television ,radio and print for example are primarily broadcast or one-way media,as end users or "recipients" cannot change the message 

resuing existing open educational resources can save signigicant time and effort. the open partners recommend  taaccct grantees invest up-front time finding OER.

copyright is a type of intellectual properly which grants the owner of the copyright exclusive rights to control how their work is used,reproduced and credited ,as well a compensation in association with any use or reproduction of their work.

tpack is an tool for identify the nature of konwledge required by teachers for technology integration in their teaching.

shulman's idea of pedagogical content konwledge.

would  the teaching be changed  in the blended learning environment

the series presents recent research results and offers informative and acessible overviews,analyses,and explorations of current issues and the technologies and services used in distance education.

the series titles should be colleceted.

社会临场感——参与者在群体中认同他人，在信任氛围中有目的地交流，并通过展现自我来发展人际关系的能力。

认知临场感——学习者在一个重要的探究群体中持续反思和探讨，来构建和巩固意义的程度。包括四个阶段：1回应认知触点；2探索新知；3联系自身；4解决问题或接受想法。

教学临场感——设计、促进、指导教学

很有帮助

技术-教学-内容-知识

NoDerivatives(ND)没有衍生产品

这章没有汉化？

Cognitive and behaviourist (CB) pedagogies focus on the way in which learning was predominantly defined, practiced, and researched in the latter half of the 20th century. Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in
behaviours that are acquired as the result of an individual's response to stimuli. Note in this definition the focus on the individual and the necessity for measuring actual behaviours and not attitudes or capacities. Major behaviourist learning theorists include American psychologists Edward Watson, John Thordike, and B.F. Skinner. These theoretical ideas led
directly to instructional designs and interventions such as the Keller Plan
(Keller & Sherman, 1974), computer一assisted instruction, and instructional systems designs. For example, Gagne 's (1965) events of instruction proceed through linear and structured phases, including to
1. gain learners attention,
2. inform learner of objectives,
3. stimulate recall of previous information,
4. present stimulus material,
5. provide learner guidance,
6. elicit performance,
7. provide feedback,

8. assess performance,

9. enhance transfer opportunities.

While there is a tradition of cognitive constructivist thinking that hinges on
personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the rools of the constructivist model most commonly applied today spring from the work af Vygolsky and Dewey, generally lumped together in the broad category of social construetivism.
Social一constructivist pedagoagies, perhaps not coincidently, developed in conjunction with the development of two一way comunication technologies.
At this time, rather than transmiting information, technology became
widely used to create pportunities for both synchronous and asynchronous
interactions between and among students and teachers. Michael Moore's famous theory of transactional distance (1989) noled the capacity far flexible interation to substitutle for structure in distance education development and delivery models. A number of tesearchers noted the challenges of geting the mix ơf potential interactions right (Anderson, 2003;
Daniel & Marquis, 1988). Social一constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual leamers. Teachers do not merely transmit knowledge to be passively
consumed by learners; rather, each learner constructs means by which new knowledge is both created and integraled with existing knowledge.
Although there are many types of social constructivism (see Kanuka &
Anderson, 1999), all the models have more or less common themnes, including the importance of new knowledge as building upon the foundation of previous leaming,
context in shaping leamers' knowledge development, learning an active ralber than passive process, language and olher social tools in canstructing knowledge,
metacognition and evaluation means to develop leamers' capacity to 188088 their own leaming, learning environment learner centred and stressing the importance
of multiple perspectives, knowledge needing to be subject to social discussion, validation, and
application in real world contexts (rom Honebein, 1996; Jonassen,
1991; Kanuka & Anderson, 1999).

The third generation of distance一education pedagogy emerged recently and is known as connectivism. Canadians George Siemens (Siemens, 2005a, 2005b, 2007) and Stephen Downes (2007) have written defining
connectivist papers, arguing that learning is the process of building networks of information, contacts, and resources that are applied to real problems.
Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies.
Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems. Connectivism also assumes that information is plentiful and that the learner' 's role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed. Connectivism assumes that much mental processing and problem solving can and should be off一loaded to machines, leading to Siemens' (2005) contentious claim that learning may reside in non一human appliance." Thus, connectivism places itself within the context of actor一 network theory with its identification of the indiscriminate and overlapping boundaries between physical objects, social conventions, and hybrid instantiations of both, as defined by their initial and evolved application in real life (Latour, 1993).

8.1.2 Why we need a model
At the same time, every teacher, instructor, and increasingly learner, needs to make
decisions in this area, often on a daily basis. A model for technology selection and
application is needed therefore that has the following characteristics:
it will work in a wide variety of learning contexts;
it allows decisions to be taken at both a strategic, institution一wide level, and at a tactical, instructional, level;
it gives equal attention to educational and operational issues;
it will identify critical differences between different media and technologies, thus
enabling an appropriate mix to be chosen for any given context;
it is easily understood, pragmatic and cost一effective;

it will accommodate new development in technology.

For these reasons, then, I will continue to use the Bates' SECTIONS model, with
some modifications to take account of recent developments in technology, research
and theory. The SECTIONS model is based on research, has stood the test of time,
and has been found to be practical. SECTIONS stands for:
S tudents
E aseofuse:
C ost
T eaching functions, including pedagogical affordances of media
I nteraction

O rganizational issues

N etworking

S ecurity and privacy

sections model.

In fact, there are still some fundamental questions to be answered regarding
technology for teaching, including:
what is best done face一to一face and what online, and in what contexts?
what is the role of the human teacher, and can/should/will the human teacher be replaced
by technology?

A major structural distinction is between broadcast' media that are primarily one一to一many and one一way, and those media that are
primarily many一to一many or communicative', allowing for two一way or multiple communication connections. Communicative media include those that give equal power' of communication between multiple end users.

One advantage of broadcast media and technologies is that they ensure a common
standard of learning materials for all students. This is particularly important in countries where teachers are poorly qualified or of variable quality. Also one一way broadcast media enable the organization to control and manage the information that is , being transmitted, ensuring quality control over content. Broadcasting media and
technologies are more likely to be favoured by those with an 'objectivist' approach to teaching and learning, since the 'correct knowledge can be transmitted to everyone receiving the instruction. One disadvantage is that additional resources are needed to provide interaction with teachers or other learners.

Communicative media and technologies
The telephone, video一conferencing, e一mail, online discussion forums, most social media and the Internet are examples of communicative media or technologies, in that all users can communicate and interact with each other, and in theory at least have equal power in technology terms. The educational significance of communicative media is that they allow for interaction between learners and teachers, and perhaps  even more significantly, between a learner and other learners, without the participants needing to be present in the same place.

Thus it can be seen that 'power' is an important aspect of this dimension. What power' does the end一user or student have in controlling a particular medium or technology? If we look at this from an historical perspective, we have seen a great expansion of technologies in recent years that give increasing power to the end user.

Different media have different potential or affordances' for different types of
learning. One of the arts of teaching is often finding the best match between media and desired learning outcomes.

Things to keep in mind when looking for OER...
Is the skill level appropriate for your students?
Does the resource match the curriculum you are teaching?
Is the resource easily modified with the computer technologies you have available?
What speed of Internet connection is required to access the OER?

What is an open licence?
Open content, including Open Educational Resources (OER), can be described as legally free. This legal freedom is expressed through a licence 一 called an open licence 一 through which the copyright holder grants permission to use, access and re一distribute work with few restrictions. For example, a set of lesson plans made available under a Creative Commons open licence on a website means that anybody is free to view, print and share the work. The majority of Creative Commons licences also provide permission to adapt and change the work, and share your adapted content online or in print.

challenges in accessing OER finding ones curriculum you're teaching and of course of suitable quality for use in the classroom

Open Educational Resources (OER)
are free learning resources that have been openly licensed or are in the public domain, and can be used or reused for free.

OER formats include text (eitherprint or
digital); audio, video, or multimedia, or various combinations of these. They can support a single learning point, a lesson, a series of lessons, a whole course, or even an entire programme of study. What is open education?
Open education refers to educational approaches that prioritise participation in, and
access to, teaching and learning. One of the defining features of open educational approaches is the creation and use of Open Educational Resources 一一 learning resources that have been made available under an open licence. The best known open licences for OER are the Creative Commons licences.

Promote and use OER to widen access to education at all levels, both formal and non一formal, in a perspective of lifelong learning, thus contributing to social inclusion, gender equity and special needs education. lmprove both cost一efficiency and quality of teaching and learning outcomes through greater use of OER.

Legal freedom: technological freedom, education and participation

Technological freedom

benefits from school level, educator's perspective, classroom, student perspective

Open Educational Resources enjoy a range of social, educational and financial benefits. OER can support schools and school staff in increasing access, fostering collaboration and ensuringvalue for money.
By openly licensing learning materials, schools can provide additional value 一 making publicly funded works available for public benefit, through open and free exchange.

six main uses for technology in education:

1. communicate

2. search

3. collaborate

4. create

5. assess

6. develop

For instance, by moving a great deal of the content online, maybe you can free up 
more time for interaction with students, in large or smaller groups, either in class or
online, and at the same time reduce the number of lectures to large classes. Some
instructors have redesigned large lecture classes of 200 students, by breaking down
the class into 10 groups, moving much of the lecture material online, and then the
instructor spends at least one week with each of the 10 groups in online discussion,
interaction and group activities, thus getting more interaction with all the students.

Considering using new technologies or an alternative delivery method will give
you you an opportunity to rethink your teaching, perhaps to be able to tackle some of the limitations of classroom teaching, and to renew your approach to teaching. One way to help you rethink how you want to teach is to think of how you could build a rich learning environment for the course (see Appendix l).
Using technology or moving part or all of your course online opens up a range of
possibilities for teaching that may not be possible in the confines of a scheduled three credit weekly semester of lectures (see_ Chapter 4). It may mean not doing everything online, but focusing the campus experience on what can only be done on campus.
Alternatively, it may enable you to totally rethink the curriculum, to exploit some of
the benefits of online learning, such as getting students to find, analyse and apply
information for themselves.
 

The problem with just moving lectures online is that it fails to take account of a key requirement for most online learners: flexibility. When students are studying online, their needs are different from when they are in class. Restricted‘office hours' when the instructor is available for students do not provide the flexibility of contact that students need when working online. Students tend to work in smaller chunks of time when studying online, in several short bursts, and rarely more than an hour without a break. Online work then needs to be broken up into manageable‘chunks.' A synchronous web cast may be scheduled at times when online students are working.
More importantly, online learning allows us to deliver content or information in ways
that lead to better learning than through a one hour lecture.