Atjaunināt sīkdatņu piekrišanu

E-grāmata: Handbook for Distance Learning in Tourism

  • Formāts: 266 pages
  • Izdošanas datums: 06-Dec-2012
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781136407079
Citas grāmatas par šo tēmu:
  • Formāts - EPUB+DRM
  • Cena: 60,10 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Ielikt grozā
  • Pievienot vēlmju sarakstam
  • Šī e-grāmata paredzēta tikai personīgai lietošanai. E-grāmatas nav iespējams atgriezt un nauda par iegādātajām e-grāmatām netiek atmaksāta.
Handbook for Distance Learning in TourismPalielināt
  • Formāts: 266 pages
  • Izdošanas datums: 06-Dec-2012
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781136407079
Citas grāmatas par šo tēmu:

DRM restrictions

  • Kopēšana (kopēt/ievietot):

    nav atļauts

  • Drukāšana:

    nav atļauts

  • Lietošana:

    Digitālo tiesību pārvaldība (Digital Rights Management (DRM))
    Izdevējs ir piegādājis šo grāmatu šifrētā veidā, kas nozīmē, ka jums ir jāinstalē bezmaksas programmatūra, lai to atbloķētu un lasītu. Lai lasītu šo e-grāmatu, jums ir jāizveido Adobe ID. Vairāk informācijas šeit. E-grāmatu var lasīt un lejupielādēt līdz 6 ierīcēm (vienam lietotājam ar vienu un to pašu Adobe ID).

    Nepieciešamā programmatūra
    Lai lasītu šo e-grāmatu mobilajā ierīcē (tālrunī vai planšetdatorā), jums būs jāinstalē šī bezmaksas lietotne: PocketBook Reader (iOS / Android)

    Lai lejupielādētu un lasītu šo e-grāmatu datorā vai Mac datorā, jums ir nepieciešamid Adobe Digital Editions (šī ir bezmaksas lietotne, kas īpaši izstrādāta e-grāmatām. Tā nav tas pats, kas Adobe Reader, kas, iespējams, jau ir jūsu datorā.)

    Jūs nevarat lasīt šo e-grāmatu, izmantojot Amazon Kindle.

Deliver quality instruction to your studentson-campus or off

The Handbook for Distance Learning in Tourism is a practical, down-to-earth guide to developing and using print-based and Internet-based flexible learning resources for courses where students rarely, if ever, attend on-campus classes. Whether youre a teacher who needs to develop course notes into a flexible learning package, a Web site, or both, or you just want information about how to teach in a flexible environment, the book will provide the help you need-in language you can understand. Designed to guide you through the completion of a projector a semesterthis hands-on book offers strategies, suggestions, hints, and examples, and includes a hotel and tourism case study that illustrates effective concepts and strategies.

Written by Gary Williams, co-editor of The Internet and Travel and Tourism Education (Haworth), this unique book will help you develop print-based and Internet-based learning resources instead of focusing only on one or the other, breaking down the barriers placed between learning environments. The strategies presented are timeless, with no comparisons of specific commercial or noncommercial products to become outdated and no Web site addresses to become useless. The book makes extensive use of tables, graphics, and illustrations and has its own Web site thats regularly updated, listing online resources arranged on a chapter-by-chapter basis.

The Handbook for Distance Learning in Tourism examines:





the roles and characteristics of a project manager

developing and buying resources

considerations before committing to a project

maximizing project ownership

ensuring quality content

educational design guidelines

media foundations

production, design, and maintenance of print resources

developing and using Web sites

computer-mediated contact

course management systems (CMS)

and much more!

