Enhanced descriptions from Syndetics:

The use of e-learning strategies in teaching is becoming increasingly popular, particularly in higher education. Online Learning and Assessment in Higher Education recognises the key decisions that need to be made by lecturers in order to introduce e-learning into their teaching. An overview of the tools for e-learning is provided, including the use of Web 2.0 and the issues surrounding the use of e-learning tools such as resources and support and institutional policy. The second part of the book focuses on e-assessment; design principles, different forms of online assessment and the benefits and limitations of e-assessment.

Table of contents provided by Syndetics

• Preface (p. ix)
• Acknowledgements (p. xv)
• List of figures and tables (p. xvii)
• About the authors (p. xix)
• 1 Where to start (p. 1)
• Introduction (p. 1)
• How students learn (p. 1)
• What is good teaching practice in higher education? (p. 5)
• What are the characteristics of your students? (p. 6)
• What are your characteristics as a teacher? (p. 8)
• The learning and teaching context (p. 10)
• Identifying the learning objectives (p. 12)
• Reconceptualising your teaching (p. 15)
• Illustrating the ideas in this chapter... (p. 17)
• Summary (p. 19)
• Notes (p. 20)
• 2 Teaching with technology - considering your options (p. 21)
• Introduction (p. 21)
• Technology affordances and learning outcomes (p. 22)
• Institutional policy and infrastructure (p. 23)
• The evolution of internet technologies for learning and assessment (p. 25)
• First generation internet technologies: options for interaction (p. 27)
• First generation internet technologies: options for managing content (p. 32)
• Web 2.0 and other new options for interaction (p. 35)
• Web 2.0 and other new options for managing content (p. 45)
• Even newer options... (p. 48)
• Student support (p. 49)
• Management and administrative issues (p. 50)
• Deciding your options (p. 51)
• Illustrating the ideas in this chapter... (p. 52)
• Summary (p. 53)
• Note (p. 54)
• 3 Online learning design and development (p. 55)
• Introduction (p. 55)
• Theories and models guiding online learning design (p. 56)
• Aligning learning objectives, activities and assessment (p. 60)
• Designing online learning activities, resources and support (p. 62)
• Interaction between users: online discussion activities (p. 63)
• Interaction between users: activities using other communication forms (p. 74)
• Interaction with content (p. 77)
• Creation of content: individual and group activities (p. 81)
• Giving activity feedback: principles, options and issues (p. 88)
• Developing your design (p. 90)
• General student support issues (p. 92)
• Managing and administering online learning (p. 95)
• Illustrating the ideas in this chapter... (p. 101)
• Summary (p. 103)
• Note (p. 106)
• 4 Online assessment (p. 107)
• Introduction (p. 107)
• Why assess? (p. 108)
• Who assesses? (p. 111)
• Some aspects of assessment design (p. 113)
• Using the online environment for assessment (p. 126)
• Supporting students (p. 143)
• Managing and administering assessment (p. 145)
• Illustrating the ideas in this chapter... (p. 150)
• Summary (p. 151)
• 5 Evaluation (p. 155)
• Introduction (p. 155)
• Some evaluation concepts (p. 156)
• Evaluation and online learning design, development and implementation (p. 158)
• Designing your evaluation plan (p. 170)
• Managing, reporting and acting on the evaluation (p. 174)
• Acting on the evaluation (p. 176)
• Illustrating the ideas in this chapter... (p. 176)
• Summary (p. 178)
• 6 Conclusion (p. 181)
• Introduction (p. 181)
• Introducing online learning and assessment - a brief review (p. 181)
• Accommodating emerging technologies (p. 184)
• Illustrating the ideas in this chapter... (p. 186)
• Summary (p. 188)
• Introducing online learning and assessment - a planning guide (p. 190)
• References (p. 195)
• Index (p. 201)

Author notes provided by Syndetics

Dr Benson is a Senior Lecturer in Educational Design and e-Learning at Monash University, Australia. She has an extensive background in adult education, distance education and the use of educational technologies in higher education. She has initiated the design and development of many 'workbooks' to support academic professional development workshops on aspects of teaching, and to act as standalone resources for staff. Recent workbooks have included an orientation to educational design and e-learning, and covered specific issues relating to online communication and online assessment.

Dr Brack has educational design experience at Melbourne and Deakin Universities in Australia, and currently works at Monash University. She has an academic background in biochemistry and pursued research and teaching in the discipline before becoming increasingly interested in the challenges and theories of teaching and learning. She approaches online technologies from a functional perspective, incorporating social software (blogs, wikis, podcasting, etc.) and using their networking potential where this contributes positively to the learning and teaching experience.