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Think you're the best at word games of all your friends? Prove it by racking up points and beating your Weekly Challenge! Play your best words in the latest release from Words With Friends! Compete with friends and family or find the perfect match to complete your Daily Goals! Smoother gameplay than ever before with new updates and bug fixes. This game has always allowed cheating. You can see the tiles your challenger has at the end of the game. We all have played games where we end up getting crappy letters the entire time.

Everyone who plays a game should have the same rules. I realize they want to make money from these cheats, but the relentless ads should be making them money too. The game has speed games and solo games with separate boards already. Or maybe just stop playing altogether.

That means much less ad revenue for them, when they could just allow another format instead. But OMG, the ads are ridiculous. Really WWF? The 30 second gross and repetitious Gardenscapes ads now seem like a nanosecond.

The scary part is that I think the Dean really believes all this claptrap. But when I really started to panic is when he said we would all have to start taking courses on how to teach. And when am I going to find the time, anyway, to take courses? 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:. 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.

For that to happen, though, your students need you to be on top of your game. This book is your coach.

The audience I am reaching out for are primarily college and university instructors anxious to improve their teaching or facing major challenges in the classroom, such as very large numbers of students or rapidly changing curricula, and also to many school teachers, particularly in secondary or high schools anxious to ensure their students are ready for either post-secondary education or a rapidly changing and highly uncertain job market.

In particular the book is aimed at teachers and instructors anxious to make the best use of technology for teaching. However, my hope is that we will all eventually become teachers rather than instructors. Lastly, although technology is a core focus of this book, I am not advocating ripping up the current human-based educational system and replacing it with a highly computerised model of teaching.

I believe that although there is a great need for substantial reform, there are many enduring qualities of a well funded and publicly supported education system based on well trained and highly qualified teachers that will be hard if not impossible to replace by technology.

The focus here is in making technology work for both learners and teachers. Full attribution is particularly important as an example for your students, who need to acknowledge their sources!

Also, if you do find the material in this book useful, I would appreciate your sending me a e-mail to tony. This book has been published as I wrote it, a chapter at a time. I published the first draft of most sections in my blog, Online Learning and Distance Education Resources , to get feedback. This book is published as an open textbook for many reasons, but the main one being that I see open publishing as the future for education. In a way, it is a proof of concept.

I could not have done this without excellent support from BC campu s, which at the time of writing is leading a major open textbook project for the provincial government of British Columbia in Canada, and without additional support from Contact North , Ontario. Shortly after publication of the first full draft of the book, I requested three independent experts in the field to review the book. The process that was followed, and the full, unedited reviews, can be seen in Appendix 4.

If you have found your way to this book web site, you can read it off the screen at any time and anywhere. The book will download in epub, pdf, and mobi versions, so you can print out or download the whole book if you wish, for straightforward reading. In general, it is best to read the book online direct from this web site, if you can, as when it exports to different versions, sometimes the illustrations get moved around to fit the page or screen layout.

Also reading on the small screen of a mobile phone may be somewhat frustrating as the graphics will be very small. Reading on tablets should not be a problem, except the graphics may not always fit as intended. The book is written on the assumption based on research that most reading will be done in chunks of one hour or less, so each section of a chapter can be completed in one hour at the maximum some sections will be much shorter.

Many of the sections will have suggested activities, which mainly require you to reflect on how what you have read relates to your own work or context.

These activities will usually take no more than 30 minutes each. If you want to share your thoughts with others reading the book, use the comment box at the end of each section. This will also give feedback to me and other readers doing the activities as to how you approached it. Sharing your responses to the activity in the comment box will also give me a chance to respond to your comments. Each chapter begins with a set of learning goals for the chapter, the topics covered, a list of activities for the chapter, and the key takeaways or main points made.

To access this, just click the chapter heading e. Chapter 1: Fundamental Change in Education. This book — as indeed are open textbooks in general — is a work in progress, so keep checking back to see what new features are being added over time. As new developments occur, I will try to ensure that they are incorporated so that the book stays up to date also you can follow my blog at tonybates.

