21st Century Lifelong Creative Learning: A Matrix of Innovative Methods and New Technologies for Individual, Team and Community Skills and Competencies
Author: Niki Lambropoulos
Affiliation: Niki Lambropoulos: London South Bank University, London, UK
Biography: Assistant Professor in Educational Technologies at the Université Laval (Canada) and researcher in the FP7 Network of Excellence Games and Learning Alliance (GaLA). She holds a Ph.D. in Educational Psychology by Université de Toulouse - UMR CNRS (France) and by Universitat Autonoma de Barcelona (Extraordinary Ph.D. Award in Psychology). Her latest researches on educational technologies and organizational learning has been awarded by the Special Award ICVL 2012 and the Barry Armandi Award of the Academy of Management in 2013. Her research and teaching interests focus on educational technologies in lifelong learning, including educational, organizational and informal learning contexts, with a special focus on Game Based Learning and Serious Games.
Birthplace: Reus, Spain, Spanish
Audience: K-12, Secondary and Post-secondary Education teachers. and professionals, Instructional designers, Educational Professionals, E-learning professionals and anyone interested in creative lifelong learning and new technologies, innovators, creative hubs. etc. It is very broad.
Children and Young People in School and in Society
Editors: Anette Sandberg and Anders Garpelin
Affiliation: Mälardalen University, Västerås, Sweden
Birthplace: Köping, Sweden
Biography:
Anette Sandberg is professor of early childhood education at Malardalen University, Sweden. Her current research concerns preschool teachers’ competence and preschool as the context for language development in children. She is also involved in two international research projects “Preschool teacher’s view on children’s learning” and “"Professional spaces".”Her interest in environments can be traced in most of them.
Professor Anders Garpelin is director of research in educational sciences at Malardalen University, Sweden. He is also the primary coordinator of the EU FP7-project POET, Pedagogies of Educational Transitions, and the Swedish Research Council project Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School.
Anette Sandberg is professor of early childhood education at Malardalen University, Sweden. Her current research concerns preschool teachers’ competence and preschool as the context for language development in children. She is also involved in two international research projects “Preschool teacher’s view on children’s learning” and “"Professional spaces".”Her interest in environments can be traced in most of them.
Professor Anders Garpelin is director of research in educational sciences at Malardalen University, Sweden. He is also the primary coordinator of the EU FP7-project POET, Pedagogies of Educational Transitions, and the Swedish Research Council project Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School.
Audience: For researchers in the Early Childhood Education area, teachers, preschool teachers and special teachers.
Collaborative Learning: Developments in Research and Practice
Editors: Robyn M. Gillies
Affiliation: Professor of Education, The University of Queensland, Brisbane, Australia
Birthplace: Australia
Biography: Robyn M. Gillies PhD is a Professor of Education at The University of Queensland. Her research focuses on the social and cognitive aspects of learning through social interaction. She has spent over twenty years researching how students can be encouraged to engage in class and learn. Her research spans both elementary and secondary schools and has focused on inquiry learning in science and mathematics, teacher and peer-mediated learning, student-centred learning, and classroom discourses and processes related to learning outcomes.
Audience: Students in education and psychology programs; postgraduate students and academics in education and psychology; and teachers, school counselors and school psychologists.
Ethnic Identity and Intercultural Awareness in Modern Language Teaching: Tilka Model for Ethnic Conflicts Avoidance
Author: Vesna Mikoliè
Affiliation: Head of the Institute for Linguistic Studies at the Science and Research Centre of the University of Primorska
Professor at the Department of Slovenian Studies at the Faculty of Humanities of the University of Primorska
Professor at the Department of Slovenian Studies at the Faculty of Humanities of the University of Primorska
Birthplace: Koper (Slovenia), February, 25, 1965
Biography: Vesna Mikolič is the Head of the Institute for Linguistic Studies and Full Professor of Linguistics in the Department of Slovenian Studies at the University of Primorska (Koper, Slovenia). Her research topics are ethnic studies, intercultural education, intercultural pragmatics, semantics, and discourse analysis, with emphasis on discourse of science, tourism and literature.
Audience: The book is written for language and literature teachers, teachers in general, school counselors, cultural, language, education and minority rights policy makers, educational leadership, mediators, psychotherapists, diplomatic personnel, members of the peacekeeping missions, researchers of linguistics, didactics and ethnic studies. It will be useful also to all these people of industries who need to communicate with each other and in public.
