Detalles MARC
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11242cam^a2200505^a^4500 |
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UDM01000138825 |
| 003 - IDENTIFICADOR DEL NÚMERO DE CONTROL |
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UDM |
| 005 - FECHA Y HORA DE LA ÚLTIMA TRANSACCIÓN |
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20210529154327.0 |
| 008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL |
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110913s2012^^^^maua^^^^^b^^^^001^0^eng^^ |
| 020 ## - NÚMERO INTERNACIONAL ESTÁNDAR DEL LIBRO |
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| Número Internacional Estándar del Libro |
0132487314 |
| Información calificativa |
(alk. paper) |
| 020 ## - NÚMERO INTERNACIONAL ESTÁNDAR DEL LIBRO |
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| Número Internacional Estándar del Libro |
9780132487313 |
| Información calificativa |
(alk. paper) |
| 040 ## - FUENTE DE LA CATALOGACIÓN |
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| Centro catalogador/agencia de origen |
DLC |
| Centro/agencia transcriptor |
DLC |
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YDXCP |
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CDX |
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BWX |
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UPM |
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UN@ |
| 082 04 - NÚMERO DE LA CLASIFICACIÓN DECIMAL DEWEY |
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| Número de clasificación |
371.35 |
| Número de documento/Ítem |
T253 2010 |
| 245 10 - MENCIÓN DE TÍTULO |
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| Título |
Teaching and learning at a distance : |
| Resto del título |
foundations of distance education / |
| Mención de responsabilidad, etc. |
Michael Simonson ... [et al.]. |
| 250 ## - MENCIÓN DE EDICIÓN |
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| Mención de edición |
5th ed. |
| 264 31 - PRODUCCIÓN, PUBLICACIÓN, DISTRIBUCIÓN, FABRICACIÓN Y COPYRIGHT |
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| Producción, publicación, distribución, fabricación y copyright |
Boston : |
| Nombre del de productor, editor, distribuidor, fabricante |
Allyn & Bacon, |
| Fecha de producción, publicación, distribución, fabricación o copyright |
c2012. |
| 300 ## - DESCRIPCIÓN FÍSICA |
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| Extensión |
xxiv, 383 páginas : |
| Otras características físicas |
ilustraciones |
| 336 ## - TIPO DE CONTENIDO |
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| Término de tipo de contenido |
texto |
| Código de tipo de contenido |
txt |
| Fuente |
rdacontent |
| 337 ## - TIPO DE MEDIO |
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| Nombre/término del tipo de medio |
no mediado |
| Código del tipo de medio |
n |
| Fuente |
rdamedia |
| 338 ## - TIPO DE SOPORTE |
|---|
| Nombre/término del tipo de soporte |
volumen |
| Código del tipo de soporte |
nc |
| Fuente |
rdacarrier |
| 504 ## - NOTA DE BIBLIOGRAFÍA, ETC. |
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| Nota de bibliografía, etc. |
Incluye bibliografía. |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Advantages and Limitations of Online Learning -- Technologies of Internet-Based Distance Education -- WEB 2.0 -- Pedagogies of Internet-Based Distance Education -- E-Learning Adoption Cycles -- Fundamentals of Teaching Online -- Future of Internet-Based Distance Education -- Growth of Virtual Schools and Universities -- Advances in High-Speed Networking -- Development of Standards and Learning Objects -- Potential Impact of Open Source -- Summary -- Discussion Questions -- References -- Additional Websites Referenced in this Chapter -- pt. II TEACHING AND LEARNING AT A DISTANCE -- ch. 5 Instructional Design for Distance Education -- ´Signal Fires?´ -- Why Plan for Teaching at a Distance? -- Principles of Instructional Design Systems -- Systematic Process -- Planning for Instruction at a Distance -- Issues to Address in the Planning Process -- Who Are the Learners? -- What Is the Essential Content? -- What Teaching Strategies and Media Should Be Used? --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Attendance and Class Participation -- Assignments -- Assuming Responsibility for Own Learning -- Equipment Requirements and Use -- Generations of Learners -- 28 Frequently Asked Student Questions about Distance Education -- Summary -- Discussion Topics -- Case Studies -- References -- ch. 8 Support Materials and Visualization for Distance Education -- Printed Media -- Distance Education Syllabus -- Course Logistics -- Course Policies -- Instructional Activities -- Assessment Information -- Additional Information -- The Interactive Study Guide -- Graphic Design Principles -- Elements of Design -- Principles of Design -- Word Pictures -- Visual Analogies -- Summary -- Discussion Questions -- References -- Suggested Readings -- ch. 9 Assessment for Distance Education -- Assessing Learning Gains -- Purposes for Assessment -- Verification of Online Learners -- Assessment and Instructional Design -- Characteristics of Useful Assessments -- Categorizing Assessment Measures --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Distance Education Technology -- Myths Regarding Distance Education Research -- Summary -- Discussion Questions -- References -- Suggested Readings -- ch. 4 Technologies, The Internet, and Distance Education -- A True Story -- A Model of Communication -- The Cone of Experience -- A Taxonomy of Distance Education Technologies -- Correspondence Study -- Prerecorded Media -- Two-Way Audio -- Two-Way Audio with Graphics -- One-Way Live Video -- Two-Way Audio, One-Way Video -- Two-Way Audio/Video -- Desktop Two-Way Audio/Video -- Distance Education Classrooms -- Two-Way Video/Audio Classrooms -- Classroom Technologies for Online Instruction -- Selecting Appropriate Technologies for Online Instruction -- What Is the Internet, and Why Does It Matter? -- Architecture of the Internet -- Are the Terms Internet and World Wide Web Interchangeable? -- Foundations of Internet-Based Distance Education -- Student-Centered Learning -- Distance Learning versus Distributed Learning --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Duration of Copyright -- Public Domain -- Creative Commons -- Guidelines -- Recent Copyright-Related Legislation -- Digital Millennium Copyright Act -- Technology, Education, and Copyright Harmonization (TEACH) Act -- User Training -- Copyright Applications in Distance Education -- Printed Materials -- Video -- Photographs and Digital Images -- Electronic Mail, Course Websites, and Other Internet Resources -- Obtaining Permission -- Intellectual Property Rights -- Looking Forward -- Discussion Questions -- References -- Websites Referenced in This Chapter -- Additional Helpful Websites on Copyright Issues -- ch. 11 Managing and Leading a Distance Education Organization -- The Distance Learning Leader -- Management within the Context of Readiness -- Organizational Readiness -- Leadership and Direction for the Distance Education Program -- Planning for Distance Education -- Scope of Task in Developing Distance Courses and Programs -- Student Support --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
From Teacher-Centered to Student-Centered Learning -- Just-in-Time Learning -- Distance Learning vs. Distributed Learning -- Aspects of Instruction -- Structuring the Instruction -- Instructional Methods -- Technology Considerations -- Course Management Systems -- Managing Distance Learning Courses -- Policy Issues Related to Teaching at a Distance -- Academic -- Intellectual Freedom and Ownership/Property Rights -- Course Integrity -- Student Support -- Institutional -- Legal Issues -- Technical Policies -- Teaching and Distance Education -- The Time Commitment -- Summary -- Discussion Questions -- Case Studies -- References -- ch. 7 The Student and Distance Education -- An Emphasis on the Student -- Traits of the Distant Learner -- Adult Learners -- P12 Learners -- Factors Influencing Learner Success -- Attitude Factors -- Experience -- Elements for Success -- Learner Responsibilities -- Audio and Video-Based Settings -- Online Settings -- Time for Class -- Communication --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Machine generated contents note: pt. I FOUNDATIONS -- ch. 1 Foundations of Distance Education -- Chemistry at a Distance? A True Story -- Distance Education Today and Tomorrow -- The Effectiveness of Distance Education -- In Case You Wonder -- What Is Distance Education? -- Facts about Distance Education -- Media in Education: Earlier Debates -- Status of Distance Education -- Worldwide Examples -- United States -- Telemedicine -- Background -- Applications -- Impediments to Telemedicine -- Characteristics of Distance Education: Two Visions -- The First Scenario -- Distance Education in Schools -- The Second Scenario -- Distance Education in the Corporation -- Summary -- Discussion Questions -- References -- Suggested Readings -- ch. 2 Definitions, History, and Theories of Distance Education -- Defining Distance Education -- Emerging Definitions -- A Brief History of Distance Education -- Correspondence Study -- Electronic Communications -- Distance Teaching Universities --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Objective/Subjective -- Formative/Summative -- Assessment Strategies -- Online Quizzes and Tests -- Asynchronous Communication -- Synchronous Communication -- Portfolios -- Papers and Multimedia Products -- Problem-Based Activities, Games, and Simulations -- Graphic Organizers -- Implementation Strategies -- Ongoing and Nongraded Assessment Measures -- Balancing Flexibility and Structure -- Using Scoring Rubrics -- Facilitating Student Collaboration -- Technical Difficulties -- Selecting Appropriate Assessment Measures -- Academic Misconduct -- Plagiarism -- Cheating -- Deterring Academic Misconduct -- What´s Ahead for Assessment? -- Automated (and External) Essay Scoring -- Mobile Devices -- Summary -- Discussion Questions -- References -- pt. III MANAGING AND EVALUATING DISTANCE EDUCATION -- ch. 10 Copyright and Distance Education -- Copyright Myths -- Copyright Essentials -- Exclusive Rights of Copyright Holders -- Fair Use -- Public Performance and Display --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Readiness of the Technology Infrastructure -- Institutional Policies -- Distance Education Policy -- Accessibility -- Quality Control -- Regulatory Issues -- Cost Issues -- Faculty Readiness -- Faculty Support -- Intellectual Property -- Other Faculty-related Issues -- Student Readiness -- Looking Forward -- Discussion Questions -- References -- ch. 12 Evaluating Teaching and Learning at a Distance -- Research and Evaluation -- Evaluation and Distance Education -- Five Steps -- Level 1 Reactions (Did they like it?) -- Level 2 Learning (Did they learn it?) -- Level 3 Transfer (Will they use it?) -- Level 4 Results (Will it matter?) -- Level 5 Return on Investment -- Evaluation and the Open University -- The AEIOU Approach -- Component 1 Accountability (A) -- Component 2 Effectiveness (E) -- Component 3 Impact (I) -- Component 4 Organizational Context (O) -- Component 5 Unanticipated Consequences (U) -- Program Evaluation: Examples -- South Dakota -- Iowa --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Student Evaluation of Distance Education Courses -- Summary -- References -- Suggested Reading. |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Theory and Distance Education -- The Need for Theory -- Theory of Independent Study -- Charles Wedemeyer -- Theory of Independent Study and Theory of Transactional Distance -- Michael Moore -- Theory of Industrialization of Teaching -- Otto Peters -- Theory of Interaction and Communication -- Borje Holmberg -- Andragogy -- Malcolm Knowles -- A Synthesis of Existing Theories -- Hilary Pcrraton -- Equivalency Theory: An American Theory of Distance Education -- A Theoretical framework for Distance Education -- Desmond Keegan -- Fordism, Neo-Fordism, Post-Fordism: A Theoretical Debate -- Summary -- Discussion Questions -- References -- Suggested Readings -- ch. 3 Research and Distance Education -- Distance Education Research: Setting a Foundation -- The Focus of Distance Education Research -- Learning Outcomes -- A Recent Summary of the Research -- Research Reported -- Learner Perceptions -- Learner Attributes -- Interaction -- Barriers to Distance Education --^ |
| 505 0# - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
What Is the Learning Environment? -- Planning to Teach on the World Wide Web -- How Do You Determine the Quality of the Instruction? -- Other Issues to Be Considered -- Student Handouts -- Distribution of Materials -- Site Coordinators and Facilitators -- Models for Designing World Wide Web Courses -- Best Practices in Course Design for distance Education -- Recommendations for Distance Delivered Instruction -- The Unit-Module-Topic Model -- Organizational Guidelines -- Unit-Module-Topic Guideline -- Assessment Guidelines -- Content Guidelines -- Instruction/Teaching Guidelines -- Course Management Systems -- Components of a Course Management System -- Products for Enhancing Course Management Systems -- Other Tools Supporting the Management of Online Courses -- Summary -- Discussion Questions -- References -- Additional Websites Referenced in this Chapter -- ch. 6 Teaching and Distance Education -- Quality Instruction at a Distance: Coal Slurry Ponds -- Teaching the Distant Learner --^ |
| 650 14 - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
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| 9 (RLIN) |
67946 |
| Término de materia o nombre geográfico como elemento de entrada |
Educación a distancia. |
| 700 1# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE PERSONA |
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| 9 (RLIN) |
279607 |
| Nombre de persona |
Simonson, Michael R. |
| Término indicativo de función/relación |
autor |
| 942 ## - ELEMENTOS DE PUNTO DE ACCESO ADICIONAL (KOHA) |
|---|
| Fuente del sistema de clasificación o colocación |
Dewey Decimal Classification |
| Tipo de ítem Koha |
Libro |
| 991 ## - Datos 991 |
|---|
| Comité Biblio |
BC |
| 991 ## - Datos 991 |
|---|
| Comité Biblio |
BC ED1035 |
| -- |
PR15 |
| 991 ## - Datos 991 |
|---|
| Comité Biblio |
C0 |
| Solicitante |
UN@ |
| 997 ## - Datos de creación Aleph |
|---|
| Clave catalogador |
HZ |
| Año |
00 |
| Fecha |
20140722 |
| Base Aleph |
UDM01 |
| Hora |
1027 |
| 998 ## - Fecha de modificacion Aleph |
|---|
| Catalogador |
MIBARRA |
| Año |
00 |
| Fecha |
20150706 |
| Base de datos Aleph |
UDM01 |
| Hora |
1750 |
| 900 ## - COMITE BIBLOS |
|---|
| Comité |
Enfermería |
| 900 ## - COMITE BIBLOS |
|---|
| Comité |
Educación |
| 900 ## - COMITE BIBLOS |
|---|
| Comité |
Psicología |