I intend to add podcasts giving my personal spin on each chapter, a full index will be developed to supplement the search facility, and I will be looking to make changes based on feedback from readers. 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.

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. 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. 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. 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. 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. 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. 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.

This book could not have been done without tremendous support from a number of people and institutions. First of all, I am truly indebted to BC campus. BCcampus hosts the site and has allowed me to use their own version of Pressbooks. In particular Clint Lalonde, assisted by Brad Payne, and with the support of Mary Burgess, has provided wonderful help and support.

I was completely new to the technology of open publishing, and Clint and Brad held my hand through all my struggles.

I could not have done this without them. Open textbooks may be free to end users but they do not become a reality without professional technical support. Contact North Contact Nord has also made it possible to make the textbook available in French. I also received unexpected but very welcome assistance from Leonora Zefi and her instructional design team at the Digital Education Strategies, The G. Raymond Chang School of Continuing Education, Ryerson University, Toronto, who volunteered to read the drafts of each chapter and provided incredibly valuable feedback.

Katherine McManus provided instructional design and copy editing advice, and Elise Gowen did all the dirty work in checking copyright and getting permissions. I also want to acknowledge the huge influence of my colleagues from the Open University, the Open Learning Agency, and the University of British Columbia, who did much of the research and innovation from which I have drawn.

I just hope I have represented their knowledge accurately and clearly. Lastly, there was all the valuable feedback I received from my blog readers.

I published the first draft of most sections of the book in my blog as I wrote them. Instead of a peer review team of two or three, I had a review team of many hundreds — indeed thousands — of readers of my blog. The advice I received from everyone was really helpful and much appreciated. The great thing about an open textbook is that is is a dynamic, living project. Changes can be made immediately. I would really like to hear from you, either by e-mail to tony.

Constructive criticisms and feedback will be very welcome, and I hope to be able to respond to any comments you may make as your read the book. I graduated from the University of Sheffield, U. K, with a B. On leaving university, I taught a class of 42 children aged between 8 and 11 in a small rural school, then went on to teach students with special needs in a large urban secondary high school in England.

I was then recruited to work on a government research project looking at the administration of very large high schools. When this contract ended in , I was appointed the 20th member of staff at the newly created Open University in the United Kingdom, where I spent 20 years, ending as a Professor of Educational Media Research, primarily evaluating first the learning effectiveness of the television and radio programs made for the OU by the BBC, then other new media as they became adopted by the Open University.

I left to become Director of Distance Education and Technology at the University of British Columbia, where I designed, developed and taught their first online courses and then helped initiate the first fully online degree programs at UBC. In , I took mandatory retirement from UBC and set up my own consultancy company specialising in advising universities, colleges and government agencies on strategies for online and blended learning.

I decided to retire from paid work in in order to write this book. I am also the author of 11 other book s on educational technology, online and distance learning, some of which have been translated into French, Spanish, Chinese, Korean, Arabic and Serbo-Croat.

Bates, T. Bates, A. Epper, R. An open textbook is a dynamic project. New developments, such as relevant new publications, can be added, urls go dead and new ones have to be found, and reader feedback in the form of comments to sections of the book get added almost on a daily basis.

Also some editing of the text to clarify the distinction between teaching methods and design models. In this chapter, I will be discussing the pressures that are mounting on post-secondary institutions to change, particularly with regard to the way they deliver one of their core activities, teaching.

I will be arguing that although our institutions will need to change if they are to survive, it is important to maintain and strengthen their core values. Figure 1. In a digital age, we are surrounded, indeed, immersed, in technology. Furthermore, the rate of technological change shows no sign of slowing down. Technology is leading to massive changes in the economy, in the way we communicate and relate to each other, and increasingly in the way we learn. Yet our educational institutions were built largely for another age, based around an industrial rather than a digital era.

Thus teachers and instructors are faced with a massive challenge of change. How can we ensure that we are developing the kinds of graduates from our courses and programs that are fit for an increasingly volatile, uncertain, complex and ambiguous future?