Fundamentals of Research Methodology: A Holistic Guide for Research Completion, Management, Validation
and Ethics
Author: Engwa Azeh Godwill
Affiliation: Lecturer/Researcher, Biochemistry, Chemical Sciences Department, Godfrey Okoye University (GOU), Enugu Nigeria; Research Consultant, National Arbovirus and Vectors Research Center (NARVC), Enugu Nigeria; Researcher, International Bio-Research Institute (IBI), Enugu Nigeria
Birthplace: September 14, 1985; Cameroonian
Biography: Mr. Engwa Azeh Godwill is a Lecturer/Researcher in the Department of Chemical Sciences, Godfrey Okoye University Enugu, Nigeria. He lectures Biochemistry and research related courses and has supervised over 25 undergraduates in their research project. He has gained experience in research as lecturer for over eight years and serves as a consultant to some research institutes in Nigeria. He has facilitated a few workshops as well as organized conferences. He has over 10 scientific publications and has reviewed over 7 manuscripts in renowned international peer review journals.
Audience: This book is a resource document for beginners and experts in research across the health, social, natural and applied sciences. It is also a useful pedagogic material for teaching, preferably at tertiary level of education (Universities, Colleges, Professional institutes) and a source document for research institutions or other related bodies involve in research such as international organizations.
Knowledge Engineering: Principles, Methods and Applications
Editor: Alfonso Perez Gama
Affiliation: IEEE Life Senior - Education
Society Colombia Chapter Chair, IASA, IAOE, IIOA, NY Academy Sciences, INCOSE,
ACIS, ACCIO
Birthplace: Bogota, Colombia; August 25, 1941
Biography: M Sc Computer Science UNIVERSITY OF ESSEX, United Kingdom (British
Council Honor Scholarship: James Rooke); Magister on Systems Engineering-
UNIVERSIDAD NACIONAL - COLOMBIA Bogota;
Electronics Engineer UNIVERSIDAD DISTRITAL FRANCISCO JOSE DE CALDAS
Bogota. UNIVERSIDAD NACIONAL - COLOMBIA: Former Tenure (Titular) Professor and
University-Master Fellow Distinction;
UNIVERSIDAD DISTRITAL FJ CALDAS: Former Graduate Program Titular Professor. Also graduate Colegio Mayor de San Bartolome
Bogotá. Multitude of papers including several books.
Audience: Directors of Technology and Knowledge
Engineering Offices; Graduate and Undergraduate Students in Business Management, Education and areas such as Systems
& Computer, Industrial Engineering, Geography Systems Managers, Medical
Information Systems Managers.
Pedagogical Science Through Place and Time
Author: Thomas K. Babalis
Affiliation: Dr., Pedagogical Department of Primary Education, National and Kapodistrian University of Athens, Greece
Birthplace: Tsaritsani, Larisa, Greece, December 8, 1963
Biography: Dr. Thomas Babalis is Associate Professor in the Department of Primary Education of National and Kapodistrian University of Athens (UOA), Greece. His research interests concentrate on single-parent families, school climate, quality and effectiveness, innovation, creativity and entrepreneurship, social and emotional learning, school-family communication. He has published many articles in peer-reviewed journals and has written many chapters in edited volumes.
Audience: This book is written for undergraduate and postgraduate students, professionals in education and every scientist who wants to learn Pedagogy through place and time.
Placed at Risk by the System: The Educational Vulnerability of Children and Youth in Foster Care
Authors: Andrea Zetlin and Lois Weinberg
Affiliation:
Andrea Zetlin: Professor, California State University Los Angeles, Charter College of Education, Los Angeles, CA
Lois Weinberg: Professor, California State University Los Angeles, Charter College of Education, Los Angeles, CA
Andrea Zetlin: Professor, California State University Los Angeles, Charter College of Education, Los Angeles, CA
Lois Weinberg: Professor, California State University Los Angeles, Charter College of Education, Los Angeles, CA
Birthplace:
Andrea Zetlin: New York, New York, U.S. citizen
Lois Weinberg: Philadelphia, PA, U.S. citizen
Andrea Zetlin: New York, New York, U.S. citizen
Lois Weinberg: Philadelphia, PA, U.S. citizen
Biography:
Andrea Zetlin grew up in New York City and worked as a special education teacher for the New York City Board of Education. She received her Ed.D. in Research Methods in Special Education from Teachers College, Columbia University and spent two years as a postdoctoral scholar with the Sociobehavioral Research Group on Mental Retardation at the University of California, Los Angeles. For the past 22 years, she has been a Professor of Education in the Division of Special Education and Counseling at the California State University Los Angeles where her work focuses on developing strategies to support beginning special education teachers, designing and implementing effective models for school-university-community partnerships to improve outcomes for high-risk students, and identifying and supporting the educational needs of children and youth in foster care. She has authored over 100 book chapters, referred journal articles, and other professional publications and presents regularly at national, state, and local conferences for varied audiences.
