is related in some way, sections of the text could be read without the need to have read a previous chapter.","organization_rating":5,"organization_review":"The topics are organized in a logical way and are presented in a clear fashion.","interface_rating":5,"interface_review":"The text is easy to navigate in both the PDF and online version. Hyperlinks allow the reader to easily locate the appropriate chapter or section or send the reader to the related audio clip. Images and other features enhance the topic rather than distract.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors.","cultural_rating":5,"cultural_review":"There were not insensitive or offenses found within the text. Examples include a variety of races, ethnicities, backgrounds, etc.","overall_rating":10,"overall_review":"I was glad to see that there were some online textbooks relevant to my field of study. Although digital education has grown rapidly over the past few years, there are still some educators who shy away from the use of technology in the classroom or are unable to provide students with a quality online learning experience. I appreciate the fact that the author covered such a comprehensive list of topics relevant to digital education and that the information provided will help educators to create better online learning environments for students in this digital age.","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":904,"first_name":"Elizabeth","last_name":"Blankenship","position":"Coordinator, Center for Teaching Innovation","institution_name":"University of New Orleans","comprehensiveness_rating":4,"comprehensiveness_review":"This text addresses not only the practical area of tools and skills employed in digital teaching and learning but raises discussion around current questions about the role of digital education in a changing market, where universities and community college are pressured by government and business forces to produce workers, while those institutions endeavor to maintain their enduring mission to create and transmit knowledge. That frame provides the book's structure through chapters on theory and practice, methods, media and delivery. From there the author looks forward to developing trends, including Open Educational Resources, and ends by grounding the text in a discussion of practices that ensure supportive faculty development and quality teaching. The text does not do much to address questions of universal design and accessibility, though, and faculty who are coming around to using online and classroom technology in their teaching need to be made aware of those issues at every stage as they plan and implement lessons.","accuracy_rating":4,"accuracy_review":"Keeping in mind the book's recent publication date of 2015, this is a fast-moving subject area, with change and disruption being the norm. Happily, what the text covers is does so with accuracy and in the spirit of inquiry, providing not only information but critical questioning. The unit on MOOCs, for example, provides a fair overview of the purposes and successes of the model, and at the same time is direct in assessing its limits and challenges. The book does not seek to be a tutorial or how-to on using specific technologies, but a pedagogical tool for thinking about teaching and learning in a digital age.","relevance_rating":4,"relevance_review":"Because the text is strong on pedagogy and discusses technologies as examples of attaining learning outcomes, it should have a substantial shelf life. The economic and cultural issues raised by digital teaching and learning are only now coming into focus, and this book integrates those topics into each unit's focus. There is a table of contents heading for updates and revisions, where currently it reflects that the author has added brief audio podcasts to the first six chapters.","clarity_rating":4,"clarity_review":"Bates is a fluid and natural writer, who communicates effectively with his audience. The opening \"Scenario A\" immediately makes a connection with most faculty and establishes Bates as a knowledgeable peer, one who is adept in using humor and empathy as he provides insight. The more technical sections of the text are understandable and he explains terms and concepts thoroughly, keeping in mind an audience that likely is not as experienced in digital teaching and learning as some of their peers. The \"takeaways\" at the end of the chapter act as summaries that aid in understanding.","consistency_rating":5,"consistency_review":"Terms are used consistently throughout, in the fields of technology and of pedagogy.","modularity_rating":5,"modularity_review":"The design is very user-friendly. The audio podcasts provide presence and an opportunity for the author to connect with his audience. The introduction provides a helpful overview of each chapter, and each chapter is framed with objectives and takeaways, and ends with a bibliography. There are case scenarios throughout that ask readers to engage with the content and questions raised by the issues surrounding digital teaching and learning. Much of the text is hyperlinked, enough to make for a reader's learning to continue outside of the text. The book could be used in its entirety, or an instructor could narrow in on specific topics with little difficulty.","organization_rating":4,"organization_review":"The flow is logical and follows a basic development from overview to theoretical background, before approaching methods, examples of technological practices and tools, to their use and application. The book ends with a look at trends, which might allow it to become dated quickly, and a summary of quality measures. The four appendices are lengthy, but contain material which, while important and useful for reference, would clutter the main narrative.","interface_rating":5,"interface_review":"There are no navigation issues. The hyperlinked table of contents is useful; pages are kept to manageable length, and chapters are easily paged through with previous and next arrows. The book can be accessed as a web document, or downloaded as a PDF.  Accessibility is good, with images and charts being labeled, and if applicable, their content explained in the narrative.","grammatical_rating":5,"grammatical_review":"The book is well-written and cleanly edited.","cultural_rating":4,"cultural_review":"The book addresses diversity throughout, and its repeated attention to the cultural and economic drivers of digital education maintain focus on the need for an inclusive approach as universities and colleges integrate digital teaching and learning into their mission. For example, the chapter on MOOCs considers how free, massively open courses might affect public higher education, and uses in its end of chapter scenario the issue of aging and mental health. Throughout, Bates asks readers to keep in mind the demographics of their students, and their needs.","overall_rating":9,"overall_review":"I see this as being a useful resource for my work in faculty development. It will help me bridge the gap between technology and pedagogy, and assist faculty in taking on new challenges both in the classroom and online.","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":1140,"first_name":"Oksana","last_name":"Zavalina","position":"Associate Professor","institution_name":"University of North Texas","comprehensiveness_rating":5,"comprehensiveness_review":"This book covers in its 12 chapters and on over 500 pages all important aspects of teaching in the digital age and knowledge-based economy. This includes review of theory and practice of knowledge and learning; various teaching methods, modes, and techniques; educational technologies and media; institutional, economic and other contexts of modern-day teaching etc. While each of the areas covered could be explored in more depth, this is beyond the scope of the \"Teaching in a Digital Age\", and the references to other works in which separate topics are discussed in detail are included in extensive list of references for any interested reader to continue exploration. Thorough bibliography consists of more than 250 works spanning from 1762 to 2015. Four appendices are also included. The book has no glossary but the index is included, in which an interesting and quite effective approach is used: pointing to chapters and sections/subsections of the work rather than to specific pages the numeration of which may differ in different formats in which this work is available. In author's own words, the index included in this book is under construction, and I think the fully-developed index, once completed, will greatly benefit the reader, making this extensive work more searchable (it is already very browseable due to its thoughtful structure)","accuracy_rating":5,"accuracy_review":"In my reading of this text, I did not discover any inaccuracies or errors. The author strives to avoid bias (e.g., he intentionally does not take sides in the discussion of relative advantages and disadvantages of different epistemological approaches although expresses a personal preference for more constructivist-based approach).","relevance_rating":5,"relevance_review":"The books covers both historical and modern perspectives. Where the modern perspectives are discussed, the text is up-to-date, both in terms of content (for example, current or recent statistical data is cited whenever possible; newer phenomena such as MOOCs and use of social media in education, as well as open education movement, are discussed) and based on the analysis of bibliography, which includes substantial proportion of works published in the latest decade (2010s). Due to the fluid and constantly evolving subject matter of this work, frequent updates will be needed to maintain currency and longevity. However, because of the high modularity of this text, it will be relatively easy to implement necessary updates.","clarity_rating":5,"clarity_review":"This work is written clearly, in a very accessible and engaging way; the use of jargon is minimized, and all the terminology is clearly explained, with the use of examples, among other tools. I am particularly impressed by how easy-to-understand, for  readers of varying educational levels and coming from different disciplines, is  the chapter on epistemology, which is  normally not an easy topic.","consistency_rating":5,"consistency_review":"In my reading of this text, I did not discover any inconsistencies in terminology. The framework-based consistency is hard to evaluate in this case and might be irrelevant to this particular text. If the epistemological perspective is viewed as the framework,  then consistent reliance on just one of them is clearly beyond the scope of this work -- the author himself states in the opening chapters that epistemological approaches can and should differ across and within disciplines and often change even within the same course by the same instructor, as students progress through the course material.","modularity_rating":5,"modularity_review":"The text is written with the idea that each chapter (and perhaps even each section within a chapter) can be read/assigned on its own at different points in time. Each chapter opens with a scenario, includes a statement of its purpose, its own table of contents and key takeaway points, and each section within a chapter includes its own bibliography and often an activity associated with it. Although there are some self-references (one or more other chapters of the book are referenced in most of its chapters), it would not be disruptive to the reader if the chapters/sections of this book are reorganized to fit the needs of the the specific course.","organization_rating":4,"organization_review":"The overall organization of the book is very logical in my view. Within the chapters, the flow is clear and uninterrupted. I am a bit unsure though why one of the appendices (Appendix 2 Questions to Guide Media Selection and Use) is not integrated within the main body of the text: it looks like chapter 8 could be a better home for it.","interface_rating":4,"interface_review":"The only interface issue that I have encountered is blurriness of some images which is probably an artifact of a PDF -- the format in which I downloaded and read this book.","grammatical_rating":5,"grammatical_review":"In my reading of this book, I did not observe any grammatical issues; the only typographical errors I noticed are the misspelling of the year numbers in the Bibliography section (e.g., \"2104\" instead of \"2014\", etc.)","cultural_rating":5,"cultural_review":"The text is culturally relevant and contains no cultural insensitivities. The examples used are drawn from a variety of different countries and cultures. Particular attention is given to diversity in education, including variety of racial, ethnic and social backgrounds.","overall_rating":10,"overall_review":"The interactivity of the text is impressive, even in a print version. In addition to common for textbooks activities or exercises, the scenarios are found at the beginning of each chapter. These scenarios are drawn from real-life situations and sometimes exaggerated to emphasize the main point of what would be discussed in the chapter. I find this mechanism very engaging for the reader.","created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":1191,"first_name":"Antonio","last_name":"Causarano","position":"Assistant Professor of Education","institution_name":"University of Mary Washington","comprehensiveness_rating":5,"comprehensiveness_review":"The textbook is a systematic introduction to what it means to teach in a digital age. It takes into account the changing nature of the students in higher education-the digital natives discussed by Prensky more than a decade ago-and now part of the pedagogical landscape of US higher education. The author does not take for granted that everybody knows the complexity of teaching in a digital age. He explains and demonstrates what it means to teach in a world where students learn from different sources and not form the printed culture as it used to be. Also, the author analyses important ramifications between the academia and the global economy where new skills are needed to succeed thus opening to critical understanding of what it means to rethink pedagogy in a digital age. Finally, the theoretical underpinnings presented in chapter 2 of the book allows the reader to become aware and understand that teaching in a digital world is a continuum pedagogical endeavor rooted in the idea that individuals continuously evolve in their idea of  knowledge acquisition and application with the changing nature of their sociocultural environment.","accuracy_rating":5,"accuracy_review":"The book is accurate in presenting the whys and hows of how to redesign curriculum and instruction in a digital age. In particular, the chapter4 and 5 prepare the reader to understand how a new design is necessary to teach effectively in a digital age. The chapters of thsi book are written in a way that each chapter builds on the other in a logical way. the reader does not need previous knowledge to understand the content of the book. Also, the technical lexicon used in the book is always clarified and discussed in the book. One chapter that  stands out in the book is chapter 12 where the author lays out the blueprint to help professional educators to acquire the digital pedagogical culture to teach a new generation of students. Also, it makes the case for resources to train teachers and instructors to meet the challenges of a new way of teaching and learning.","relevance_rating":5,"relevance_review":"I believe that this book is a very good introductory text to digital teaching and learning. It will need-as any book on the subject-constant updates due to the rapid changing nature of digital pedagogies. I foresee that the book should be updated every two-three years to offer the reader/instructor new insights in digital pedagogies.","clarity_rating":5,"clarity_review":"The language of this book is not only clear but is user friendly for the novice who want to understand the nuts and bolts of digital learning. The author does not take for granted that the reader knows the jargon of digital pedagogies. The author clarifies the terms and the discussion on the different dimensions of digital pedagogies is always presented in a clear and specific way.","consistency_rating":5,"consistency_review":"The book is consistent with the goal to offer and systematic introduction to digital learning and teaching. For instance, the author provides in the appendixes models to apply in designing digital pedagogies. I noticed an alignment not only in the language throughout the text but also and more importantly every chapter builds on the other giving the reader the ability to see the unfolding of digital pedagogies and design models and their applications for teaching and learning.","modularity_rating":5,"modularity_review":"This text can be easily used without being read from the beginning to the end. If the reader is interested in a particular design, he/she can choose to focus only on one part or chapter of the text. Also, the text has opportunities for expanding is initial scope and goals. Chapter can be removed and new can be added to further versions of the text without affecting the original goal and scope of the text. For instance,  Chapter 5, MOOCs and Chapter 7: Pedagogical differences between media can be remodularized or expanded according to the changing landscapes of digital pedagogies and media. In turn, the text present that flexibility that an open book must possess to continuously engage the reader in the area of digital pedagogies.","organization_rating":5,"organization_review":"The text is systematic in presenting the topic from the principles of digital pedagogies to the how the models to design effective digital pedagogies instruction.","interface_rating":5,"interface_review":"I have not encountered any interface problems when reading the book for review.","grammatical_rating":5,"grammatical_review":"The language is grammatically correct. After having read the book several times, I can conclude, to the best of my knowledge, the the text is free of grammatical errors.","cultural_rating":5,"cultural_review":"This is a text that adds an important conversation to the research and instructional area of digital pedagogies in the 21st century. The text can be used as a systematic introduction to digital learning and as a springboard to delve into more complex components of teaching and learning in a digital age.  