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Table of Contents
Preface; Contents; 1 Toward a Framework of Studying Scholarship of Learning and Teaching in Higher Education in a Digital Technology Era; Abstract; 1.1 Introduction; 1.2 Evolution of the Concept of the Scholarship of Teaching (and Learning); 1.3 Models of Scholarship of Teaching (and Learning); 1.4 From Scholarship of Teaching (and Learning) to Scholarship of Learning and Teaching; 1.5 Framework of Scholarship of Learning and Teaching (SoLT) in Higher Education; 1.5.1 Theme 1: Staff Professional Development; 1.5.2 Theme 2: Enhancement of Student Learning Experience; 1.5.3 Theme 3: Assessment.
1.5.4 Theme 4: Digital Technology1.6 Chapters in This Book; References; Staff Professional Development; 2 Community of Practice: Building a Mobile Learning Community in a Higher Education Institution to Promote Effective Teaching and Learning; Abstract; 2.1 Introduction; 2.2 Research Design; 2.2.1 Phase I: Literature Review, Team Meetings, and Investigating Potential Members; 2.2.2 Phase II: Building the MLC Platform and Promoting the MLC; 2.2.3 Phase III: Evaluating the Effectiveness of the MLC; 2.3 Findings and Discussion.
2.3.1 Key Factors in Establishing a Successful Mobile Learning Community2.3.1.1 Strategic Recruitment of Community Members; 2.3.1.2 Creating a Rich Information Sharing Centre: Building a Mobile Learning Community Website; 2.3.1.3 Organization of Diverse Sharing Sessions that Aim for Innovations; 2.3.1.4 Making an Impact on Students' Learning; 2.3.1.5 Making an Impact on Staff Development; 2.3.2 Evaluation of Effectiveness of the Mobile Learning Community; 2.3.2.1 Statistics Recorded in the Built-in Tracking System; 2.3.2.2 Evaluation of the MLC Website by Online Reviewers.
2.3.3 Evaluation of MLC Activities2.3.3.1 Evaluation of Member Achievement; 2.3.3.2 Evaluation by Invited Mobile Learning Experts; 2.4 Conclusion; Acknowledgements; Appendix 1: Online Form for Inviting Students to Conduct App Reviews; References; 3 Learning to Engage the Digital Generation in Teacher Education; Abstract; 3.1 Introduction; 3.2 Case Description; 3.3 Evaluation; 3.3.1 Overall Feedback from Student Participants; 3.3.2 Ideal Forms and Proper Use of Digital Lectures; 3.3.3 Effects of DL in Various Chinese Language Education Contexts.
3.3.4 Insights Gained in the Professional Development Process3.3.4.1 Adhesive Power of a Learning Community; 3.3.4.2 Importance of Maintaining Staff IT Proficiency and Administration Support; 3.4 Concluding Thoughts; References; 4 Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs; Abstract; 4.1 Introduction; 4.2 Research Basis for A2I2 Model; 4.2.1 Theoretical Underpinnings of the Model; 4.2.2 Evolution of A2I2: Design-Based Implementation Research; 4.3 A2I2: The Model; 4.3.1 Using the A2I2 Model.
1.5.4 Theme 4: Digital Technology1.6 Chapters in This Book; References; Staff Professional Development; 2 Community of Practice: Building a Mobile Learning Community in a Higher Education Institution to Promote Effective Teaching and Learning; Abstract; 2.1 Introduction; 2.2 Research Design; 2.2.1 Phase I: Literature Review, Team Meetings, and Investigating Potential Members; 2.2.2 Phase II: Building the MLC Platform and Promoting the MLC; 2.2.3 Phase III: Evaluating the Effectiveness of the MLC; 2.3 Findings and Discussion.
2.3.1 Key Factors in Establishing a Successful Mobile Learning Community2.3.1.1 Strategic Recruitment of Community Members; 2.3.1.2 Creating a Rich Information Sharing Centre: Building a Mobile Learning Community Website; 2.3.1.3 Organization of Diverse Sharing Sessions that Aim for Innovations; 2.3.1.4 Making an Impact on Students' Learning; 2.3.1.5 Making an Impact on Staff Development; 2.3.2 Evaluation of Effectiveness of the Mobile Learning Community; 2.3.2.1 Statistics Recorded in the Built-in Tracking System; 2.3.2.2 Evaluation of the MLC Website by Online Reviewers.
2.3.3 Evaluation of MLC Activities2.3.3.1 Evaluation of Member Achievement; 2.3.3.2 Evaluation by Invited Mobile Learning Experts; 2.4 Conclusion; Acknowledgements; Appendix 1: Online Form for Inviting Students to Conduct App Reviews; References; 3 Learning to Engage the Digital Generation in Teacher Education; Abstract; 3.1 Introduction; 3.2 Case Description; 3.3 Evaluation; 3.3.1 Overall Feedback from Student Participants; 3.3.2 Ideal Forms and Proper Use of Digital Lectures; 3.3.3 Effects of DL in Various Chinese Language Education Contexts.
3.3.4 Insights Gained in the Professional Development Process3.3.4.1 Adhesive Power of a Learning Community; 3.3.4.2 Importance of Maintaining Staff IT Proficiency and Administration Support; 3.4 Concluding Thoughts; References; 4 Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs; Abstract; 4.1 Introduction; 4.2 Research Basis for A2I2 Model; 4.2.1 Theoretical Underpinnings of the Model; 4.2.2 Evolution of A2I2: Design-Based Implementation Research; 4.3 A2I2: The Model; 4.3.1 Using the A2I2 Model.