Lois Weinberg was raised in Los Angeles and, after receiving her teaching credential, helped start and taught at the University Middle School, an innovative school that enrolled students with learning and behavior problems. She received her Ph.D. in Philosophy of Education and was a Post Doctoral Scholar in Special Education at the University of California, Los Angeles. She worked for 17 years at Mental Health Advocacy Services, Inc., a private, nonprofit law office, where she provided advocacy for low-income children with disabilities in special education proceedings and engaged in policy and systems analyses of educational issues affecting children in the foster care system. For the past 10 years, she has been a Professor of Education in the Division of Special Education and Counseling at California State University Los Angeles where she engages in research and other activities aimed at improving educational outcomes for children in the foster care and juvenile justice systems. She has published over 40 books, monographs, referred articles, and other professional papers and regularly makes presentations at national, state, and local conferences.
Andrea Zetlin grew up in New York City and worked as a special education teacher for the New York City Board of Education. She received her Ed.D. in Research Methods in Special Education from Teachers College, Columbia University and spent two years as a postdoctoral scholar with the Sociobehavioral Research Group on Mental Retardation at the University of California, Los Angeles. For the past 22 years, she has been a Professor of Education in the Division of Special Education and Counseling at the California State University Los Angeles where her work focuses on developing strategies to support beginning special education teachers, designing and implementing effective models for school-university-community partnerships to improve outcomes for high-risk students, and identifying and supporting the educational needs of children and youth in foster care. She has authored over 100 book chapters, referred journal articles, and other professional publications and presents regularly at national, state, and local conferences for varied audiences.
Lois Weinberg was raised in Los Angeles and, after receiving her teaching credential, helped start and taught at the University Middle School, an innovative school that enrolled students with learning and behavior problems. She received her Ph.D. in Philosophy of Education and was a Post Doctoral Scholar in Special Education at the University of California, Los Angeles. She worked for 17 years at Mental Health Advocacy Services, Inc., a private, nonprofit law office, where she provided advocacy for low-income children with disabilities in special education proceedings and engaged in policy and systems analyses of educational issues affecting children in the foster care system. For the past 10 years, she has been a Professor of Education in the Division of Special Education and Counseling at California State University Los Angeles where she engages in research and other activities aimed at improving educational outcomes for children in the foster care and juvenile justice systems. She has published over 40 books, monographs, referred articles, and other professional papers and regularly makes presentations at national, state, and local conferences.
Audience: Professionals and students in: Social Work (interested in child welfare; family and youth), Education (interested in Hi-Risk populations), Advocacy Groups, Politicians interested in supporting Child Welfare.
Praxeological Learning: Service-Learning in Teacher Education
Editors: Christian Winterbottom and Vickie E. Lake
Affiliation:
Christian Winterbottom: Ph.D., Assistant Professor, University of North Florida
Vickie E. Lake: Ph.D., Associate Dean – Jeanine Rainbolt College of Education – Tulsa, Associate Professor, University of Oklahoma
Christian Winterbottom: Ph.D., Assistant Professor, University of North Florida
Vickie E. Lake: Ph.D., Associate Dean – Jeanine Rainbolt College of Education – Tulsa, Associate Professor, University of Oklahoma
Birthplace:
Christian Winterbottom: Manchester, England, 01/28/1974, United Kingdom/United States
Vickie E. Lake: Honolulu, Hawaii, USA, 11/30/64, USA
Christian Winterbottom: Manchester, England, 01/28/1974, United Kingdom/United States
Vickie E. Lake: Honolulu, Hawaii, USA, 11/30/64, USA
Biography:
Christian Winterbottom is an Assistant Professor at The University of North Florida. He has earned degrees from the University of Bedfordshire, and Florida State University. His primary areas of research interest are service-learning, marginalized families, character education, and issues related to teacher education. He has authored many research articles and books chapters related to service-learning and praxeological learning.
Vickie E. Lake is an Associate Dean and Associate Professor at The University of Oklahoma. She’s earned degrees from Texas Tech, Peabody at Vanderbilt, and The University of Texas. Her primary areas of research interest are service-learning, moral and character education, and issues related to teacher education. She has authored more than 30 research articles, six books chapters, and two books.