The cultural relevance of the text is also found in the author's background and profound knowledge of the field.","overall_rating":10,"overall_review":"In conclusion, this book is a must-read for the reader/scholar interested in beginning to understand how digital culture is affecting teaching in the 21st century. The text is not only an introduction to the culture of digital learning but also and more importantly is an invitation to start a critical conversation on the impact and ramifications of digital learning and pedagogies that will have a significant impact on the generation of students and instructors in the years to come. Enjoyable reading!","created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":1605,"first_name":"Kimberly","last_name":"Rogers","position":"Assistant Professor","institution_name":"Bowling Green State University","comprehensiveness_rating":4,"comprehensiveness_review":"The book has 12 Chapters, which are effectively separated into clear topics related to perspectives on teaching, methods for teaching in this technology-rich culture we live in, and scenarios related to some of the topics within the book that effectively set up or highlight major issues related to a given chapter. In these ways the book is comprehensive on this topic and I appreciate the author's addition of podcasts. A small area of improvement: the index says it is only completed through section 6 of Chapter 3, which is about 1/4 of the way through the book.","accuracy_rating":5,"accuracy_review":"I did not notice any errors and found the language used in the book to be unbiased--a balanced discussion of different perspectives on teaching and means for using technology to interact with students in-person and virtually. Some of the scenarios (e.g., Scenario D) are written in a way that the characters within the scenarios have explicit biases or perspectives on teaching and we jump into hear about some conflict or disequilibrium they are experiencing. So in this way, the scenarios provide a window into one perspective so that the author can then present some similar and dissimilar perspectives in light of the scenario.","relevance_rating":5,"relevance_review":"Content is up-to-date and the integration of podcast links makes it feasible that future updates should be relatively easy and straightforward. I could imagine, that every couple years the author may want to make sure there are not new forms of technology or means of interacting with students around technology that do not need to be integrated or highlighted or refined.","clarity_rating":5,"clarity_review":"I really appreciate the layout and prose of this book. Although the chapters build on one another, I also was able to easily hone in on a particular chapter before digging into details of previous chapters. Also, the sub-sections of each chapter are not so lengthly that the material drags on. The concise but well-written sub-sections hang together well and are clear.","consistency_rating":5,"consistency_review":"I found this book to consistently use terminology throughout. The structure of overview for the chapter, then sub-sections expanding on this theme, and integration of scenarios at some point in the chapter, occasionally, is maintained throughout. Also, readers are given many opportunities to reflect/respond/process for themselves what they have been reading from particular chapters. ","modularity_rating":5,"modularity_review":"In courses I teach where new instructors are reflecting on their teaching practices and teaching beliefs, I can easily see ways to take certain chapters from this book to use at different points in these courses without expecting my students to read the entire, 12 chapter book. The integration of visual representations, headings and sub-headings, and activities for the reader within each chapter are some of the features that aid in the readability of the smaller sections of the book if one decided to just use portions of it.","organization_rating":5,"organization_review":"I realize that I integrated comments about this in other sections of the review already. So in summary, the topics in the text are presented in a logical, clear fashion and the author included helpful overviews to guide the reader as to how earlier chapters may relate to later ones.","interface_rating":5,"interface_review":"In general, I did not experience any navigation problems or interface issues. I really appreciate, in fact, how the table of contents is hyperlinked so I can go directly to a sub-section very easily when using the digital version. A few figures that have a lot of text looked a little pixelated (e.g., Figure 7.7) which was only noticeable because the surrounding text was clear--the text in this Figure 7.7 for instance is still completely readable just noticeably pixelated. This is not a persistent issue, just occasionally. And interestingly, when I clicked on the figures for which there was some pixelation in the PDF, the image itself that opened all on it's own was very clear, so it might just be something in the PDF-creation process. Hence I still rated this a 5, since images can also be opened separately and are then very clear.","grammatical_rating":5,"grammatical_review":"I did not notice any grammatical errors.","cultural_rating":5,"cultural_review":"Scenarios and examples incorporated include a variety of backgrounds and diverse issues. I did not encounter any text that was culturally insensitive or offensive.","overall_rating":10,"overall_review":"This is a valuable resource for individuals and groups in academics who want to consider and reflect on their own teaching perspectives, practices, and response to our digital environment.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1834,"first_name":"Mary","last_name":"Bishop","position":"Dr, Dean of Students","institution_name":"Staffordshire Univeristy","comprehensiveness_rating":5,"comprehensiveness_review":"This book covers a broad, complex area.  It does so in a really accessible way, with a clear introduction and chapter splits.  Easy to read all the way through or to dip in and out of.   It covers a wide variety of topics all of which are both key and core to the subject in a lively way","accuracy_rating":3,"accuracy_review":"This is an everchanging subject, inevitably over time there will be changes that are not included which make the breadth less than comprehensive/accurate.  However, the author has addressed this through updates - podcasts for example - which are clearly signposted in the contents page.  This approach means the book can continue to be accurate.","relevance_rating":5,"relevance_review":"The content is up-to-date and this is because the updates have been used to ensure that it remains so.  The topic is so fast changing that there is a continual threat to its relevance/longevity but the author has successfully defended against this through the approach to updates.","clarity_rating":4,"clarity_review":"The author has a readable, accessible style, breaking down concepts, illustrating with examples, identifying key takeaways.  The book offers a lively read.","consistency_rating":1,"consistency_review":"The text was internally consistent both in its use of terminology and framework, it was readable throughout and allowed the reader to dip in and out without feeling 'lost' when returning to it.","modularity_rating":4,"modularity_review":"The book began with a series of blogs.  This is really appropriate to the nature of the subject and the style invites the reader into illustrations and situations, with sufficient context/theory to understand in a  way that is relatable.  The layout is good, the length of sections/chapters feel right.","organization_rating":2,"organization_review":"Well organised and structured.  The structure is also nicely explained at the beginning and the flow feels very natural.   It is a broad topic with many challenges but they feel approachable..","interface_rating":5,"interface_review":"I had no interface issues.","grammatical_rating":4,"grammatical_review":"The grammar, style of writing was of a very good standard.","cultural_rating":5,"cultural_review":"The cultural relevance of this book felt appropriate.","overall_rating":8,"overall_review":"This is a very lively accessible read.  It does 'what it says on the tin'.  It is also well worth noting that this is an author that publishes through creative commons and role modes the underpinning principles of creative commons - chapter 10 really demonstrates this.\nOverall a book worth reading!","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2139,"first_name":"Margie","last_name":"Massey","position":"Associate Professor","institution_name":"Colorado State University-Pueblo","comprehensiveness_rating":4,"comprehensiveness_review":"The book has a very inclusive list of topics that support Teaching in a Digital Age well. The table of contents is clear and allows the reader to jump to the specific topic they are interested in. There is additional supportive information that the author supplies to the reader on the topics.","accuracy_rating":4,"accuracy_review":"The book is accurate in the topics that were listed. The way that the author has provided different twists to engage the audience is \"catchy.\" For the most part the book is error-free and seems to provide an unbiased opinion on the topics that are covered in the text.","relevance_rating":3,"relevance_review":"The content is up to date now however, as technology is ever-changing the content will soon age and updates will be necessary to be current in today's technological landscape.","clarity_rating":4,"clarity_review":"The book provides terminology that is appropriate and in line with today's terms. The author has used his own personal terms e.g. Old wine in new bottles, which does provide an insight into the author.","consistency_rating":5,"consistency_review":"The author has maintained a consistency throughout the text which is appropriate for education, theory and practice while combining the technological integration that are necessary to tie them together.","modularity_rating":3,"modularity_review":"The text is divided into many small sections which work well for the reader to take pieces that apply to their interests. However, I think at times it is also distracting to the reader.","organization_rating":5,"organization_review":"The text is sequenced in a rationale and logical sections. The reader can go through the sections and see how they build off each other.","interface_rating":4,"interface_review":"The only negative comment on the interface is the length of the text. This could be two-three textbooks.","grammatical_rating":5,"grammatical_review":"There were no obvious errors in the tex.","cultural_rating":4,"cultural_review":"The text offered a diverse scenarios that were not culturally insensitive.","overall_rating":8,"overall_review":"I found this text valuable and plan to use sections for some of the courses I teach. It will assist educators in planning and using technology.","created_at":"2018-06-19T19:00:00.000-05:00","updated_at":"2018-06-19T19:00:00.000-05:00"},{"id":2326,"first_name":"cheryl","last_name":"harder","position":"Instructor","institution_name":"MnSCU- FDLTCC","comprehensiveness_rating":5,"comprehensiveness_review":"The index is superb. the book follows a logical sequence of learning objectives.","accuracy_rating":5,"accuracy_review":"To my understanding, the content is accurate.   I noticed no typos and it did not appear biased.","relevance_rating":5,"relevance_review":"Although the book is already a couple of years old, it is still relevant - interesting since this had to do with technology, which is an ever changing field.","clarity_rating":5,"clarity_review":"Easy to understand, and where technological terms were used, they were thoroughly explained.","consistency_rating":5,"consistency_review":"To my understanding, the text was consistent.","modularity_rating":5,"modularity_review":"The text could easily - and logically - be broken into modules","organization_rating":5,"organization_review":"I loved the sequencing in this book.  It took me from the \"beginnings\" of higher education and what were the norms at that time, up to the present and the chages in the university structure as well as expectations for both student and educator.  It then went on to offer different styles of utilizing technology in the classroom","interface_rating":5,"interface_review":"I had no problems navigating through this text.  All graphics, links, and other features were clear and easy to use.\r\n(Unlike this review - which kept tossing me out requiring me to log back in and re enter informationthat I had already entered...)","grammatical_rating":5,"grammatical_review":"I didn't notice any grammatical errors.","cultural_rating":5,"cultural_review":"Although I cannot speak to specific uses of inclusive language, I didn't find it to be insensitive to anyone.","overall_rating":10,"overall_review":"My field of expertise is Corrections, specifically Evidenced Based Practices in Corrections, and this book was a view into utilizing different technology.  Leading me from what was, to what is, to what could be, was a wonderful journey for me to take.  SInce I was unfamiliar with most of the emerging trends in the digital world, this book was a wonderful introduction into what can be used, and how to decide what works best for the population of students that I teach utilizing in the different learning/teaching styles.  I am motivated to look further into the digital world - not just recording lectures or putting powerpoints on D2L,  Since I was not raised in the digital world, there is a learning curve that I need to take, but due to reading this book, I am ready to take the plunge.  Thank you.","created_at":"2018-10-06T12:33:43.000-05:00","updated_at":"2018-10-06T12:33:43.000-05:00"},{"id":2389,"first_name":"Chelsey","last_name":"Bollinger","position":"Assistant Professor","institution_name":"JMU","comprehensiveness_rating":5,"comprehensiveness_review":"This text is comprehensive and provides an effective index.  Bates begins with a discussion of how education has changed and continues to change teaching and learning in the digital age, continues with a discussion on epistemological and philosophical position as educators, includes various methods and trends used in teaching with technology, and ends with a discussion of the need for quality and support for educators incorporating technology into their teaching.","accuracy_rating":5,"accuracy_review":"The book is accurate and unbiased. With any technology focused text, it’s difficult to stay on the cutting edge with the ever-changing landscape of technology, but Bates does a nice job of including the big ideas that stand the test of time. ","relevance_rating":4,"relevance_review":"The text content is up-to-date for the most part.  One topic not as relevant today is MOOCS. However, with an electronic/open-source format the text is easily updated by the author. Bates indicated that he will be updated the text in 2019.","clarity_rating":5,"clarity_review":"The book is clearly written in an accessible tone. Its information is organized to promote skimming, browsing, and deeply immersive reading.","consistency_rating":5,"consistency_review":"In terms of both layout and content the book is consistent. The reader can expect a specific format for each chapter: a scenario, subsections which include reflection questions, and a summary.\r\n","modularity_rating":4,"modularity_review":"If used for a course, this text could be read/used in a non-linear fashion.  Hyperlinks in each chapter make it easy for the reader to pick and choose which content to read.  Currently, most hyperlinks open in the same window. I’d suggest the author revise this feature so that hyperlinks open in new tabs to avoid the reader from losing their place in the text.","organization_rating":5,"organization_review":"The topics are well organized. Each chapter begins with a scenario to get the reader thinking about the content in the chapter.  Each chapter has between six to eight subsections.  The author does a nice job of creating different ways the reader could interact with the text. These interactions include: self reflection questions,  responses from the author to these questions, podcasts from the author, and related youtube videos.","interface_rating":4,"interface_review":"During my first read through, the textbook offered the option of interacting in a comments section within various chapters.  However, after checking with the publisher and the author of this text, the comment section has been disabled.  The author commented that over his objections, BCcampus justified this decision,  \"because all their open text books (including this one) were being adopted on different courses with different instructors, and they believed instructors would not want to 'share' comments from students on other courses.” However, the author plans to review the book next year and update it with a plug-in that will allow for more interactivity between readers.  \r\n\r\n\r\n\r\n","grammatical_rating":5,"grammatical_review":"I didn't find any grammatical errors within the text.","cultural_rating":5,"cultural_review":"An entire section is devoted to “Greater diversity of students” which discusses the continued efforts of recruiting a more diverse student population in higher education. In addition, the author discusses the importance of higher education teachers to focus on teaching methods that meet the challenges of a diverse student population, some methods of which include the use of technology.","overall_rating":9,"overall_review":"Bates makes good use of the affordances of an open-textbook format.","created_at":"2018-11-16T08:31:04.000-06:00","updated_at":"2018-11-16T08:31:04.000-06:00"},{"id":2490,"first_name":"Adam","last_name":"Barger","position":"Director of eLearning Initiatives","institution_name":"VIVA; College of William \u0026 Mary ","comprehensiveness_rating":4,"comprehensiveness_review":"This book is robust and thorough in terms of the overall breadth of the content. It is very well organized and the flow of information from early chapters through the end allows readers to easily build on prior knowledge. The depth of the content of the comprehensiveness of addressing current trends and related research varies from chapter to chapter. Most often, this is positive aspect (i.e. Chapters one and two are not overly referenced). However, some chapters could benefit from a more thorough analysis of recent literature (i.e. Chapter 9). ","accuracy_rating":4,"accuracy_review":"Book contents offer a fair and measured approach to the content area without undue bias or distracting errors. Some content could be updated, and therefore more accurate to trends in the field, but this does not take away from the efficacy of the overall text or the foundational principles of teaching and learning weaved throughout. For example, when discussing the ADDIE model of course design, the author does not give a comprehensive history or explanation of the approach or present its phases on their entirety. However, such examples are minor and not distracting. ","relevance_rating":5,"relevance_review":"Given the ephemeral nature of the digital teaching and learning field, the author expertly presents content in a relevant and practical form. This is most helpful in the various scenarios and examples throughout. Additionally, update records and recent thoughts from the author are available in the text and linked to outside resources.","clarity_rating":5,"clarity_review":"This is a well-written and logically organized text. The author writes in a simple and clear conversational tone. Clear objectives and summarized “Key Takeaways” in each section are especially helpful in this regard. ","consistency_rating":5,"consistency_review":"This text shines in terms of a learner-friendly framework  and consistent approach to terms and practical applications. ","modularity_rating":5,"modularity_review":"This text is modularized and readable as a resource for both comprehensive or pinpoint reference. Given the complexity of the field, cross-chapter connections do have to be made, but they are appropriately cited and linked for ease of use. ","organization_rating":5,"organization_review":"As noted above, this text is well-organized and flows easily from chapter to chapter. Some learners may find the breadth of the text to be daunting, but organized by topic and subtopics for easy navigation. ","interface_rating":5,"interface_review":"No significant issues or errors noted. ","grammatical_rating":5,"grammatical_review":"No significant issues or errors noted. However, American English readers may note slight differences in grammatical cadence and tense that differs from other textbooks. This does not distract from clarity in most cases. ","cultural_rating":5,"cultural_review":"In the opinion of this reviewer, such declarations are not in my purview and the ideological assumptions inherent in the category of “culture” are premised on a narrow view of learner utility. ","overall_rating":10,"overall_review":"This text is very impressive in both content and presentation. I envision this to be a useful resources for formal courses as well as faculty development programs at colleges and universities. The author effectively presents a vast and ever-changing field in way that is anchored in educational theory yet practical in a variety of applications. I am most appreciative of the author's personal flare and interaction with the learner through ongoing updates, multimedia resources, personal podcasts, and openness to feedback. ","created_at":"2019-01-04T15:49:28.000-06:00","updated_at":"2019-01-04T15:49:28.000-06:00"},{"id":2720,"first_name":"Yassine","last_name":"Rfissa","position":"Lecturer","institution_name":"University of Nebraska - Lincoln","comprehensiveness_rating":5,"comprehensiveness_review":"I think the textbook is very a comprehensive resource that covers a wide range of topics related to teaching in a digital age, and \r\nit is smoothly divided into twelve chapters and also into sections, and includes an effective index and glossary.