11.10 Step eight: communicate, communicate, communicate. 11.9 Step seven: design course structure and learning activities. 11.8 Step six: set appropriate learning goals. 11.6 Step four: build on existing resources. 11.4 Step two: what kind of course or program?. 11.3 Step One: Decide how you want to teach. 11.2 Nine steps to quality teaching in a digital age. 11.1 What do we mean by quality when teaching in a digital age?. Chapter 11: Ensuring quality teaching in a digital age. 10.4 The implications of 'open' for course and program design: towards a paradigm shift?. 10.3 Open textbooks, open research and open data. 9.4 Choosing between face-to-face and online teaching on campus. 9.1 The continuum of technology-based learning. Chapter 8: Choosing and using media in education: the SECTIONS model. 7.7 A framework for analysing the pedagogical characteristics of educational media. 7.1 Thinking about the pedagogical differences of media. Chapter 7: Pedagogical differences between media. 6.7 Understanding the foundations of educational media. 6.5 The time and space dimensions of media. 6.2 A short history of educational technology. 6.1 Choosing technologies for teaching and learning: the challenge. Chapter 6: Understanding technology in education. 5.6 Why MOOCs are only part of the answer. 
STEVEN SLATE VCC VS DANGEROUS 2 BUS DRIVERS
5.5 Political, social and economic drivers of MOOCs. 4.8 Making decisions about teaching methods. 4.7 'Agile' Design: flexible designs for learning. Scenario F: ETEC 522: Ventures in e-Learning. 4.2 Old wine in new bottles: classroom-type online learning. 4.1 Online learning and teaching methods. Scenario E: Developing historical thinking. Chapter 4: Methods of teaching with an online focus. 3.7 The nurturing and social reform models of teaching: learning by feeling. 3.6 Experiential learning: learning by doing (2). 3.5 Apprenticeship: learning by doing (1). 3.4 Interactive lectures, seminars, and tutorials: learning by talking. 3.3 Transmissive lectures: learning by listening. 3.2 The origins of the classroom design model. Scenario D: A stats lecturer fights the system. Chapter 3: Methods of teaching: campus-focused. 2.7 Is the nature of knowledge changing?. 2.2 Epistemology and theories of learning. 2.1 Art, theory, research, and best practices in teaching. Scenario C: A pre-dinner party discussion. Chapter 2: The nature of knowledge and the implications for teaching. 1.8 Navigating new developments in technology and online learning. 1.7 From the periphery to the center: how technology is changing the way we teach. 1.6 Changing students, changing markets for higher education. 1.5 The impact of expansion on teaching methods. 1.3 Should education be tied directly to the labour market?. 1.1 Structural changes in the economy: the growth of a knowledge society. Chapter 1: Fundamental Change in Education. Scenario A: A university professor addresses change.
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