Christian Winterbottom is an Assistant Professor at The University of North Florida. He has earned degrees from the University of Bedfordshire, and Florida State University. His primary areas of research interest are service-learning, marginalized families, character education, and issues related to teacher education. He has authored many research articles and books chapters related to service-learning and praxeological learning.
Vickie E. Lake is an Associate Dean and Associate Professor at The University of Oklahoma. She’s earned degrees from Texas Tech, Peabody at Vanderbilt, and The University of Texas. Her primary areas of research interest are service-learning, moral and character education, and issues related to teacher education. She has authored more than 30 research articles, six books chapters, and two books.
Audience: Teacher educators at all levels who work with preservice teachers from preschool to college. Staff developers and curriculum specialists at school districts.
Project Based Learning on Engineering: Foundations, Applications and Challenges
Editors: Juan Valenzuela-Valdés and Pedro Pardo Fernández
Affiliation: Centro Universitario de Mérida, Universidad de Extremadura
Birthplace:
Juan F. Valenzuela Valdés 1978 Marbella SPAIN- Spanish
Pedro J. Pardo-Fernández 1974 Almendralejo SPAIN- Spanish
Juan F. Valenzuela Valdés 1978 Marbella SPAIN- Spanish
Pedro J. Pardo-Fernández 1974 Almendralejo SPAIN- Spanish
Biography:
Juan F. Valenzuela-Valdés received his degree in Telecommunications Engineering from the Universidad de Malaga, Spain, in 2003 and the Ph.D. from Universidad Politécnica de Cartagena, in May 2008. In 2004, he worked at CETECOM (Malaga). In 2004, he joined the Department of Information Technologies and Communications, Universidad Politécnica de Cartagena, Spain. In 2007, he joined EMITE Ing. as Head of Research. In 2011, he joined Universidad de Extremadura where he is currently associate professor. His current research areas cover MIMO communications, smart antennas and wireless networks and reverberation chamber measurements. Moreover, his educational research interests include collaborative learning, sustainability in education, and active learning methodologies.
Pedro J. Pardo is an associate professor of Computer Systems and Networks Engineering at the University of Extremadura (Uex). He received a B.S. in physical sciences from the University of Extremadura in 1998, and M.S. and Ph. D. in physics at the same University in 2000 and 2004, respectively. He has been involved in several projects relating to the detection and influence of visual anomalies in students. His research interests include color vision, optical instrumentation, neural networks, computer networks and physics education
Juan F. Valenzuela-Valdés received his degree in Telecommunications Engineering from the Universidad de Malaga, Spain, in 2003 and the Ph.D. from Universidad Politécnica de Cartagena, in May 2008. In 2004, he worked at CETECOM (Malaga). In 2004, he joined the Department of Information Technologies and Communications, Universidad Politécnica de Cartagena, Spain. In 2007, he joined EMITE Ing. as Head of Research. In 2011, he joined Universidad de Extremadura where he is currently associate professor. His current research areas cover MIMO communications, smart antennas and wireless networks and reverberation chamber measurements. Moreover, his educational research interests include collaborative learning, sustainability in education, and active learning methodologies.
Pedro J. Pardo is an associate professor of Computer Systems and Networks Engineering at the University of Extremadura (Uex). He received a B.S. in physical sciences from the University of Extremadura in 1998, and M.S. and Ph. D. in physics at the same University in 2000 and 2004, respectively. He has been involved in several projects relating to the detection and influence of visual anomalies in students. His research interests include color vision, optical instrumentation, neural networks, computer networks and physics education
Audience: All teachers who teach in engineering universities around the world.
Virtual Worlds for Online Learning: Cases and Applications
Editors: Sue Gregory, Mark J.W. Lee, Barney Dalgarno, and Belinda Tynan
Affiliation:
Sue Gregory: Associate Professor, University of New England, Armidale, Australia
Mark J.W. Lee: Adjunct Senior Lecturer, Charles Sturt University, Wagga Wagga, Australia
Barney Dalgarno: Professor, Charles Sturt University, Wagga Wagga, Australia
Belinda Tynan: Professor, The Open University, Milton Keynes, UK
Sue Gregory: Associate Professor, University of New England, Armidale, Australia
Mark J.W. Lee: Adjunct Senior Lecturer, Charles Sturt University, Wagga Wagga, Australia
Barney Dalgarno: Professor, Charles Sturt University, Wagga Wagga, Australia
Belinda Tynan: Professor, The Open University, Milton Keynes, UK
Birthplace:
Sue Gregory: Gilgandra, NSW, Australia, August 5,1960; Australian
Mark J.W. Lee: Singapore, September 24, 1981; Australian
Barney Dalgarno: Canberra, ACT, Australia, January 31, 1966; Australian
Belinda Tynan: Broken Hill, NSW, Australia, September 25, 1965; Australian
Sue Gregory: Gilgandra, NSW, Australia, August 5,1960; Australian
Mark J.W. Lee: Singapore, September 24, 1981; Australian
Barney Dalgarno: Canberra, ACT, Australia, January 31, 1966; Australian
Belinda Tynan: Broken Hill, NSW, Australia, September 25, 1965; Australian
Biography:
Sue Gregory is an Associate Professor and Chair of Research in the School of Education at the University of New England, Australia, where she lectures in ICT education. She is responsible for leading and driving research within the School and training education students on how to incorporate technology into their teaching. She is a long-term adult educator and her research is focused on adult learning, authenticity, engagement, immersion, impact, and the efficacy of virtual worlds for education.