\r\nI like the participatory format of the book, though there could be scholarly discourse involvement.  \r\n","accuracy_rating":5,"accuracy_review":"The information provided throughout the book seems accurate to high degrees. The content seems coherent and cohesive. I did not notice any errors \r\n","relevance_rating":5,"relevance_review":"The book's content seems very relevant and and up to date. As educational technology is developing and changing very fast, the content is recommended to be under constant review and update.","clarity_rating":5,"clarity_review":"Very clear and engaging content. Easy to understand and the terminology explanation is usually supported with examples. \r\n","consistency_rating":5,"consistency_review":"Impressed by the consistency of the content of this book. The chapters, the sub-sections, the framework, the terminology and the scenarios are all put together in a consistent manner. ","modularity_rating":5,"modularity_review":"I like the smart design of the chapters and sub-sections. They seem to be designed in a way that they can be used in connection to other chapters or can be used/read/taught independently.  \r\n","organization_rating":5,"organization_review":"I can say that the textbook is very well organized. The structure and the flow are consistent thought the book as i mentioned above. ","interface_rating":5,"interface_review":"the book seems almost free from interface or display issues; However, spacing between the lines could be reviewed and unified especially around the titles and subtitles, and some photos are blurry such as the one on page 117. ","grammatical_rating":5,"grammatical_review":"I did not encounter any grammatical errors.\r\n\r\n","cultural_rating":5,"cultural_review":"The examples and the scenarios that this textbook contains are diverse and they do not seem to be culturally insensitive or offensive.\r\n","overall_rating":10,"overall_review":"I'm impressive by the professionalism, integrity, and the high standards of this book. The real life scenarios and the engaging nature of the book makes it teaching/learning driven resource. \r\n\r\n","created_at":"2019-03-31T22:05:22.000-05:00","updated_at":"2019-03-31T22:05:22.000-05:00"},{"id":2941,"first_name":"Colin ","last_name":"Stapp","position":"Learning Technology Facilitator/ Adjunct Instructor","institution_name":"Chemeketa Community College","comprehensiveness_rating":5,"comprehensiveness_review":"This book covers a wide range of digital technologies but the comprehensive nature stems from also including foundations of educational media, learning theory, and delivery methods for instruction. ","accuracy_rating":5,"accuracy_review":"The textbook does include personal experience implementing technology in instruction but is unbiased in that it does not sway the reader one way or another in decision making. The text also incorporates science and research-backed methods for supporting instruction and includes independent reviews of the book.","relevance_rating":5,"relevance_review":"The book is relevant to current teaching practice and technology integration and regular revisions and updates are being made to keep it up-to-date.","clarity_rating":5,"clarity_review":"The text is free of unneeded technical jargon. All technical terms are relevant and include descriptions to help all levels of instructors make sense of a variety of technologies. ","consistency_rating":5,"consistency_review":"The book is written and organized in a very consistent format. Each chapter includes \"What If\" scenarios, Learning Activities, and Key Takeaways.","modularity_rating":5,"modularity_review":"The book is written so that it can be read in linear order and follows a sequence, or can be broken into sections that are most relevant and used more as a guide. The text also includes activities which can support core teaching methods.","organization_rating":5,"organization_review":"The overall sequence and flow of the back are clear and logical and each chapter builds upon one another, but can also be read out of order.","interface_rating":5,"interface_review":"The layout of the text is clear, logical and easy to follow.  The text is available in a variety of electronic modalities including PDF, so is clear of technical issues.","grammatical_rating":5,"grammatical_review":"The text is free of grammatical errors and has been well edited.","cultural_rating":5,"cultural_review":"The text includes a section about Culture and Learning Environments and provides detailed information for the reader to consider for creating an inclusive learning environment.","overall_rating":10,"overall_review":null,"created_at":"2019-05-23T13:03:33.000-05:00","updated_at":"2019-05-23T13:03:33.000-05:00"},{"id":4203,"first_name":"Kathleen","last_name":"McAleer","position":"Associate Professor","institution_name":"Bridgewater State University","comprehensiveness_rating":5,"comprehensiveness_review":"This text offers the reader a substantive overview of everything needed to get started with online teaching.","accuracy_rating":5,"accuracy_review":"The content is accurate, error-free, and unbiased.","relevance_rating":5,"relevance_review":"This book is particularly useful to instructors who are seeking a comprehensive source that addresses contemporary challenges such as COVID-19. While not specifically addressed, there is substantive discussion about the utility of online learning in a changing and unpredictable world.","clarity_rating":5,"clarity_review":"Bates takes pains to explain content in a way that is accessible to learners of all levels.","consistency_rating":5,"consistency_review":"The content is scaffolded so that skill building proceeds logically and sequentially. The terminology and framework are consistent throughout the text.","modularity_rating":5,"modularity_review":"The textbook design is divided into sections that can be easily assigned at different points within a course. The material is so engrossing, one might prefer to read the text from beginning to end. The textbook is organized in a manner that can easily be realigned to suit different course goals.","organization_rating":5,"organization_review":"Bates writes with clarity and authority having clearly mastered the subject matter.","interface_rating":5,"interface_review":"There are no problems with interface at all. The textbook is easily navigated and sections are punctuated and summarized by the author using brief recordings in his own voice.","grammatical_rating":5,"grammatical_review":"No grammatical errors noted.","cultural_rating":5,"cultural_review":"Bates addresses barriers to students' meaningful engagement in online learning and invites the reader to reflect on factors contributing to student challenges. Bates discusses learning differences among individual students and describes best practices in teaching non-traditional students, students for whom economic challenges limit access to reliable technology, and he offers a meaningful discourse on both cultural and racial considerations.","overall_rating":10,"overall_review":"This book was an eye opener for me. As I begin online teaching in earnest, I know I will return to this text as a reliable reference.","created_at":"2020-06-30T19:28:31.000-05:00","updated_at":"2020-06-30T19:28:31.000-05:00"},{"id":33423,"first_name":"George","last_name":"Watson","position":"Professor","institution_name":"Marshall University","comprehensiveness_rating":5,"comprehensiveness_review":"The textbook is appropriate and includes a substantial amount of material on the subject.","accuracy_rating":5,"accuracy_review":"The text fully analyzes, defines, and explains the topics covered accurately and in an easily understandable writing style.","relevance_rating":5,"relevance_review":"The text is current and delves into current issues with technology in instruction.  I particularly liked the discussion concerning MOOCs and their place in the educational realm.","clarity_rating":5,"clarity_review":"I found the material easy to understand and written in a way that students can easily grasp the concepts being presented.  The material was well organized and sequential in nature.","consistency_rating":5,"consistency_review":"The terminology is accurate and correct for this field of study, and is presented in a very thoughtful manner with regards to previous knowledge of student knowledge and organization.","modularity_rating":5,"modularity_review":"I thought the text was logically organized and fairly well divided into sub-components that would allow ease of instructor use, even when the instructor may choose a different progression of material presentation.","organization_rating":5,"organization_review":"The text is well organized, though the I admit the Feedback on Activities seemed either incomplete or not necessary.  I could not decide if the author added that with regard to specific questions he had received or if he didn't believe answers were needed for other chapter activities.","interface_rating":5,"interface_review":"I found no issues with moving through the materials.","grammatical_rating":5,"grammatical_review":"I found no grammatical errors.","cultural_rating":5,"cultural_review":"The author did not specifically use examples that incorporated race or culture, but I did not see where this particular topic would need a lot of it.","overall_rating":10,"overall_review":"Overall, I was very pleased with the book and would recommend its use.  It is well designed, thorough, and accurate for the topics represented.","created_at":"2021-10-21T15:15:18.000-05:00","updated_at":"2021-10-21T15:15:18.000-05:00"},{"id":35337,"first_name":"Alejandro","last_name":"Garcia","position":"Associate Professor","institution_name":"The University of Texas Rio Grande Valley","comprehensiveness_rating":4,"comprehensiveness_review":"\"Teaching in a Digital Age - Second Edition\" by Anthony William (Tony) Bates is a  resource on online teaching and educational technology. The book covers a wide range of topics, from fundamental changes in education to emerging technologies, providing both theoretical foundations and practical guidelines. It addresses various teaching methods, media selection, open education trends, and quality assurance in digital teaching. Bates offers a global perspective, incorporating examples from universities worldwide, and caters to a diverse audience including teachers, educational planners, and researchers. The second edition updates content on new technologies like gamification, virtual reality, and AI. Available as an open-source textbook in multiple formats and languages, the book combines depth of analysis with practical applicability, making it a valuable tool for educators navigating the digital age.","accuracy_rating":4,"accuracy_review":"Bates,  presents theoretical foundations and practical strategies for effective teaching in a digital context. The book is grounded in current research and incorporates up-to-date examples of emerging technologies such as gamification, virtual reality, and artificial intelligence, ensuring relevance to contemporary educational practices. Additionally, the author has included feedback from educators and students, which enhances the book's applicability and accuracy in addressing real-world teaching challenges. Overall, its comprehensive coverage and evidence-based approach solidify its status as a reliable guide for educators navigating the complexities of digital learning environments.","relevance_rating":4,"relevance_review":"The book addresses crucial contemporary issues in education, including the impact of technology on teaching methods, the changing needs of diverse student populations, and the challenges of increasing class sizes Its coverage of topics such as media selection, open education trends, and quality assurance in digital teaching makes it an invaluable resource for educators navigating the complexities of modern pedagogy.The book's relevance is further enhanced by its regular updates, with the third edition released in 2022 to reflect the seismic changes in online learning brought about by the COVID-19 pandemic. By incorporating emerging technologies like gamification, virtual reality, and artificial intelligence, Bates ensures that the content remains current and applicable to the latest developments in educational technology.","clarity_rating":4,"clarity_review":"The author employs a straightforward writing style, complemented by numerous practical examples and case studies, making the content easily digestible for readers from various backgrounds. Furthermore, the book's well-organized structure, with clear chapter divisions and subheadings, enhances its readability and allows readers to navigate effortlessly through its comprehensive content.","consistency_rating":4,"consistency_review":"The author maintains a coherent framework for discussing various educational technologies and pedagogical approaches, ensuring that concepts introduced early in the book are consistently applied and expanded upon in later chapters. This consistency is further evident in the book's uniform structure across chapters, with each section following a logical progression from theoretical foundations to practical applications, making it easier for readers to follow and integrate the information presented.","modularity_rating":4,"modularity_review":"The book's well-structured chapters and subsections enable educators to focus on particular topics, such as specific teaching methods or emerging technologies, without necessarily reading the entire text sequentially. This modular approach is further enhanced by the inclusion of self-contained activities and reflective exercises throughout the book, making it a flexible resource that can be easily adapted for various professional development contexts or course curricula.","organization_rating":4,"organization_review":"The book is divided into distinct chapters that progress from foundational concepts to more advanced topics, with each chapter further broken down into clear subsections that facilitate easy navigation and comprehension. This thoughtful organization is complemented by consistent formatting, including the use of headers, bullet points, and summary sections, which allows readers to quickly locate specific information and grasp key concepts efficiently","interface_rating":4,"interface_review":"he book is available in multiple formats, including online, downloadable PDF, and printable versions, allowing readers to access the content in their preferred medium. Its well-structured layout, with clear chapter divisions, subsections, and interactive elements such as activities and podcasts, makes navigation intuitive and encourages engagement with the material.","grammatical_rating":4,"grammatical_review":"The author's clear and precise writing style reflects careful attention to sentence structure, punctuation, and word choice, enhancing the book's readability and professionalism. This grammatical precision contributes to the overall clarity of the text, allowing readers to focus on the educational concepts and strategies presented without being distracted by linguistic errors.","cultural_rating":4,"cultural_review":"The book emphasizes the importance of creating inclusive online learning environments that respect and accommodate different cultural perspectives, as evidenced by the author's conscious effort to foster mutual respect and openness to differing views. Furthermore, by tackling questions about effectively teaching diverse student populations and engaging students in technology-rich environments, the book provides culturally relevant guidance for educators navigating the complexities of teaching in a digital, multicultural world","overall_rating":8,"overall_review":"The book's open-access nature and availability in multiple languages significantly enhance its reach and impact, making it an invaluable resource for educators worldwide.","created_at":"2024-12-10T19:22:44.000-06:00","updated_at":"2024-12-10T19:22:44.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/teaching-in-a-digital-age-guidelines-for-designing-teaching-and-learning-for-a-digital-age","updated_at":"2025-12-15T02:04:45.000-06:00"},{"id":304,"title":"Foundational Practices of Online Writing Instruction","edition_statement":null,"volume":null,"copyright_year":2015,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-NoDerivs","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.","contributors":[{"id":3717,"contribution":"Editor","primary":false,"corporate":false,"title":null,"first_name":"Beth","middle_name":"L.","last_name":"Hewett","location":"Conference on College Composition","background_text":"Beth L. Hewett is a key leader of the Conference on College Composition and Communication (CCCC) Committee for Effective Practices in Online Writing Instruction. A college-level educational consultant and writing instructor, Dr. Hewett is the author, coauthor, and coeditor of numerous articles and books, including Reading to Learn and Writing to Teach: Literacy Strategies for Online Writing Instruction, The Online Writing Conference: A Guide for Teachers and Tutors, Preparing Educators for Online Writing Instruction: Principles and Practices, Virtual Collaborative Writing in the Workplace: Computer-Mediated Communication Technologies and Practices, and Technology and English Studies: Innovative Professional Paths. Beyond online writing instruction, Dr. Hewett's interests include using digital technologies to understand the characteristics of college-level writing, the public rhetoric of eulogies, and practical connections between postsecondary writing and the world-at-large. She also writes about grief (Good Words: Memorializing through a Eulogy, More Good Words: Practical Activities for Mourning, and More Good Words: Grief in the Workplace) and works as a bereavement coach and facilitator trainer."