The Handbook for Distance Learning in Tourism is an invaluable guidebook for educators working in the field of hotel and tourism management as well as academics, project managers, and educational designers who are interested in flexible learning developments.
Preface ix
Acknowledgments xi
Chapter
1. Introduction to Flexible Learning and the Case Study		 1(14)
Objectives
1(1)
Topic 1.1: What Is a Flexible Learning Environment?
2(2)
Topic 1.2: Maximizing the Return on Investment
4(3)
Topic 1.3: Introducing the Case Study
7(4)
Topic 1.4: The Development Model
11(3)
Key Points
14(1)
Chapter
2. The Project Manager		 15(12)
Objectives
15(1)
Topic 2.1: Every Project Has a Manager
15(2)
Topic 2.2: The Roles and Characteristics of a Project Manager
17(5)
Topic 2.3: Project Management Aids
22(2)
Topic 2.4: The Project As Organized Chaos
24(2)
Key Points
26(1)
Chapter
3. Starting a Project		 27(26)
Objectives
27(1)
Topic 3.1: The Spark
28(1)
Topic 3.2: Developing and Buying Resources
29(2)
Topic 3.3: The Project Team
31(6)
Topic 3.4: Stakeholder Meetings
37(7)
Topic 3.5: Maximizing Project Ownership
44(1)
Topic 3.6: Considerations Before Committing to a Project-A Self-Appraisal for Teachers
45(6)
Key Points
51(2)
Chapter
4. Educational and Design Foundations		 53(30)
Objectives
53(1)
Topic 4.1: Introduction
54(1)
Topic 4.2: Constructivism-A Theory of Knowledge
54(5)
Topic 4.3: Ensuring Quality Content
59(6)
Topic 4.4: Educational Design Guidelines for Learning Resources
65(8)
Topic 4.5: Writing a Course Outline
73(1)
Topic 4.6: Copyright
74(7)
Key Points
81(2)
Chapter
5. Media Foundations		 83(14)
Objectives
83(1)
Topic 5.1: Introduction
84(1)
Topic 5.2: The Teacher Is Essential
85(2)
Topic 5.3: Determining the Needs, Wants, and Technology Access of Students
87(3)
Topic 5.4: Secondary Determinants-Teacher, Institution, and Course Factors
90(4)
Topic 5.5: Using Media Instead of a Medium
94(2)
Key Points
96(1)
Chapter
6. Developing Print Resources		 97(32)
Objectives
97(1)
Topic 6.1: Introduction
98(3)
Topic 6.2: Advantages and Disadvantages of Print Learning Resources
101(3)
Topic 6.3: Production
104(13)
Topic 6.4: Design
117(9)
Topic 6.5: Maintenance and Revision
126(2)
Key Points
128(1)
Chapter
7. Developing and Using Web Sites		 129(36)
Objectives
129(1)
Topic 7.1: Introduction
130(1)
Topic 7.2: Advantages and Disadvantages of Web Sites
130(4)
Topic 7.3: Using the World Wide Web
134(1)
Topic 7.4: Production
135(13)
Topic 7.5: Design
148(13)
Topic 7.6: Maintenance and Revision
161(2)
Key Points
163(2)
Chapter
8. Computer-Mediated Contact		 165(20)
Objectives
165(1)
Topic 8.1: Introduction
165(2)
Topic 8.2: The Advantages and Challenges of Computer-Mediated Contact
167(4)
Topic 8.3: Teachers' Roles
171(10)
Topic 8.4: Training and Support Roles
181(3)
Key Points
184(1)
Chapter
9. Course Management Systems		 185(18)
Objectives
185(1)
Topic 9.1: Introduction
186(1)
Topic 9.2: The Advantages and Challenges of Course Management Systems
187(8)
Topic 9.3: A Teacher's Perspective-Using a Course Management System
195(2)
Topic 9.4: Training and Support Roles
197(4)
Key Points
201(2)
Chapter
10. Teaching in a Flexible Learning Environment		 203(14)
Objectives
203(1)
Topic 10.1: Introduction
204(1)
Topic 10.2: Before a Course Starts
205(2)
Topic 10.3: The Start of a Course
207(2)
Topic 10.4: During a Course
209(5)
Topic 10.5: The Responsibilities of Educational Designers
214(1)
Key Points
215(2)
Chapter
11. Being a Student in a Flexible Learning Environment		 217(18)
Objectives
217(1)
Topic 11.1: Introduction
218(1)
Topic 11.2: The Advantages and Challenges of Flexible Learning
219(5)
Topic 11.3: You Have Enrolled in a Flexible Learning Course-What Now?
224(5)
Topic 11.4: Making the Most of Learning Resources
229(5)
Key Points
234(1)
References 235(4)
Index 239
Kaye Sung Chon
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97811364070796e.html
Keywords: