I will be doing 13 separate posts summarising each chapter, but in the meantime:
Chapter 1 Fundamental change in Education
This sets the stage for the rest of the book. Chapter 1 looks at the key changes that are forcing teachers and instructors to reconsider their goals and methods of teaching, In particular it identifies the key knowledge and skills that students need in a digital age, and how technology is changing everything, including the context in which we teach.
Chapters 2-5: Epistemology and teaching methods
These chapters address the more theoretical and methodological aspects of teaching and learning in a digital age. Chapter 2 covers different views on the nature of knowledge and how these understandings of knowledge influence theories of learning and methods of teaching. Chapters 3 and 4 analyse the strengths and weaknesses of different methods of teaching ranging from solely campus-based through blended to fully online. Chapter 5 looks at the strengths and weaknesses of MOOCs. These chapters form a theoretical foundation for what follows.
Chapters 6-8: Media and technology
The focus in these three chapters is on how to choose and use different media and technologies in teaching, with a particular focus on the unique pedagogical characteristics of different media. Chapter 8 ends with a set of criteria and a model for making decisions about different media and technologies for teaching.
Chapters 9-10: Modes of delivery and open education
Chapter 9 addresses the question of how to determine what mode of delivery should be used: campus-based; blended or fully online. Chapter 10 examines the potentially disruptive implications of recent developments in open content, open publishing, open data and open research. This chapter above all is a messenger of the radical changes to come to education.
Chapter 11 and Appendix 1: Ensuring quality in teaching in a digital age
These take two different but complementary approaches to the issue of ensuring high quality teaching in a digital age. Chapter 11 suggests nine pragmatic steps for designing and delivering quality teaching in a highly digital teaching context. Appendix 1 looks at all the necessary components of a high quality learning environment.
Chapter 12: Institutional support
This chapter very briefly examines the policy and operational support needed from schools, colleges and universities to ensure relevant and high quality teaching in a digital age.
There are ten ‘what if’ scenarios scattered throughout the book. These are semi-fictional, semi-, because in almost every case, the scenario is based on an actual example. However, I have sometimes combined one or more cases, or extended or broadened the original case. The purpose of the scenarios is to stimulate imagination and thinking about both our current ‘blocks’ or barriers to change, and the real and exciting possibilities of teaching in the future.
Each chapter ends with a set of key ‘takeaways’ from the chapter, and a complete set of references. There is also a comprehensive bibliography that collects together all the references from the chapters. Most chapter sections end with an activity.
There are also several appendices providing more detailed information to support each chapter, and some sample answers to the questions posed in the activities.