},{"id":3718,"contribution":"Editor","primary":false,"corporate":false,"title":null,"first_name":"Kevin","middle_name":"Eric","last_name":"DePew","location":"Old Dominion University","background_text":"Kevin Eric DePew is an Associate Professor and the Graduate Program Director of Old Dominion University's English Ph.D. program, which has an online component. He has authored and co-authored works about OWI in Computers and Composition, as well as the Handbook of Research on Computer Mediated Communication and Emerging Pedagogies in the Networked Knowledge Society. Dr. DePew's research about OWI is one component of his larger project of designing better writing instruction. Other works examine how to advocate for social justice through writing instruction, how to raise instructors' awareness of effective strategies for teaching multilingual writers, and how to design writing curriculum that encourages students to transfer what they learn in their writing courses to other contexts. He is a current member of the CCCC's Committee for Effective Practices in Online Writing Instruction and the CCCC Committee on Second Language Writing."},{"id":3719,"contribution":"Editor","primary":false,"corporate":false,"title":null,"first_name":"Elif","middle_name":null,"last_name":"Guler","location":"Longwood University","background_text":"Elif Guler is an Assistant Professor of Rhetoric and Professional Writing at Longwood University, where she teaches courses and conducts research in cultural rhetoric and professional writing. She previously taught both face-to-face and distance education writing courses at Old Dominion University (ODU). She is the recipient of a shining star faculty award from ODU and has co-authored an article on the use of online tools for assessment in the writing classroom."},{"id":3720,"contribution":"Editor","primary":false,"corporate":false,"title":null,"first_name":"Robbin","middle_name":null,"last_name":"Zeff Warner","location":null,"background_text":"Robbin Zeff Warner is a Senior Writing Coach at Defend \u0026 Publish, LLC, and an educational consultant in OWI. Previously she was an Assistant Professor of Writing, Professional Technology Fellow, and WID Studio Director at George Washington University (GWU). She also is a Teacher Consultant with the Northern Virginia Writing Project. Dr. Warner's interest in online technology was launched in writing the landmark book The Nonprofit Guide to the Internet in 1996 when there were so few nonprofits online one could actually count them. This book initiated a series of books on Internet use for the nonprofit community by John Wiley \u0026 Sons. She then wrote the first book on online advertising back in 1997 (Advertising on the Internet), which eventually was translated into six languages. Recently, Dr. Warner lived in Brussels, Belgium, for four years where she studied chocolate making; she is now writing novels that showcase artisan chocolate."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":6,"name":"Humanities","parent_subject_id":null,"call_number":null,"visible_textbooks_count":418,"url":"https://staging.open.umn.edu/opentextbooks/subjects/humanities"},{"id":33,"name":"Literature, Rhetoric, and Poetry","parent_subject_id":6,"call_number":"PE1408","visible_textbooks_count":124,"url":"https://staging.open.umn.edu/opentextbooks/subjects/literature-rhetoric-and-poetry"}],"publishers":[{"id":490,"url":"http://wac.colostate.edu/books/owi/#contact","year":null,"created_at":"2018-09-07T12:22:40.000-05:00","updated_at":"2018-09-07T12:22:40.000-05:00","name":"WAC Clearinghouse"}],"formats":[{"id":826,"type":"PDF","url":"https://wac.colostate.edu/books/perspectives/owi/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":827,"type":"eBook","url":"https://wac.colostate.edu/books/perspectives/owi/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":7,"reviews":[{"id":1172,"first_name":"Carmela","last_name":"Mattza","position":"Assistant Professor of Spanish","institution_name":"Louisiana State University","comprehensiveness_rating":5,"comprehensiveness_review":"This book addresses the foundations for Online Writing Instruction in a clear and comprehensive way. It covers the most important topics of the discussion and can be use as a manual or handbook for institutional discussion about the benefits of implementing OWI.","accuracy_rating":4,"accuracy_review":"The book provides and discusses important policies and data about OWI in the introduction. Each chapter presents a bibliography.","relevance_rating":4,"relevance_review":"The content and consistency of this book is strong.","clarity_rating":5,"clarity_review":"Although this is not a book by a single author, the clarity through out the text is consistent.","consistency_rating":5,"consistency_review":"It is a book with different authors yet the terminology and use of abbreviation are very consistent through it.","modularity_rating":4,"modularity_review":"Chapters 1 and 11 are the largest ones and they have subheadings. I however think that they should also appeared in the index or table of contents of the books.","organization_rating":4,"organization_review":"The book is presented in a logical sequence. I missed an index of authors at the end.","interface_rating":3,"interface_review":"I read the PDF form of this book. I have not need to access the interface.","grammatical_rating":4,"grammatical_review":"The grammar and style make the content of this book accessible to the reader who has not previous knowledge of the subject.","cultural_rating":5,"cultural_review":"This book is not cultural insensitive. Indeed the introduction addressed the need to recognize different cultural backgrounds when creating online writing activities.","overall_rating":9,"overall_review":"I was attracted to read FOUNDATIONAL PRACTICES OF ONLINE WRITING INSTRUCTION because although I do not teach courses online, I do request at least four writing exercises during a semester that students need to complete and submit online through a platform administrator such as Moodle. After reading the book, I felt motivated to write this review because I found it engaging and helpful to my own teaching practice and the profession. The book provides an introduction to Online Writing Instruction (OWI), where the benefits, challenges and fears of such practice are addressed. I found particular useful the section “Hybrid and Fully-Online OWCS” because it provided me with a set of questions that allowed me to reflect and think of my own practice when I design online writing activities for my courses.","created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":1267,"first_name":"Stephen","last_name":"Rust","position":"Writing Instructor","institution_name":"Linn-Benton Community College","comprehensiveness_rating":5,"comprehensiveness_review":"At 600 pages, Foundational Practices of Online Writing Instruction, is a comprehensive report prepared by members of the Online Writing Instruction committee created by the College Composition and Communication Conference (CCCC). As such the report presents research and best practices written by a collaborative team of faculty.  Site visits from across the country were conducted and significant discussion was had in the preparation of this very important publication.  All key aspects of online writing instruction are covered.","accuracy_rating":5,"accuracy_review":"The reporting is accurate, peer reviewed, and unbiased.","relevance_rating":4,"relevance_review":"As Webster Newbold's preface reminds us, much has changed since the early 1990s when brave instructors began pioneering Online Writing using dial-up modems.  The content of this book is up to date, but informed by the complete history of online writing instruction; thus as the technology changes moving ahead, this report will remain current for some years because the focus is on best practices of teaching and course design. There's a focus on principals and ethics that inform good practice. One point of note is that it is true that the financial aspects of online education are subject to sudden changes that could render that part of the book out of date soonest.","clarity_rating":5,"clarity_review":"I found this to be an accessible and clear text. While written for a specific audience of online writing teachers and administrators the book is not filled with jargon. Any necessary technical vocabulary is defined and precise.","consistency_rating":5,"consistency_review":"Though written by committee, the book speaks with a common voice and the internal organization framework is consistent and clear.","modularity_rating":5,"modularity_review":"I choose this book primarily to share with a group of colleagues who will be collaborating to build online courses together rather than using for my own students.  That said, the book is easily dividable into subsections that will focus different parts of our initial meetings and sections we can return to throughout the summer and fall as we are building and piloting our courses.  In terms of this book's usefulness to our committee discussions, modularity is one of its strengths.","organization_rating":5,"organization_review":"At 600 pages the books content can feel overwhelming, but the sectional/ chapter based organization makes it very easy to navigate to key sections.  One would likely not read this book cover to cover so that clear sense of organization makes it very user friendly.","interface_rating":4,"interface_review":"Not the most visually engaging book but it is definitely free of any interface issues or navigation problems. Images are clear.","grammatical_rating":5,"grammatical_review":"Perfect.","cultural_rating":5,"cultural_review":"I'm impress at how much effort was put into making OWI culturally relevant to a variety of student groups and concerns.","overall_rating":10,"overall_review":"This book is going to be extremely useful to creating clear and consistent courses.","created_at":"2017-06-20T19:00:00.000-05:00","updated_at":"2017-06-20T19:00:00.000-05:00"},{"id":2016,"first_name":"Rebecca","last_name":"Babcock","position":"William and Ordelle Watts Professor","institution_name":"University of Texas Permian Basin","comprehensiveness_rating":5,"comprehensiveness_review":"This book is the most comprehensive guide to online writing instruction to date. It contains 18 chapters covering every aspect of online writing instruction including teaching fully online and hybrid courses and online writing labs. The book does not contain an index or a glossary, but it does have a list of commonly used abbreviations. ","accuracy_rating":5,"accuracy_review":"The book is based on research rather than opinion or anecdote. The chapter authors are top experts in the field. ","relevance_rating":4,"relevance_review":"Online writing instruction is something that changes fairly rapidly. Technology will change, but this book is not overly reliant on reference to specific online programs or software. As technology progresses the book will likely have to be updated. This is a relevant topic and the book is still timely.  ","clarity_rating":5,"clarity_review":"The various authors' prose is clear and straightforward. Key terms are defined as they are introduced. ","consistency_rating":5,"consistency_review":"The book is based on the work of the CCCC OWI Committee and the terminology and focus is maintained throughout. The chapters refer back to the OWI principles presented by the committee in its reports such as the Position Statement of Principles and Example Effective Practices for OWI . ","modularity_rating":5,"modularity_review":"The chapters are self-contained and can be assigned in any order. ","organization_rating":5,"organization_review":"The chapters are presented in five parts and within each part the chapters are logical and well-placed. ","interface_rating":4,"interface_review":"The epub is extremely easy and quick to navigate. One can immediately jump to different parts using the bar at the bottom and the pages turn instantly by clicking without having to load. However, I do not see page numbers while reading it. The book can actually read to you aloud which may come in handy. ","grammatical_rating":5,"grammatical_review":"There are no grammatical errors. ","cultural_rating":5,"cultural_review":"The text is culturally relevant and appropriate. ","overall_rating":10,"overall_review":"This book could be used as the primary textbook in a course dedicated to online writing instruction. It will not take the place of training in learning management systems or theories of writing pedagogy. I would recommend that chapters on online writing labs and working with diverse populations be assigned to writing tutors training to work online. This book should be read by any and all instructors currently teaching online or those preparing to do so. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2183,"first_name":"Nancyruth","last_name":"Leibold","position":"Associate Professor","institution_name":"Southwest Minnesota State University","comprehensiveness_rating":5,"comprehensiveness_review":"The book Foundational Practices of Online Writing Instruction is comprehensive in areas of promoting the instruction of writing in learners.  The intended audience is instructors involved with writing instruction online.  It includes many topics pertinent to online writing instruction and is written by experts.","accuracy_rating":5,"accuracy_review":"The chapters include scholarly evidence-based citations for information provided to support principles and points.   There are also references which include credible and scholarly sources. As an educator who teaches online and writing within the courses, I found myself agreeing with the substance of the book.","relevance_rating":5,"relevance_review":"The praxis of online writing instruction is relevant due to the number of online courses available today.  The relevance of the book will remain for years, but as technology advances, it is difficult to know how the long-term application of the book will stay intact.  Chapter 18 discusses the future of online writing instruction and the authors, Hewett and Warnock point out how writing has evolved over time and will continue to do so.","clarity_rating":5,"clarity_review":"The book is clear and easy to read.  The application examples improve clarity.   The book focuses the reader on teaching practice and reflection.","consistency_rating":5,"consistency_review":"The writing style is consistent throughout the book.  The authors do not contradict themselves.  A strong grounding in the book is the use of the principles of OWI.","modularity_rating":5,"modularity_review":"The book includes 18 chapters.  Although the book is 605 pages long, not all pages are content text.   The book uses many sources, so the reference lists for each chapter are fairly long.    Headings are used to break up the content sections within chapters.  The chapters flow well from one topic to another and are grouped under five main sections.","organization_rating":5,"organization_review":"Topics are presented in five sections and 18 chapters format that is well organized.  Online writing instruction principles are the framework used to discuss the topics in the book.  Commonly used abbreviations are included.  The abbreviation legend was very helpful as many abbreviations are used in the book.","interface_rating":5,"interface_review":"No navigation or distortion interface issues were experienced while reading this book.  I view the book in the PDF format and the epub version without any difficulties.","grammatical_rating":5,"grammatical_review":"No grammatical errors are present.","cultural_rating":5,"cultural_review":"The book includes information about linguistic and cultural diversity of multilingual students.  The authors did not say anything explicitly offensive or insensitive.","overall_rating":10,"overall_review":"The book includes information about linguistic and cultural diversity of multilingual students.  The authors did not say anything explicitly offensive or insensitive.","created_at":"2018-06-19T19:00:00.000-05:00","updated_at":"2018-06-19T19:00:00.000-05:00"},{"id":2799,"first_name":"Alise","last_name":"Lamoreaux","position":"Professor","institution_name":"Lane Community College","comprehensiveness_rating":5,"comprehensiveness_review":"Foundational Practices of Online Writing Instruction is a comprehensive look at teaching writing via online and/or Hybrid settings.  It contains a broad spectrum of Online Writing Instruction (OWI) topics and combines research with examples for implementing the 15 grounding principles for OWI instruction put forth in this book. The 18 chapters in the book are designed to be stand alone topics that can be used individually, or the book can be utilized comprehensively to examine the many issues surrounding online writing instruction. The book was written by a collaborative team created by the College Composition and Communication Conference.","accuracy_rating":4,"accuracy_review":"Foundational Practices of Online Writing Instruction provides evidence for it 15 grounding principles based on research from the field.  Part 1, An OWI Primer, has evidence-based rationale for online/hybrid course design and implementation. Part 3, Practicing Inclusivity, had an excellent chapter (8) on Physical and Learning Disabilities in OWI; however, the chapter on Non-Traditional Student Access to OWI (10) had dated information and questionable student profiles.  In Part 5, New Directions, there is a chapter (16) titled OWI on the Go, about Smartphones and Tablets that seemed out dated and disconnected from current student trends.","relevance_rating":4,"relevance_review":"The initial sections of this book will continue to be a good resource for OWI development and design in a timeless manner.  The grounding principles are strong and well thought out.  The second half of the book, sections 3-5, have embedded the grounding principles, which is helpful, but the technology and delivery methods will rapidly change in online learning as well as sourcing for online courses, so the later sections of the book could become dated in a short time frame.","clarity_rating":5,"clarity_review":"I found this to be a clear and easy to read text.  The format was standard throughout the book, even with multiple authors.  Terminology was well defined and clear for a technical topic.","consistency_rating":4,"consistency_review":"The book has a very consistent format throughout each of the sections.  Despite having several authors within the text, each chapter utilizes a consistent format and the voices of the authors flow together well making the book seem unified. I did notice contradictory student profiles.  In Chapter 1 there is a story of a 21-year-old who fails an OWI class and a discussion regarding reasons for the failure.  In chapter 10, “older adults” had basically the same story line, but the failure was attributed to age and life experiences. The authors did a good job of consistency in format throughout the book; however, there was inconsistency in what makes the successful OWI student. Addressing students as under-prepared rather than by age would have made the book more consistent.","modularity_rating":4,"modularity_review":"The book is designed to allow the chapters to be used individually or a comprehensive big picture of OWI; however, Part 3 Practicing Inclusivity, does not feel like it would be effective with the chapters in isolation from one another.  