What should we continue to protect in our teaching methods and institutions , and what needs to change? In this chapter I set out some of the main developments that are forcing a reconsideration of how we should be teaching. Of the many challenges that institutions face, one is in essence a good one, and that is increased demand, particularly for post-secondary education.

The figure is symbolic rather than literal. The pale blue circles representing the whole work force in each employment sector may be larger or smaller, depending on the country, as too will be the proportion of knowledge workers in that industry, but at least in developed countries and also increasingly in economically emerging countries, the knowledge component is growing rapidly: more brains and less brawn are required see OECD, a.

Economically, competitive advantage goes increasingly to those companies and industries that can leverage gains in knowledge OECD, b. Indeed, knowledge workers often create their own jobs, starting up companies to provide new services or products that did not exist before they graduated.

From a teaching perspective the biggest impact is likely to be on technical and vocational instructors and students, where the knowledge component of formerly mainly manual skills is expanding rapidly. Particularly in the trades areas, plumbers, welders, electricians, car mechanics and other trade-related workers are needing to be problem-solvers, IT specialists and increasingly self-employed business people, as well as having the manual skills associated with their profession.

Another consequence of the growth in knowledge-based work is the need for more people with higher levels of education than previously, resulting in a demand for more highly qualified workers at a university level.

However, even at a university level, the type of knowledge and skills required of graduates is also changing. There are certain common features of knowledge-based workers in a digital age:. It can be seen then that it is difficult to predict with any accuracy what many graduates will actually be doing ten or so years after graduation, except in very broad terms.

Even in areas where there are clear professional tracks, such as medicine, nursing or engineering, the knowledge base and even the working conditions are likely to undergo rapid change and transformation over that period of time. However, we shall see in Section 1. This is good news for the higher education sector overall as the knowledge and skill levels needed in the workforce increases.

It has resulted in a major expansion of higher education to meet the demand for knowledge-based work and higher levels of skill.

The province of Ontario in Canada for instance already has a participation rate of almost 60 per cent of high school leavers going on to some form of post-secondary education, and the provincial government wants to increase that participation rate to 70 per cent, partly to offset the loss of more traditional manufacturing jobs in the province Ontario, This means more students for universities and colleges.

What kind of jobs are graduates in your subject discipline likely to get? Can you describe the kinds of skills they are likely to need in such a job? To what extent has the knowledge and skills component of such work changed over the last 20 years? Look at the family members and friends outside your academic or educational field. You may need to ask them this! Knowledge involves two strongly inter-linked but different components: content and skills. Content includes facts, ideas, principles, evidence, and descriptions of processes or procedures.

Most instructors, at least in universities, are well trained in content and have a deep understanding of the subject areas in which they are teaching. Expertise in skills development though is another matter. The issue here is not so much that instructors do not help students develop skills — they do — but whether these intellectual skills match the needs of knowledge-based workers, and whether enough emphasis is given to skills development within the curriculum. The skills required in a knowledge society include the following adapted from Conference Board of Canada, :.

We know a lot from research about skills and skill development see, for instance, Fischer, , Fallow and Steven, :. The teaching implications of the distinction between content and skills will be discussed in more detail in Chapter 2.

The key point here is that content and skills are tightly related and as much attention needs to be given to skills development as to content acquisition to ensure that learners graduate with the necessary knowledge and skills for a digital age. For my comments on why skills development is so important in a digital age, click on the podcast below. Write down a list of skills you would expect students to develop as a result of studying your courses.

What do you do as an instructor that enables students to practice or develop the skills you have identified? Fallow, S. Fischer, K. However, there is a real danger in tying university, college and schools programs too closely to immediate labour market needs. Labour market demand can shift very rapidly, and in particular, in a knowledge-based society, it is impossible to judge what kinds of work, business or trades will emerge in the future. For instance, who would have predicted 20 years ago that one of the largest companies in the world in terms of stock market valuation would emerge from finding ways to rank the hottest girls on campus which is how Facebook started?