Mark J.W. Lee is an Adjunct Senior Lecturer with the School of Education at Charles Sturt University, Australia and an Honorary Senior Research Fellow with the School of Engineering and Information Technology at Federation University Australia. He has published widely in the areas of educational technology, online learning and teaching, and innovative pedagogy in higher education, with 70 refereed publications to his name. From 2012 to 2014 he served as the editor-in-chief of MERLOT's Journal of Online Learning and Teaching.
Barney Dalgarno is a Professor and Co-Director of uImagine, a Digital Learning Innovation Laboratory at Charles Sturt University, Australia. His research interests are captured by the overarching question, “How can learning be improved through the use of technology?”. As well as being awarded a number of research and teaching grants, he has received national recognition through awards for innovative teaching and learning design using leading-edge technologies. He is a co-editor of the Australasian Journal of Educational Technology.
Belinda Tynan is Pro Vice-Chancellor (Learning and Teaching) at The Open University in the United Kingdom. She has held numerous managerial positions at universities and colleges in Australia, New Zealand, the U.K., and Singapore, and she has attracted considerable grant funding and been responsible for multiple innovation projects. She has authored and co-authored numerous publications and is on the Editorial Board of Open Learning: the Journal of Open Distance and e-Learning.
Sue Gregory is an Associate Professor and Chair of Research in the School of Education at the University of New England, Australia, where she lectures in ICT education. She is responsible for leading and driving research within the School and training education students on how to incorporate technology into their teaching. She is a long-term adult educator and her research is focused on adult learning, authenticity, engagement, immersion, impact, and the efficacy of virtual worlds for education.
Mark J.W. Lee is an Adjunct Senior Lecturer with the School of Education at Charles Sturt University, Australia and an Honorary Senior Research Fellow with the School of Engineering and Information Technology at Federation University Australia. He has published widely in the areas of educational technology, online learning and teaching, and innovative pedagogy in higher education, with 70 refereed publications to his name. From 2012 to 2014 he served as the editor-in-chief of MERLOT's Journal of Online Learning and Teaching.
Barney Dalgarno is a Professor and Co-Director of uImagine, a Digital Learning Innovation Laboratory at Charles Sturt University, Australia. His research interests are captured by the overarching question, “How can learning be improved through the use of technology?”. As well as being awarded a number of research and teaching grants, he has received national recognition through awards for innovative teaching and learning design using leading-edge technologies. He is a co-editor of the Australasian Journal of Educational Technology.
Belinda Tynan is Pro Vice-Chancellor (Learning and Teaching) at The Open University in the United Kingdom. She has held numerous managerial positions at universities and colleges in Australia, New Zealand, the U.K., and Singapore, and she has attracted considerable grant funding and been responsible for multiple innovation projects. She has authored and co-authored numerous publications and is on the Editorial Board of Open Learning: the Journal of Open Distance and e-Learning.
Audience: The book is a useful resource for educators with an interest in virtual worlds, irrespective of their level of experience and/or proficiency. The collection of exemplars presented will not only expose newcomers to the potential and possibilities of the technology but will also alert them to the problems and pitfalls of whose existence they need to be mindful as they make their foray into the educational virtual worlds arena. Potential solutions and mitigating strategies for many of the common problems are suggested. For those who are more seasoned virtual world users, they will benefit from the evidence-based perspectives offered and from opportunities to situate their practice within the scholarly knowledge base, comparing their own experiences with those of others and learning from the stories, vignettes, insights, and reflections being shared. Novices and veterans alike will find the book valuable in helping them manufacture a sustainable business case to put to their managers and in their quests to champion investment in virtual worlds at their institutions.