Chapter 8 has critical information about physical and learning disabilities that should not be missed.  ","organization_rating":5,"organization_review":"I read the book cover to cover, with more interest in the sections that were relevant to my online teaching experiences.  The book is well organized, and the chapters flow together nicely.  The different voices of the authors do not disrupt the readability of the book. I think the book makes more sense in its entirety.  The foundation for the grounding principles are found in the first section of the book.  If a reader does not understand the grounding principles, even though they are mentioned in each chapter, the rational for their development is missing.","interface_rating":5,"interface_review":"The book is an easy read.  The consistency of the organization makes it easy to follow as the different points development.  Multiple authors can make a book feel disjointed, but that is not the case with this book.","grammatical_rating":5,"grammatical_review":"Who would question writing instructors’ grammar?","cultural_rating":3,"cultural_review":"My teaching experience, both online and in the traditional classroom involves transitioning non-traditional students to college.  I found many comments in Chapter 10 to be very stereotypical and not representative of the population.  It worries me that this chapter could be used in isolation from the rest of the book.  Much of the research used in this chapter is old or based on personal conversations with noted contributors.   It does not acknowledge many characteristics of successful adult learners and tends to focus on the most marginalized populations.  I found this section to be very demeaning to a population of students who cannot be defined in such a narrow way.  It’s offensive to say,” … they have adolescent-like needs” (page 322).  In addition, the words “older” and “elderly” are not interchangeable. Many working adults are very successful at handling the multiple aspects of their lives while working full-time and going to college.  However, they tend to pick colleges that have more flexible learning opportunities, and online opportunities that their employers may even pay for, taking that burden off their shoulders.  The acknowledged schools for site visits and interviews, may not have had enough diversity to identify adult learners’ characteristics.  Under-prepared students come in all age groups and backgrounds.","overall_rating":9,"overall_review":"Overall, this book has great grounding principles for OWI. Chapter 8 on Physical and Learning Disabilities should be required reading for anyone teaching online/hybrid classes. However, there are other sections of the book seem like the authors were not in touch with the content areas they wrote about, and the research was dated.  For example, talking about Smartphone data and research from 2008 or even 2012 is just too old.   The acknowledgement of rural populations limited access to the Internet is an important topic, but again, the data seemed old.  It would have been better to address topics that are rapidly changing in a different manner.","created_at":"2019-04-17T11:32:47.000-05:00","updated_at":"2019-04-17T11:32:47.000-05:00"},{"id":4244,"first_name":"Elizabeth","last_name":"Kleinfeld","position":"Professor","institution_name":"Metropolitan State University of Denver","comprehensiveness_rating":5,"comprehensiveness_review":"The book covers online writing instruction basics and beyond. The coverage of inclusivity, multimodality, and administrative aspects make it both current and pragmatic.","accuracy_rating":5,"accuracy_review":"The book is based on current research and theory by well-respected composition scholars.","relevance_rating":5,"relevance_review":"The coverage of inclusivity and multimodality make it very relevant to contemporary approaches to teaching writing online.","clarity_rating":5,"clarity_review":"The prose is engaging and clear.","consistency_rating":5,"consistency_review":"The chapters are informed by current pedagogy and engagement with accessibility, which provides consistency across authors and topics.","modularity_rating":5,"modularity_review":"Chapters could be assigned out of order, but I think reading them in order makes the most sense, especially if the book is being used by new(ish) teachers who will need the foundational chapters in section 1 to fully engage with later chapters.","organization_rating":5,"organization_review":"The organization is well thought-out, beginning with foundational concepts and building toward what they editors call \"new directions.\"","interface_rating":5,"interface_review":"I found the book easy to read.","grammatical_rating":5,"grammatical_review":"The prose was easy to read.","cultural_rating":5,"cultural_review":"The book includes chapters on multilingual writers, nontraditional students, and writers with disabilities and has an overall focus on accessibility.","overall_rating":10,"overall_review":"I found this book excellent overall, but I think, because of the constantly developing nature of online anything, the \"new directions\" section is already in need of updating. For example, I'd like to see treatment of social media and online writing instruction.","created_at":"2020-07-14T16:22:30.000-05:00","updated_at":"2020-07-14T16:22:30.000-05:00"},{"id":4479,"first_name":"Cara","last_name":"Miller","position":"Associate Professor of English","institution_name":"Anderson University","comprehensiveness_rating":4,"comprehensiveness_review":"The book revolves around the 15 “grounding principles” for online writing instruction (OWI) that are introduced in the first chapter. These principles become the framework for the remainder of the book as issues related to pedagogy, administrative decisions, access, inclusion, training, and compensation are explored. Each chapter focuses on specific challenges and recommendations for addressing these issues. What is particularly helpful is the way that OWI is contextualized within larger administrative and institutional decisions that play a key role in providing accountability and support for teachers, students, and tutors. In other words, OWI is explored from multiple angles to give a much larger picture of teaching and learning.\r\n\r\nOn the other hand, as each chapter circles back to the initial principles, the book becomes somewhat repetitive. Further, though the book provides a broad overview of issues and recommendations for OWI, including curricular design and pedagogy, it doesn’t provide many specific strategies that teachers can use to engage students and enhance learning.","accuracy_rating":5,"accuracy_review":"The book draws from a number of credible sources and seems to provide information about online writing instruction that is accurate and balanced.  Bibliographic information is listed at the end of each chapter. It’s also helpful that the first chapter gives a clear account of the exigence for the book as well as the research methods that were used to create the grounding principles of OWI.","relevance_rating":4,"relevance_review":"Given the Covid-19 pandemic and the quick shift to virtual learning, the book is very relevant.  In general, the book focuses on grounding principles, key constituents, and related issues that are current and provide an accurate depiction of online writing instruction. The principles themselves as well as the chapters that explore various issues are intentionally broad so that readers can make appropriate choices based on their own circumstances.  However, some of the information is just a little outdated. For instance, the chapter about nontraditional students and their access to technology dates back to the mid 1990s and early 2000s. Also, some recommendations for instructors and administrators are so broad/vague, it’s sometimes difficult to imagine how they might be implemented on a practical level.","clarity_rating":5,"clarity_review":"The writing is clear and well-developed so that it’s easy to follow along with key ideas. The book also provides a list of commonly used abbreviations, many of which are used in the book. The bulleted lists and tables throughout the text also make it easier to process the information presented.","consistency_rating":5,"consistency_review":"The book continually refers back to the 15 guiding principles that provide the framework for the text. These principles are used to identify key challenges as well as suggestions for addressing those challenges in meaningful ways.","modularity_rating":5,"modularity_review":"The book is divided into five parts (with several chapters in each part) that consider OWI from different perspectives. This makes it possible to divide up the reading topically in manageable chunks. Appropriate headings and subheadings make it easy to follow along with the key ideas of each chapter and to break up the reading into smaller sections if necessary.  It would definitely be important to read the first chapter before any other section as it sets up the grounding principles that tie everything else together.","organization_rating":5,"organization_review":"The book is organized somewhat chronologically, beginning with the history of and the exigence for OWI grounding principles and ending with a section that considers the future of OWI. Chapters are ordered sequentially as later chapters build on key ideas and terminology presented in the beginning. The book also seems to begin with smaller, local issues related to OWI instruction for particular classes/teachers and then works outward to consider the larger context of the writing program and the institution/infrastructure.","interface_rating":4,"interface_review":"The text is free of interface issues or distortions. It would have been nice to have internal hyperlinks that make it easier to navigate from one chapter or section to another.","grammatical_rating":5,"grammatical_review":"The book has very few, if any, grammatical errors.","cultural_rating":5,"cultural_review":"A large focus of the book is about access and inclusivity for various populations that are often marginalized in OWI classes. This is one of the strengths of the book as it challenges instructors and administrators to design classes from the beginning that are suitable for all students, not just white, middle-class, traditional students.","overall_rating":9,"overall_review":"This book would be most suitable for graduate students who are currently or planning to teach online writing. Current faculty would also benefit from the book's discussions about the advantages and challenges of OWI, ways to accommodate marginalized students, and suggestions for keeping sound pedagogy at the core of the class.","created_at":"2020-12-26T09:06:17.000-06:00","updated_at":"2020-12-26T09:06:17.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/foundational-practices-of-online-writing-instruction","updated_at":"2025-12-08T02:03:59.000-06:00"},{"id":723,"title":"Foundations of Educational Technology","edition_statement":null,"volume":null,"copyright_year":2017,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This text provides a a graduate level introduction to the field of educational technology.","contributors":[{"id":4878,"contribution":"Author","primary":true,"corporate":false,"title":"Dr.","first_name":"Penny","middle_name":null,"last_name":"Thompson","location":"Oklahoma State University","background_text":"I am an associate professor in the Educational Technology program at Oklahoma State University. My research interests center on areas where technology and human cognition intersect. I’m particularly interested in how immersion in digital technology may or may not be changing habits of mind and attitudes toward learning. My research also extends to how people learn from each other in technology-mediated environments, including both formal learning management systems and informal social networking and content sharing sites. Before beginning my academic career I was an e-learning developer and an accounting systems developer."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":27,"name":"Higher Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":34,"url":"https://staging.open.umn.edu/opentextbooks/subjects/higher-education"}],"publishers":[{"id":701,"url":null,"year":null,"created_at":"2019-06-05T11:13:50.000-05:00","updated_at":"2019-06-05T11:13:50.000-05:00","name":"Oklahoma State University"}],"formats":[{"id":2645,"type":"Online","url":"https://open.library.okstate.edu/foundationsofeducationaltechnology/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2646,"type":"PDF","url":"https://shareok.org/handle/11244/323771","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"3.5","textbook_reviews_count":2,"reviews":[{"id":34181,"first_name":"Erin","last_name":"Weldon","position":"Instructional Design Specialist","institution_name":"Trine University","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook maps out the foundations of educational technology into specific categories. Readers develop an understanding of the overall topic through the historical aspects of the idea of educational technology, followed by developmental theories, learning theories, motivation to increase engagement, adult and workplace learning, how communication impacts instructional design, thorough research and different views of educational technology, a chapter that covers the most critical aspects of instructional design, integrating technology and the selection process, acceptance and diffusion of technology, and ending with a chapter on professional ethics. The textbook provides instructional design opportunities in many different disciplines in addition to education. The textbook provides a table of contents; however, there is no index glossary. It might be beneficial to include a glossary of the terms used throughout the book that relate to educational technology. As an introduction to the topic, readers might find it helpful to understand the meaning of terms.","accuracy_rating":3,"accuracy_review":"Content is accurate and up-to-date on theories regarding Educational Technology. This textbook appears to be unbiased as it offers research on different perspectives and theories; however, I noticed in the Chapter 11.2: Conflicts of Interest, the last paragraph could come across as biased information as there could be opinionated information written.","relevance_rating":4,"relevance_review":"There are some videos throughout the textbook that represent relevant information; however, some a from more than five years ago. To avoid obsolete information, you might consider choosing content that has been created within the last five years. As many know, technology can change very quickly!","clarity_rating":3,"clarity_review":"The text is clear and accessible to read most of the time. The URL links do not appear accessible. It might be helpful to include descriptive hyperlinks for each of the YouTube videos embedded into the book. Technology jargon is used occasionally throughout the text. It might be beneficial to include the definition of the terms at the end of the pages or a include a glossary at the end.","consistency_rating":5,"consistency_review":"All terminology and the framework is consistent and relevant to Educational Technology.","modularity_rating":4,"modularity_review":"The text is organized very well into specific categories and does not overwhelm the reader. I do find the videos a little distracting. It might be helpful to include the videos as a descriptive hyperlink rather than appear on the page.","organization_rating":5,"organization_review":"Each chapter demonstrates a great understanding of the topic and the chapters lead into one another. The book flows in a way that readers will not be confused or feel as if something is missing before reading another chapter.","interface_rating":4,"interface_review":"Overall, the textbook was simple to navigate; however, it might be useful to include page navigation at the bottom left and right corners. Readers can move from page to page without having to go back to the table of contents. Including the next topic with the navigational buttons would also increase ease of navigation.","grammatical_rating":5,"grammatical_review":"I did not find any grammatical errors.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive or offensive. I found the research to be very thorough and the text includes a variety of perspectives.","overall_rating":9,"overall_review":"Overall, this textbook is a great introduction to Educational Technology and discusses the key points leaders will need to know about the discipline.","created_at":"2022-11-22T15:16:04.000-06:00","updated_at":"2022-11-22T15:16:04.000-06:00"},{"id":35151,"first_name":"Zita","last_name":"Podany","position":"Adjunct Faculty, Education Dept.","institution_name":"Portland Community College","comprehensiveness_rating":2,"comprehensiveness_review":"Chapter 1\nA very short glimpse into educational technology.  Two of the videos from YouTube basically say the same thing – one is cartoonish (created by SMARTboard technologies) the other provides additional information. However, it does not go in depth about the history of computers and when they actually became adopted in schools as an educational tool with K12 students.  This is just an overview from era BCE to current times as to how we came from cave paintings to using interactive devices in classroom. Not clear as to who the target audience is for this textbook. Is the target audience students in college classes who are planning on working in K12 education or is this geared towards educational technology in post-secondary settings? \n\nChapter 2.1\nVideo is no longer available – video of two children.\n\nThe problem with embedded videos and reliance upon external Internet resources is that they are here today and gone tomorrow. As an instructor it just makes time consuming finding a video that is no longer available and trying to figure out what the video contained to get an idea of what the intention of the video was and what it would add to the context of developmental psychology. \n\nChapter two does not give concrete examples of what sort of educational technology would be optimum at particular levels – recommendations in terms of devices and types of software being used currently in schools for those particular levels and would be inclusive to special education students and English language learners. If this textbook is geared towards individuals who are planning on working in K12, more resources need to be provided as to what software and tech tools are used at different stages of development (including students with special needs and language barriers). \n\nVideo of young adult and child is also no longer available so the following paragraphs in both instances of missing videos do not make sense as to what technology was used and to be able to see the child’s reaction. Was there technology being used?\n\nAgain, the use of YouTube videos (those external resources) are very transient resources and in their absence the subsequent narrative about the video does not make any sense.