The focus on the skills needed in a digital age raises questions about the purpose of universities in particular, but also schools and two year community colleges to some extent. Is their purpose to provide ready-skilled employees for the work-force? Certainly the rapid expansion in higher education is largely driven by government, employers and parents wanting a work-force that is employable, competitive and if possible affluent.

Indeed, preparing professional workers has always been one role for universities, which have a long tradition of training for the church, law and much later, government administration.

Secondly, focusing on the skills required for a knowledge-based society often referred to as 21st century skills merely reinforces the kind of learning, especially the development of intellectual skills, for which universities have taken great pride in the past.

Indeed in this kind of labour market, it is critical to serve the learning needs of the individual rather than specific companies or employment sectors. To survive in the current labour market, learners need to be flexible and adaptable, and should be able to work just as much for themselves as for corporations that increasingly have a very short operational life. The challenge then is not re-purposing education, but making sure it meets that purpose more effectively.

Although this book is aimed at teachers and instructors in schools and colleges as well as universities, I want to look particularly at how the digital age is impacting on universities. Nevertheless, there are very good reasons why universities have been around for more than years, and are likely to remain relevant well into the future.

Universities are deliberately designed to resist external pressure. They have seen kings and popes, governments and business corporations, come and go, without any of these external forces fundamentally changing the nature of the institution. Universities pride themselves on their independence, their freedom, and their contribution to society. Universities are fundamentally about the creation, evaluation, maintenance and dissemination of knowledge.

This role in society is even more important today than in the past. For universities to perform that role adequately, though, certain conditions are necessary.

First they need a good deal of autonomy. The potential value of new knowledge in particular is difficult to predict in advance. Universities provide society with a safe way of gambling on the future, by encouraging innovative research and development that may have no immediate apparent short-term benefits, or may lead to nowhere, without incurring major commercial or social loss. Another critical role is the ability to challenge the assumptions or positions of powerful agencies outside the university, such as government or industry, when these seem to be in conflict with evidence or ethical principles or the general good of society.

Perhaps even more importantly, there are certain principles that distinguish academic knowledge from everyday knowledge, such as rules of logic and reasoning, the ability to move between the abstract and the concrete, ideas supported by empirical evidence or external validation see for instance, Laurillard, 20 We expect our universities to operate at a higher level of thinking than we as individuals or corporations can do in our everyday lives.

One of the core values that has helped to sustain universities is academic freedom. Academics who ask awkward questions, who challenge the status quo, who provide evidence that contradicts statements made by government or corporations, are protected from dismissal or punishment within the institution for expressing such views. Academic freedom is an essential condition within a free society. However, it also means that academics are free to choose what they study, and more importantly for this book, how best to communicate that knowledge.

University teaching then is bound up with this notion of academic freedom and autonomy, even though some of the conditions that protect that autonomy, such as tenure or a job for life, are increasingly under pressure.

I make this point for one reason and one reason alone. If universities are to change to meet changing external pressures, this change must come from within the organization, and in particular from the professors and instructors themselves.

It is the faculty that must see the need for change, and be willing to make those changes themselves. If government or society as a whole tries to enforce changes from outside, especially in a way that challenges the core values of a university such as academic freedom, there is a grave risk that the very thing that makes universities a unique and valuable component of society will be destroyed, thus making them less rather than more valuable to society as a whole.

However, this book will provide many reasons why it is also in the best interests of not only learners but instructors themselves to make changes, in terms of managing workload and attracting extra resources to support teaching. Schools and two-year colleges are in a somewhat different position. It is easier although not that easy to impose change from above or through forces from outside the institution, such as government. However, as the literature on change management clearly indicates see, for instance, Weiner, , change occurs more consistently and more deeply when those undergoing change understand the need for it and have a desire to change.

Thus in many ways, schools, two year colleges and universities face the same challenge: how to change while preserving the integrity of the institution and what it stands for.

You may want to discuss these questions with other readers or compare your response to others. If so, use the comment box below to add your comments to the general discussion. Do you think that universities are irrelevant today?

If not, what alternatives are there for developing learners with the knowledge and skills needed in a digital age? What are your views on the core values of a university.

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