\n\nChapter 2 really goes over basic psychological stages of development  -- Piaget’s and Erickson’s theories but there is no connective aspect in this chapter to how a K12 teacher would apply that to technology in a classroom setting – no concrete examples from students using technology at those levels and its effects on a child’s neurocognitive development and no mention of current research on how devices, such as cell phones, seem to affect and stimulate certain parts of the brain from being  in passive to active cognitive states. No mention of how young students brain development can be affected by too much screen time or it addictive qualities. \n\nThis chapter is really a summation of chapters on from a basic psych course on Piaget and Erickson without drawing a connection or application to technology in K12 education. How do STEAM activities fit in?  When is a good time to introduce keyboarding. How long should students at different neurocognitive stages be on device per day? \n\nChapter 3 discusses learning theory geared toward K12?  There is some mention of programmed learning based on operant conditioning from drill and practice for basic skills (such as learning vocabulary and math skills), to gamification strategies such as “leveling up” to keep students engaged with certain types of content. However, this is only mentioned in one paragraph whereas the rest of the chapter deals with the more theoretical psychology of behavior modification found in basic psychology courses. There are no concrete examples of how some drill and practice software is really counterproductive and studies have shown that they really do not have lasting effects in learning concepts on a standalone basis.  Would have been good to mention how MECC software in the past, such as the Oregon Trail and Where in the World is Carmen San Diego only reinforced guessing strategies and students when given pre and post tests did not learn anything from those particular “educational” games.\n\nChapter 3 also includes a page or two regarding social psychology aspects and provides a YouTube video of Albert Bandura explaining his research in modeling aggression in children using the Bobo doll. Again, this is very dated and does not provide current research of how social media has affected student behavior in terms of brain research, “social acceptance” for getting media clicks and the increase in reinforcing influences of negative behaviors to achieve “likes” and views and its addictive properties on developing minds. The high increase of anonymity in the digital sphere, the bullying tactics and its implication on mental and psychosocial health and development. The rise of young students using social medial platforms to bully and to body-shame others as well as staging and instigating school violence and posting videos on those platforms. These are all increasing and concerning issues in education as more technology is available to younger children without proper vetting by the adults in their lives. \n\nThe resources provided in this chapters are basic information found in most educational psychology textbooks without connective threads to today’s issues faced in schools and whether certain tech tools are appropriate for certain stages of human development.\n\nThe information is pretty dated without including more current research in these areas and how it relates to educational technology. \n\nChapter 4  covers goal orientation in terms of achievement of students in academic subjects, the failure-avoidant goals, social goals, and encouraging mastery goals in core academic subjects (math, English, science, history and foreign languages). Covers intrinsic and extrinsic motivating factors. Yet our schools now have a lot more emphasis on other areas such as CTE, STEAM, music, art, ELL, special Ed.  Schools now employ social workers, psychologists, SEL curriculum and trauma-informed practices to reach students from all backgrounds. The integration of technology as young as Kindergarten is a reality in terms of motivation, addictive properties, behavior, and attention spans. Would like to see more current research mentioned in these areas instead of the standard research from times prior to this infusion of digital tech in and out of school environments. We now have more students consuming digital content than ever before leading to increases in sleep disorders, depression, bullying, anti-social behaviors, divided attention, anxiety and unable to discern fact from fiction. \n\nThe Attribution section needs to include trauma-informed and SEL practices in addition to what is presented. Additional, more up-to-date examples need to be provided as well as a focus on creating inclusive classroom environments. In some regions we have dual language classroom which does impact the learning strategies to use. Would like to see more intercultural communication examples. Attributions as experienced by students from other cultures can be perceived in negative ways. Classrooms today have more of a diverse mix of students so being cognizant of cultural differences in how we address motivation, self-efficacy, expectations, rewards, and communication (verbal and non-verbal aspects). How do we build those classrooms that are inclusive, safe and will allow students to learn and be successful. How does technology and its use fit into this? Age-appropriate pedagogy and developmentally appropriate practices in the use of technology to create learning spaces needs to be addressed. \n\nWhat do student need to know in terms of 21st Century skills and how do those models relate to teaching those skills at each stage of learning while navigating an increasing tech-driven society. How do we use those learning stages to teach with tech tools to develop critical thinking and problem-solving skills especially with AI, Deep Fake, Social Media, Fake News, Disinformation/Misinformation, Immersive Technologies (VR/AR..), cultural divides and navigating in a glut of information. This textbook needs to include more of the current trends, modalities and issues related to our digital natives and the impact it has on teaching and learning venues (F2F, Remote, Fully-online, hybrid, etc.). During COVID-19 we a lot of issues crop up as schools went into fully-online mode and some of the fallout from that is as we returned back to classrooms has shown the disparities and the full impact on psycho-social health and learning.\n\nChapter 5 glosses over adult and workplace learning yet a connection is not made in terms of how it applies and what issues arise to the use of technology in various modalities.\n\nChapter 6 glosses over communication models and includes a YouTube video of “Death by PowerPoint by David Phillips from 10 years ago. It is a good video however, some of the language is now dated. Barring some of the dated phrasing, it is a good video on how NOT to create bulleted PowerPoint presentations but to use PowerPoint to tell compelling stories and keep the audience engaged. I too use that video in my classes but warn students not to take issue with a couple of the phrases used by Phillips.  This is a brief chapter and I wish it had included some aspects of multi-cultural communication strategies to keep in mind as we are living in a more globalized digital sphere – such as assumptions, stereotypes, dated language, attention spans, etc. What about AI issues and the use of language and images?  Are there biases there? How can we overcome some of those hurdles and assumptions when bots create content or narratives?\n\nChapter 7  -- Research in Educational Technology. Very generic overview of past and present research models. Would have like to see more integration of current research as it relates to gamification, drill and practice, various assessment strategies, project-based and simulations and how each different method affects learning and the retention of what has been learned as well as applying concepts to novel situations to synthesize and derive new meaning and content. \n\nChapter 8  -- Instructional Design\nGood videos on the topic. One video is no longer available: Dick and Carey. There is a link to an external website for the Dick and Carey model however, the ads and pop ups were just too much to tolerate. Wish there was a better way we could snag good content from websites without all those ads and popups, which really serve to distract from the readability of the information on those external website links.\n\n\nChapter 9 - Technology selection and integration – \nThis chapter needs expansion and more up-to-date information as this is the crux of the whole concept of the book, Foundations of Educational TECHNOLOGY.\n\n\nThis is pretty dated now:\n“For example, when teachers use word processors to prepare and then continuously update teaching materials, or spreadsheet software to track and calculate grades, they are increasing their efficiency and productivity without fundamentally changing the task at hand. “   (chapter 9.2, paragraph 1)\n\nWe now have LMS software – fully integrated software packages that allow us to create content and upload to LMS platforms such as Moodle, Canvas, D2L and more. Most have integrated grading systems so no need to track grades via a spreadsheet anymore (at least not for the last 15 years). The content in this chapter is a bit dated and needs to highlight more current trends in K12 use and integration of technology across the curriculum. We have gone beyond the use of word processing and tracking student progress via spreadsheets. \n\nNeeded to highlight current resources, software, pedagogy and further reading from places such as Tech\u0026Learning  (https://www.techlearning.com/magazine).\n\nThe subsequent chapters are just short versions of how we adapt and adopt technology from a sociology angle as well as copyright  and ethical issues. As things are changing rapidly would have like to see more expansion in this arena to also include current events and court cases. \n\nDid not even mention the hurdles faced by schools and school districts in implementing technology, the issues involved and the budgetary concerns. Did not mention Internet safety curriculum, developing AUPs (acceptable use policies), equitable access to technology (Internet access, up-to-date devices).\n\nAs mentioned earlier, if this is a focus on K12, then more information and examples need to include how technology is being implemented  in K12 learning environments and its impact on students and teachers.\n\nShould include more relevant links to educational resources and websites.","accuracy_rating":2,"accuracy_review":"There are several links to YouTube videos that no longer work. The videos are no longer available. This covers fundamental information from introductory psychology and sociology coursework rather than looking at current trends in educational technology, its trends, applications, and results. Needs updating and needs to include current research specific to educational technology.\n\nNot sure who the intended audience is?  K12 teachers  or adults?","relevance_rating":2,"relevance_review":"A lot of the information is dated. Confusion as to who the audience is based on the content. If this is meant for K12 -- the use of technology in K12 education and is meant as a textbook for current or aspiring K12 teachers, then this content is too generic, dated and does not include current trends and research  in K12 education, especially in the integration of technology across the curriculum. \n\nYouTube videos are pretty dated and some YouTube video are not longer available. (broken links)","clarity_rating":3,"clarity_review":"Glossary of terms  and an index would be good.  Would have been good to show some examples of current technology in use in K12 classrooms.","consistency_rating":3,"consistency_review":"The chapters are short, include links to YouTube videos, have a summary, and resources page for each chapter.  Includes heading in each chapter and chapter subsections.","modularity_rating":3,"modularity_review":"Although the material presented in each chapter is short, there is not much content in each section beyond the summation of basic educational psychology content one would get in a course on Educational Psychology in a university teacher-prep program.","organization_rating":3,"organization_review":"The flow is good, the content is sparse and not current.","interface_rating":4,"interface_review":"Other than broken links to YouTube videos, the flow is good and the interface is easy to navigate. Would have been good to have glossary","grammatical_rating":5,"grammatical_review":"I did not find any grammatical errors.","cultural_rating":3,"cultural_review":"There are some assumptions that may not be accurate. Concentration on core academics without mentioning dual language classroom, ELL, SPED, and highly diverse classrooms which have implications of how technology is used, consumed  and taught. Needed to include more on trauma-informed pedagogy as well as SEL strategies (Social Emotional Learning).","overall_rating":6,"overall_review":"The book title, based on the content, should really be, Foundations of Educational Psychology.","created_at":"2024-06-28T18:34:45.000-05:00","updated_at":"2024-06-28T18:34:45.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/foundations-of-educational-technology","updated_at":"2025-12-15T02:33:56.000-06:00"},{"id":1089,"title":"Learning in the Digital Age","edition_statement":null,"volume":null,"copyright_year":2020,"isbn10":null,"isbn13":null,"license":"Attribution","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This book is designed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. It is thus a small attempt to contribute to the vast repository of Open Educational Resources. When discussing learning in the digital age, most focus on the technology first. However, the emphasis made in this book is that it’s about the learner not just the technology. One of the things that is easy to lose track of when talking about learning in the digital age is the learner. Technology is important and it has significant impact but it is still about the person who is using the technology. Many people conflate learning in the digital age with technology in today’s age. This important misconception is common and results from our failure to examine our understanding of what “learning” really is. Of course, Most of this depends on a person’s epistemology. There are numerous definitions of what learning is and often they come to how a person sees the world. Some argue that learning is about a change in behavior due to experiences, others state simply that learning is being able to do something new that you were not able to do before. Regardless of what side you choose, to understand what learning in the digital age is, one has to understand what learning itself is. I am immensely thankful to the authors for sharing their ideas freely and for the reviewers who volunteered their time to give feedback.","contributors":[{"id":5553,"contribution":"Editor","primary":false,"corporate":false,"title":null,"first_name":"Tutaleni","middle_name":null,"last_name":"Asino","location":"Oklahoma State University","background_text":"Dr. Tutaleni Asino is an Associate Professor at Oklahoma State University. His areas of research revolve around diffusion of innovations in teaching and learning, mobile learning, design for mobile devices, indigenous knowledge, comparative international education, and the role of culture in the development and evaluation of learning technologies."},{"id":5554,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Rebecca","middle_name":null,"last_name":"Bayeck","location":null,"background_text":""},{"id":5555,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Wilmon","middle_name":null,"last_name":"Brown","location":null,"background_text":""},{"id":5556,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Raymond","middle_name":"W.","last_name":"Francis","location":null,"background_text":""},{"id":5557,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Tammi","middle_name":null,"last_name":"Kolski","location":null,"background_text":""},{"id":5558,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Kathy","middle_name":null,"last_name":"Essmiller","location":null,"background_text":""},{"id":5559,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Cathy","middle_name":"L.","last_name":"Green","location":null,"background_text":""},{"id":5560,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Sarah","middle_name":"L.","last_name":"Lewis","location":null,"background_text":""},{"id":5561,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Corrine","middle_name":null,"last_name":"McCabe","location":null,"background_text":""},{"id":5562,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Josephine","middle_name":null,"last_name":"Shikongo","location":null,"background_text":""},{"id":5563,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Tammy","middle_name":null,"last_name":"Wise","location":null,"background_text":""},{"id":5564,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Jose","middle_name":null,"last_name":"Fulgencio","location":null,"background_text":""}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":27,"name":"Higher Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":34,"url":"https://staging.open.umn.edu/opentextbooks/subjects/higher-education"}],"publishers":[{"id":1068,"url":"https://go.okstate.edu/","year":null,"created_at":"2021-10-15T14:48:51.000-05:00","updated_at":"2021-10-15T15:09:24.000-05:00","name":"Oklahoma State University"}],"formats":[{"id":2680,"type":"Online","url":"https://open.library.okstate.edu/learninginthedigitalage/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2681,"type":"eBook","url":"https://open.library.okstate.edu/learninginthedigitalage/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2682,"type":"PDF","url":"https://open.library.okstate.edu/learninginthedigitalage/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":3,"reviews":[{"id":33443,"first_name":"Youxin","last_name":"Zhang","position":"Instructional Designer","institution_name":"Kapiolani Community College","comprehensiveness_rating":3,"comprehensiveness_review":"It might be helpful to include one chapter focusing on learning theories (e.g., Cognitive Development, Behaviorism, Constructivism) and another one on learner styles/preferences/characteristics if the vision of this textbook is to understand learning and help learners/stakeholders learn how to learn in the digital age. What is covered in the textbook now seems too broad to be used as an intact piece for an instructional purpose. No index/glossary was provided. It might be helpful to add one.","accuracy_rating":4,"accuracy_review":"Most of the content is accurate.","relevance_rating":4,"relevance_review":"Content is recent. With the current setup, it should work well for the author to update the content when needed.","clarity_rating":3,"clarity_review":"The abstract of each chapter is helpful to get a snap judgment of what the author attempted to deliver. But not every chapter has it following a consistent format within the same textbook. The text is easy to understand and follow. As a whole, the target audience is not clearly stated since it’s a textbook for people to use in the class.","consistency_rating":2,"consistency_review":"The internal consistency within each chapter looks good. But the improvements could be made on the internal consistency between chapters. Learning in the digital age is a broad subject. Now, the textbook seems like a potluck containing different contributing pieces. The correlation between chapters is not explicit to tell. As a reader, I have to go to each chapter and read the abstract to do jigsaw puzzles on my own rather than reviewing the chapter names at a glance from the table of contents to draw a quick picture as a whole.","modularity_rating":3,"modularity_review":"Some chapters have a fairly long length (e.g., 25 pages, single-space), the others do not. It might be helpful to reach a balance between chapters by informing the chapter authors about the word limit when calling out for book chapter proposals.  The headings used in each chapter are helpful for navigation.","organization_rating":3,"organization_review":"Definitely, some work can be done to improve the organization of this textbook. Since this textbook is a work-in-progress product, the organization of all chapters can be reconsidered when more chapters are coming in. For example, some chapters (e.g., Chapter 2) focused on K-12 settings, others related to higher education. It might be helpful to regroup these chapters based on some parameters (e.g., institution type).","interface_rating":3,"interface_review":"Navigation is good within this textbook. Just want to point out that some chapters contained content that is not ADA compliant. For example, a URL link is NOT descriptive and is used as hyperlinked text directly. Additionally, the images used in the chapters are not attributed to the original author in a proper manner and follow the same format.","grammatical_rating":5,"grammatical_review":"The grammar looks good.","cultural_rating":5,"cultural_review":"Not detect anything.","overall_rating":7,"overall_review":null,"created_at":"2021-11-02T01:45:20.000-05:00","updated_at":"2021-11-02T01:45:20.000-05:00"},{"id":33562,"first_name":"Asashia","last_name":"Martin","position":"Adjunct Professor","institution_name":"American University","comprehensiveness_rating":4,"comprehensiveness_review":"There are a variety of topics to consider regarding learning within a digital age and this textbook does a thorough job elevating topics. The lack of comprehensiveness for this textbook happens because you will find that the author of an included essay will either stay at a surface level explanation or will move through theory, definition, and application within the essay.","accuracy_rating":5,"accuracy_review":"Due to the variety of topics that emerge as educators navigate learning within a digital age, the reader has a first-hand glimpse of what to expect and possible next steps. From elevating play, to financial literacy development, to digital literacy, the authors share both research and anecdotes for consideration when facilitating learning in a digital age.","relevance_rating":5,"relevance_review":"The impact of a digital world is ever-present within today's classrooms. As the author states, we are presented with an opportunity to refine and elevate how we are impacted by the digital age as well as how we navigate it systematically to deepen learning.","clarity_rating":5,"clarity_review":"There is a good balance between theoretical and practical language for both content and application strategies.","consistency_rating":4,"consistency_review":"Some essays dive deeper into theory and application than others. Depending on the subject that the reader may feel most drawn to, they may not have a full learning experience themselves if they got a surface level essay in one area versus another.","modularity_rating":5,"modularity_review":"Easy to read, content is accessible, essays can function as supplements to larger bodies  of work around the essay topic.","organization_rating":4,"organization_review":"The essays elevated within the text are varied and the feel is that you are jumping from topic to topic with a lack of connection between topics.","interface_rating":5,"interface_review":"text is clear, easy to read, graphics are supportive and easy to understand","grammatical_rating":5,"grammatical_review":"No grammatical errors found","cultural_rating":2,"cultural_review":"Texts reads as \"race-neutral,\" with lack of acknowledgment of the impact of navigating digital literacies across race and culture. The board game chapter speaks of \"Africa\" as if it's just one country, not an entire continent made up of multiple and nuanced societies. The podcasting chapter references Maslow, who stole his framework from the Blackfoot Nation. Navigating the digital age could be an equalizer within culturally responsive classrooms but this text lacks what is needed to support educators to do so.","overall_rating":9,"overall_review":null,"created_at":"2021-12-22T11:51:22.000-06:00","updated_at":"2021-12-22T11:51:22.000-06:00"},{"id":33683,"first_name":"Brenda","last_name":"Williams","position":"Part-time Faculty","institution_name":"Lane Community College","comprehensiveness_rating":4,"comprehensiveness_review":"It covers a variety of topics but did not include a index or glossary.","accuracy_rating":4,"accuracy_review":"THe content is accurate.","relevance_rating":4,"relevance_review":"It is up to date and should be easy to update again if needed","clarity_rating":4,"clarity_review":"The abstracts are helpful at the beginning of each chapter","consistency_rating":4,"consistency_review":"The layout and the header styles are consistent.","modularity_rating":3,"modularity_review":"Some of the chapters are much longer than others but there is consistent use of headers.  There wasn't much use of pictures or graphs.","organization_rating":3,"organization_review":"The book could do a better job of grouping chapters together.","interface_rating":5,"interface_review":"There weren't any major issues. I did notice the navigation was only at the top so I always had to scroll back to the top.","grammatical_rating":5,"grammatical_review":"No issues","cultural_rating":5,"cultural_review":"I didn't see any insensitivities.","overall_rating":8,"overall_review":null,"created_at":"2022-02-01T13:56:16.000-06:00","updated_at":"2022-02-01T13:56:16.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/learning-in-the-digital-age","updated_at":"2025-12-15T02:34:02.000-06:00"},{"id":1155,"title":"The Asynchronous Cookbook","edition_statement":null,"volume":null,"copyright_year":2021,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Whether you're teaching mostly in person but looking for some regular, asynchronous activities to add to your course, or teaching a fully online course, this resource is for you. The activities in this cookbook draw on research and good practice in online course design to provide recipes - concise and specific instructions and examples - for adding asynchronous activities to a course. Meaningful interaction between students and instructors is a key ingredient in all of these recipes.","contributors":[{"id":5692,"contribution":"Author","primary":false,"corporate":true,"title":null,"first_name":"DLINQ staff contributors","middle_name":null,"last_name":null,"location":null,"background_text":"DLINQ staff contributors"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":1134,"url":"https://dlinq.middcreate.net/#","year":2021,"created_at":"2022-04-07T23:14:28.000-05:00","updated_at":"2022-04-07T23:14:45.000-05:00","name":"Office of Digital Learning \u0026 Inquiry, Middlebury College"}],"formats":[{"id":2879,"type":"PDF","url":"https://pressbooks.middcreate.net/asynchronouscookbook/wp-content/uploads/sites/2/2023/06/The-Asynchronous-Cookbook-DLINQ-2023.pdf","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2880,"type":"Online","url":"https://pressbooks.middcreate.net/asynchronouscookbook/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":10,"reviews":[{"id":33835,"first_name":"Brittany","last_name":"Straub","position":"Assistant Professor of Education","institution_name":"University of Saint Francis","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook is comprehensive as it discusses WHAT asynchronous instruction is, WHY it is important, and HOW to do it.","accuracy_rating":5,"accuracy_review":"The textbook discusses the inquiry model, grounded in research.  The textbook also identifies activities that engage learners, which is multiple means of engagement, a Universal Design for Learning (UDL) approach.","relevance_rating":5,"relevance_review":"The textbook is arranged in cookbook style to make it relatable to the reader.  For example, there are ingredients for each activity, step by step \"cooking\" instructions for each activity, and example photos for many of the activities, which is similar to the photos of the finished cooked dishes in cookbooks.","clarity_rating":5,"clarity_review":"Again, the cookbook style of this textbook works as an advantage.  It adds to the clarity of each of the activities identified and explained in the textbook.","consistency_rating":5,"consistency_review":"Engagement, inquiry, asynchronous teaching are three common themes found throughout the textbook. The focus is consistent throughout.","modularity_rating":5,"modularity_review":"This textbook is very readable/user-friendly.  It is chunked into sections for types of asynchronous activities.  This makes it easier to find what one needs to read about.","organization_rating":5,"organization_review":"Again, the chunked material throughout the textbook is a positive feature.","interface_rating":5,"interface_review":"There are no interface issues.","grammatical_rating":5,"grammatical_review":"Grammar, usage, mechanics, spelling, etc. are superb.","cultural_rating":5,"cultural_review":"The textbook is culturally responsive to a variety of races, ethnicities, and backgrounds.","overall_rating":10,"overall_review":"The textbook breaks down an abundance of strategies to use in asynchronous instruction.  In addition to learning how to implement the instructional strategies, the textbook sparks ideas for future assignments in courses.","created_at":"2022-05-05T22:25:27.000-05:00","updated_at":"2022-05-05T22:25:27.000-05:00"},{"id":33857,"first_name":"Andrea","last_name":"Bearman","position":"Director of Instructional Design and Development/Instructor","institution_name":"Trine University","comprehensiveness_rating":5,"comprehensiveness_review":"The content covers many if not all elements of how to properly engage students in an online format. I particularly appreciate the simulations and labs component as I would like to incorporate more of these into our courses as well but haven't been clear on how to start.","accuracy_rating":4,"accuracy_review":"It seems to be accurate and relevant to most online learning environments. It may be beneficial to include other opportunities to engage students like H5P, like for games or escape rooms, which integrates with learning management systems very well.","relevance_rating":4,"relevance_review":"There are many resources shared outside of the textbook which may need to be updated over time. Many strategies to engage students do not really become obsolete, but how to accomplish goals may adapt overtime. Like a scavenger hunt or a simulation, always relevant but the medium to complete those may change. The text is written and/or arranged in a simple, easy to follow was that will be simple to update in the future. I love the recipe format; it is a unique way to present this information.","clarity_rating":5,"clarity_review":"The text is written in a professional way but also free of excessive jargon or terminology that may not be appropriate for all interested in learning more about student engagement. There are many resources provided to learn more about different strategies if you need it, which is very helpful and encourages even more learning.","consistency_rating":5,"consistency_review":"The text and general formatting is internally consistent in terms of framework and terminology. Each section has a recipe square/rectangle with pertinent introductory information, then it goes into prep, ingredients, and instructions. Each section ends with examples and resources as applicable. It's so thoughtfully built and the consistency is so welcomed, especially since there is so much content in this book.","modularity_rating":4,"modularity_review":"The text is broken down into subsections, but the individual chapters can be very long. I recognize that there are so many sections already provided in the text, but it becomes a little challenging to absorb all of the information provided in some of the chapters. Maybe it would have been beneficial to make two volumes or more chapters to limit the cognitive load.\r\n\r\nThe headings and examples break up the text well and make it easier to consume the text.","organization_rating":5,"organization_review":"The topics are presented in a logical and clear fashion. It may be beneficial to have the topics build on each other through the course of the text, but that's only a suggestion! It's thorough and well-done!","interface_rating":4,"interface_review":"There are colors and graphics used that may not be accessible to all users. Images should have alt-text applied and the orange/red colored boxes may be difficult for users to read. Otherwise it seems to be constructed well with minimal distractions.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors that I noticed. There are a couple of formatting inconsistencies with use of uppercase letters (or not), but those are very minor concerns.","cultural_rating":5,"cultural_review":"This element is not overtly present in the text. There is a diagram provided in the second chapter that discusses social presence and setting the climate, which implies some of these elements. The content of this text is meant to engage all students in unique ways and I think largely, it does that.","overall_rating":9,"overall_review":"This text is very thorough and well-rounded in its presentation of information. I'm excited to implement some of this content in the courses that I teach with faculty and the strategies with the student courses as well.","created_at":"2022-05-17T09:30:50.000-05:00","updated_at":"2022-05-17T09:30:50.000-05:00"},{"id":33949,"first_name":"Teresa","last_name":"Coffman","position":"Professor","institution_name":"University of Mary Washington","comprehensiveness_rating":5,"comprehensiveness_review":"The text has ten chapters in total which is a good amount for this particular book. It has a super-catchy title and focuses on some of the most poignant topics in online and asynchronous learning. Educators want their students to be actively involved in their learning and the topics explored, e.g. team work, simulations, games, etc. allow for that high level of engagement and active learning.","accuracy_rating":5,"accuracy_review":"Topics and definitions are accurate. Contributors are skilled instructional designers and familiar with digital learning. The text centers around the \"Community of Inquiry Model\" which is a framework that includes teaching, cognitive, and social presence.","relevance_rating":5,"relevance_review":"The text is relevant and contains links and URLs for more information. While online and asynchronous learning will change and evolve over time, this text appears to be easily updated and adapted to make those changes as needed. It currently contains the most relevant uses of technology and technology tools available.","clarity_rating":5,"clarity_review":"The text is written in very simplistic terms that a lay person or average educator can understand and make use of the materials and suggestions offered. Even though there are multiple contributors to this text, it speaks as from one voice. No errors in grammar and references were noted. The simplistic \"Prep Ahead\", \"Ingredients\", and \"Step by Step Instructions\" for the various activities will be appreciated by experienced and novice educators alike.","consistency_rating":5,"consistency_review":"Each chapter is consistent in terms of the actual activities (Chapters 4-10). There is an introduction to the topic and then examples or parts of the \"recipe\". Each example goes through a \"Prep Ahead\", \"Ingredients\", and \"Step by Step Instructions\" followed by an actual example and linked resources.","modularity_rating":5,"modularity_review":"Parts or section of the text can be taken and used as preferred or as needed by the instructor. It is helpful to read Chapters 1-3 to gain an idea of the premise of the text and understand the theoretical framework, but the content and sample activities in Chapters 4-10 can be selected at will and in no particular order depending on the educator's preference or needs.","organization_rating":5,"organization_review":"The text flows nicely from one topic to the next. Chapter 1 provides an introduction and explains why the text was written and what are some of the benefits of using asynchronous activities. Chapter 2 defines key concepts and provides the framework. Chapter 3 discusses collaborative group work and the importance of planning lessons and activities. And Chapters 4-10 go through select and timely activities that would be of interest to the reader.","interface_rating":4,"interface_review":"The first two pages are huge. The rest of the text - pages 3-130 - are much smaller. Therefore, the user must navigate and zoom in-or-out in order to expand or contract the pages as needed. The title page is nicely colorful and engaging and as stated above, the title is excellent!","grammatical_rating":5,"grammatical_review":"No grammar issues found.","cultural_rating":5,"cultural_review":"The text was culturally neutral. It focused on the educator and his/her classroom and the activities that could be used in each. In the examples provided of various activities, culture in terms of race or ethnicity was not the focus. Background, topics, situations, etc. were all varied depending on subject, time frame, theme, etc.","overall_rating":10,"overall_review":"A very nicely done text that would be useful to the practicing teacher in terms of asynchronous activities that could be incorporated into any subject or classroom.","created_at":"2022-07-10T10:35:05.000-05:00","updated_at":"2022-07-10T10:35:05.000-05:00"},{"id":34139,"first_name":"Shannon","last_name":"Melideo","position":"Professor","institution_name":"Marymount University","comprehensiveness_rating":4,"comprehensiveness_review":"The book approaches the topic with an accessible format and writing style. The topics are grouped appropriately. The expertise of the authors shows through and even more content would be welcomed.","accuracy_rating":4,"accuracy_review":"The content appears to be as accurate, error-free, and unbiased as possible. The one drawback to a text with \"hot links\" is the short \"shelf life\" of said external links. At the moment all the links appear to be working. The links take you to external pages. In doing so, it makes it difficult to return to the text.","relevance_rating":5,"relevance_review":"The content has relevance right now. Overall the activities will hold their power even when more advanced technological apps and tools develop. The relevance will decrease over an extended amount of time. I believe the authors are well-aware of the time frame the text will hold its relevance.","clarity_rating":5,"clarity_review":"The text us user-friendly and even contains humor to keep reading light.","consistency_rating":5,"consistency_review":"The authors are experts in their field and understand the importance of consistency. They know the terminology and use it with ease.","modularity_rating":5,"modularity_review":"The text isn't meant as a read from cover to cover. The title engenders a text that can be read as used as needed. The topics show as recipes to be selected and \"cooked\" up when desired.","organization_rating":5,"organization_review":"The topics are well-explained and easy to access.","interface_rating":4,"interface_review":"The only interface issue is when accessing the \"hot links\" that take you away from the text, it isn't easy to return to where you left off in reading the book.","grammatical_rating":5,"grammatical_review":"No grammatical error were noticed in the review.","cultural_rating":5,"cultural_review":"The text has activities that encourage honor and appreciating diversity. The activities in the text are meant to help teachers who work in asynchronous learning environments to engage learners. In doing so, it is important to get to know the students through a wide variety of activities and exercises that tell personal stories.","overall_rating":9,"overall_review":"I have already printed this text and will use it as a resource for myself and will share it with others who teach in similar environments.","created_at":"2022-11-11T12:27:51.000-06:00","updated_at":"2022-11-11T12:27:51.000-06:00"},{"id":34275,"first_name":"Erika","last_name":"Pinter","position":"Assistant Professor","institution_name":"Winona State University","comprehensiveness_rating":4,"comprehensiveness_review":"The Asynchronous Cookbook is a thorough and helpful guide to integrating asynchronous activities into courses. It provides information on a variety of different activities that an instructor could utilize in a course. I particularly like the forms, templates, and examples embedded into chapters as well as the links to other sources for additional information at the end of many chapters.","accuracy_rating":4,"accuracy_review":"The terms and concepts presented in the text appear to be accurate. With a topic and textbook like this, a downside may be that the information might become outdated relatively quickly as technology evolves and changes.","relevance_rating":5,"relevance_review":"The topic of the text is very timely and relevant. I can see this content being useful to instructors across a wide range of content areas.","clarity_rating":5,"clarity_review":"The text is very clearly written and uses understandable language and terms. I also like the format of book and how the chapters are organized. Very reader friendly!","consistency_rating":5,"consistency_review":"The chapters are formatted in a very consistent and user-friendly manner. Each chapter starts out with a \"chapter intro\"  then in keeping with the theme of the book, there are sections of each chapter titled \"prep ahead\", \"ingredients\", \"step by step instructions\" and then the chapter concludes with \"additional resources\".","modularity_rating":5,"modularity_review":"I appreciate how different chapters can be utilized individually, and in a different order, as needed without needing to read the whole book at one time in order to grasp the content. For example, chapter 6 about \"games\" could be read before chapter 4 on \"discussion activities\".","organization_rating":5,"organization_review":"The topics in the text are clearly presented in a logical and useful fashion.","interface_rating":4,"interface_review":"The only issue I encountered is that when you click on one of the embedded links within the text and then try to return to where you were, it automatically takes you to the cover page of the text.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noticed.","cultural_rating":5,"cultural_review":"The text does not appear to be culturally insensitive or offensive in any way. It includes a variety of possible activities that an instructor could use to engage all students in a in-person, online, or hybrid format.","overall_rating":9,"overall_review":"This book seems very useful. I have downloaded it and plan to use many of the suggested strategies in my future classes.","created_at":"2022-12-13T15:49:37.000-06:00","updated_at":"2022-12-13T15:49:37.000-06:00"},{"id":34866,"first_name":"Zach","last_name":"Wilhide","position":"Adjunct Lecturer","institution_name":"Tidewater Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The book effectively covers all relevant areas of asynchronous learning, from group and team work to basic discussion activities all the way up to student publications and class presentations. There isn’t an index or glossary; however, the table of contents clearly lists the topics and sub-topics of each chapter, thus, making an index and/or glossary unnecessary.","accuracy_rating":5,"accuracy_review":"I didn’t see any areas of inaccuracy.  Some options might not be appealing to me, but they all seemed to be realistic assignments for asynchronous online classrooms.  Additionally, the at-times link-heavy text makes it easy to add new concepts/options as they arise.  Conversely, it may be difficult for the authors to ensure all links are consistently updated.","relevance_rating":5,"relevance_review":"The content is as up-to-date as it can be.  Updates should be easy for the authors to implement as new options become available. However, there is a potential for some links to be broken and/or obsolete due to the link-heavy nature of the text and the quickly-changing nature of online learning.","clarity_rating":5,"clarity_review":"Everything within the text is clear.  Step-by-step instructions are included in each chapter for each topic, making it easy to replicate each activity.","consistency_rating":5,"consistency_review":"The text is wholly consistent throughout. The authors clearly intend to compile a text that encompasses their collective experience and best practices associated with asynchronous learning.  This intention is consistent throughout the book.","modularity_rating":5,"modularity_review":"The main elements of each chapter are organized for easy access.  The Table of Contents contains direct links to each chapter, allowing for quick access to specific topics.  Additionally, each chapter is relatively self-contained.","organization_rating":5,"organization_review":"Each chapter starts with an introduction followed by step-by-step instructions on how to replicate, and eventually adapt and/or adopt, each activity. The text starts with an accessible definition and discussion of asynchronous learning. From there, it presents various modalities associated with asynchronous learning, starting with basic discussion activities all the way up to more complex activities such as student publications and presentations.","interface_rating":5,"interface_review":"The book is easy to read and navigate.  Visually, everything is professionally presented.","grammatical_rating":5,"grammatical_review":"I didn’t notice anything glaring.  The book has clearly been edited.","cultural_rating":5,"cultural_review":"There doesn't appear to be any culturally insensitive elements within this text.  Moreover, the nature of the text allows for maximum flexibility in terms of tailoring content to meet any desired cultural need.","overall_rating":10,"overall_review":"I plan to adopt several of these practices in my own asynchronous courses.","created_at":"2024-01-18T13:21:05.000-06:00","updated_at":"2024-01-18T13:21:05.000-06:00"},{"id":34947,"first_name":"Yaroslav","last_name":"Malyuta","position":"Lecturer","institution_name":"University of Texas at Arlington","comprehensiveness_rating":5,"comprehensiveness_review":"Most of the chapters are focused on specific aspects and practical approaches to asynchronous learning environment. I don't think that  'class climate' should be a separate chapter because the rest of the chapters are more practical but this one is not. I also liked the 'cookbook' approach used in this textbook.","accuracy_rating":5,"accuracy_review":"As far as I know, the content is accurate, error free and unbiased. It reads well and is written professionally. It has a number of helpful links, but when I clicked on some of them it took me to an 'error' page.","relevance_rating":5,"relevance_review":"Asynchronous education is a relatively new phenomenon, and if anything, it will only continue to be improved and developed (e.g AI and online education). Therefore, content is definitely up to date, but totally not conclusive. It presents very helpful tools to use in online learning environment, but there are many other approaches and techniques. It is also very flexible in terms of adding/deleting information. This textbook is also very relevant in terms of the growing popularity of online learning.","clarity_rating":5,"clarity_review":"The text is easy to understand, and the ideas are presented coherently. The authors are very particular in providing detailed definitions of any terminology/jargon that they use. In addition, there are a number of charts/graphs that help to grasp important concepts.","consistency_rating":5,"consistency_review":"All the ideas are consistent in a sense that they are focused on providing practical approaches in asynchronous learning environment. It is a great tool especially for educators who are new to online learning. It does not overwhelm the reader with jargon/terminology. The 'cookbook' approach also adds to the consistency.","modularity_rating":5,"modularity_review":"The textbook is designed as a toolbox for an online learning environment. It presents various activities that will help the teacher engage their students and facilitate learning and receive feedback from the students about their learning. The chapters are well organized and do not overwhelm with information. There is a balance between theoretical and practical information. In addition, the 'cookbook' format helps to make the information more user friendly.","organization_rating":5,"organization_review":"The information in this textbook is presented very logically. Part of that logic is a 'cookbook' approach. All the steps in various activities are very clear and detailed.","interface_rating":4,"interface_review":"Overall, the text is very user friendly and has a number of helpful links. However, some of these links are either not working or require a sign in to Middlebury College.","grammatical_rating":5,"grammatical_review":"There are no grammatical errors and the text is written professionally.","cultural_rating":5,"cultural_review":"The information is culturally/racially/ethnically neutral. It is just a variety of approaches how to make online education more engaging and effective. Also, these approaches can be used across the disciplines.","overall_rating":10,"overall_review":"I found this textbook to be super user friendly. If I were to teach asynchronously in the near future, I would be using a lot of the suggested activities. I also think this textbook would be a great resource to be used in teacher training programs. I personally find the 'cookbook' format appealing because I also prefer a step by step approach in my teaching. The fact that there was a lot of attention to giving students feedback and receiving feedback from students also makes this a very helpful tool. It is especially important in asynchronous settings. Overall, this is a very useful resource.","created_at":"2024-03-22T10:42:46.000-05:00","updated_at":"2024-03-22T10:42:46.000-05:00"},{"id":35012,"first_name":"Jeffrey","last_name":"Prater","position":"Collection Development and OER Librarian","institution_name":"Northern Virginia Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The Asynchronous Cookbook does not contain a traditional index or glossary since the work approaches this type of learning conceptually. The authors explain the “how and why” of implementing this type of learning for practical application instead of just providing theory and leaving it to the reader’s interpretation. The first chapter discusses the purpose and intention of the work. In the second and third chapters, readers learn how to prepare and engage the learner by creating accessible materials. The authors further employ instructional design by providing many types of activities with the opportunities for individual, groups, or team work.","accuracy_rating":5,"accuracy_review":"The authors write with a simple and straight-forward style that is easy to comprehend. I have seen the content through various sources from earning my degree in instructional design.","relevance_rating":5,"relevance_review":"The authors suggest activities and learning opportunities utilized by educators for many decades. Software mentioned may become obsolete at some point, but is not the latest trend needing expensive upgrades or training.","clarity_rating":5,"clarity_review":"The writing is lucid and in accessible prose meant for practitioners and application.","consistency_rating":5,"consistency_review":"This works employs a consistent tone and use of terminology presented in the first chapter. The framework engages though repeated use in every chapter by listing the activities to discuss and providing a clear explanation of how to implement.","modularity_rating":5,"modularity_review":"After explaining the concepts and how to prepare, each subsequent chapter after four lists the activity, teases with recipes in the chapter, introduces and explains the activity, provides examples, lists the items or ingredients necessary, and has step-by-step instructions.","organization_rating":5,"organization_review":"The consistency in structure leads the reader to easy comprehension. Well-organized with the “recipe” titles in the beginning to entice interest and make the reader want to engage further.","interface_rating":5,"interface_review":"Navigation is based on universal design and accessibility. Does not distract or confuse the reader.","grammatical_rating":5,"grammatical_review":"Did not notice any grammatical errors.","cultural_rating":5,"cultural_review":"The work seemed to address all learning styles and inclusive to diverse backgrounds.","overall_rating":10,"overall_review":"I will be consulting this work regularly in designing future instruction.","created_at":"2024-04-19T12:15:00.000-05:00","updated_at":"2024-04-19T12:15:00.000-05:00"},{"id":35230,"first_name":"J. Marlie","last_name":"Henry","position":"Adjunct Faculty","institution_name":"University of Saint Francis","comprehensiveness_rating":4,"comprehensiveness_review":"This has an impressive depth and breadth of material in this area- especially given the length. There are considerations and applications suitable for quite a diversity of situations. This does integrate direct attention to key concepts but does not seem to provide a formal index or glossary.","accuracy_rating":5,"accuracy_review":"This book seems to reflect current knowledge and practices accurately and without significant bias.","relevance_rating":5,"relevance_review":"The content seems to be sufficiently up-to-date overall, but it would be excellent to see evidence of its relevance through more integrated research and current applications. That said, it is written in a manner that it could be updated very feasibly.","clarity_rating":5,"clarity_review":"One of the impressive things about this book is the integrate of more advanced jargon and technical terminology without limiting conceptual accessibility to individuals who may not be as familiar with the content.  It is clear with very accessible prose.","consistency_rating":5,"consistency_review":"Here too, the content is consistent throughout without any apparent internal contradictions in terminology use as well as the conceptual framework.","modularity_rating":5,"modularity_review":"The book is conceptualized meaningfully and logically with some self-referencing, but it could be reorganized with some content potentially valuable individually beyond that context.","organization_rating":5,"organization_review":"The organization of this book is excellent- with clarity and logic. Notably, how this book is organized is aligned with the messages and content related in this book.","interface_rating":5,"interface_review":"This was easy to navigate either through the online interface or simply downloading the pdf. Clearly, given the native differences between a pdf and a web interface, there are advantages and disadvantages. However, both were maximized to ensure effective navigation.","grammatical_rating":5,"grammatical_review":"There were no significant grammatical issues.","cultural_rating":5,"cultural_review":"The examples and other content were culturally sensitive and appropriate.","overall_rating":10,"overall_review":"I was delighted to find this book and will likely use some of the examples provided soon. Thank you.","created_at":"2024-08-29T16:58:04.000-05:00","updated_at":"2024-08-29T16:58:04.000-05:00"},{"id":35462,"first_name":"Xinyue","last_name":"Ren","position":"Assistant Professor","institution_name":"Old Dominion University","comprehensiveness_rating":4,"comprehensiveness_review":"The book covers the various topics related to asynchronous learning, including student engagement, accessibility, group and team work, community building, discussion activities, mapping activities, games, simulations \u0026 labs, writing, storytelling, publishing, presentations, and class climate. Although the topics are comprehensive, given the latest development of the community of inquiry framework, there is a need to include some strategies to enhance emotional presence.","accuracy_rating":5,"accuracy_review":"The content is accurate and unbiased, although there are a few layout errors in the PDF version.","relevance_rating":5,"relevance_review":"The content is relevant to the design and delivery of asynchronous learning. The format is innovative by creating a cookbook, including all ingredients and step-by-step instructions needed for effective asynchronous learning. This can be easily replicated and adopted by other instructors.","clarity_rating":5,"clarity_review":"The text is written in a concise, clear, and accessible manner. Especially, in each section, the provided examples are used to enhance a better understanding and implementation in an authentic learning context.","consistency_rating":5,"consistency_review":"Overall, the terminology, format, and style are consistently used in the text.","modularity_rating":5,"modularity_review":"Each chapter includes the content that is divided into smaller and easier-to-read sections, including a chapter intro, prep ahead, ingredients, step-by-step instructions, and examples.","organization_rating":5,"organization_review":"The text is well-organized by topics, logically and clearly.","interface_rating":4,"interface_review":"In the PDF version, there are some issues with misaligned images and dividers, such as on page 104.","grammatical_rating":5,"grammatical_review":"Overall, the text is free of grammatical errors.","cultural_rating":4,"cultural_review":"It seems the overall text is culturally neutral. The text covers various strategies for enhancing inclusive design in asynchronous learning. For instance, digital storytelling is used to promote the inclusion and diversity of the classroom. One of the topics highlights the importance of accessibility and creating accessible materials.","overall_rating":9,"overall_review":null,"created_at":"2025-05-03T23:29:52.000-05:00","updated_at":"2025-05-03T23:29:52.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/the-asynchronous-cookbook","updated_at":"2025-12-15T02:34:32.000-06:00"}],"links":{"self":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education.json?page=1","total_pages":1,"total_count":10}}