The primary discourse of this research paper is to discuss the applications of transactional distance theory as a foundation for health promotion education. There are various instructional principles which lessen the geographical distance to health promotion education. This paper identifies global theory as a new social technology. The global theory model is an example of how social cultural learning can develop independent study, promote health behavior and create learner autonomy. These methods engage interaction between learners and build communities of practice. Diverse theories of instructional strategies cultivate the exchange of health information by increasing dialogue and structure in the online environment.

This class discusses the economic aspects of current issues in education, using both economic theory and econometric and institutional readings. Topics include discussion of basic human capital theory, the growing impact of education on earnings and earnings inequality, statistical issues in determining the true rate of return to education, the labor market for teachers, implications of the impact of computers on the demand for worker skills, the effectiveness of mid-career training for adult workers, the roles of school choice, charter schools, state standards and educational technology in improving K-12 education, and the issue of college financial aid.

I started this book in 2001 with a core group of doctoral students. The initial version included 12 chapters with no animations and very few images. Each semester, I ask my current students who are using this book as their required text in my class to improve on the book by either making animations, recorded presentations, graphics, editing, or various other contributions (there is no such thing as a completely free book!). It has been in HTML until May 2007 when we converted it to this Wiki. I continue to provide this book to the academic community free of charge, but now I would like all of you to contribute back by helping me to continually improve the book.

An interview with Ruth Sabean, assistant vice provost for educational technology in UCLA's College of Letters and Science will be posted in two parts. Ruth managed the evaluation process at UCLA that resulted in the selection of the open source application Moodle.

Subject provides an introduction to teaching and learning science and mathematics in a variety of K-12 settings. Through visits to schools, classroom discussions, selected readings, and hands-on activities, subject explores the challenges and opportunities of teaching. Topics of study include educational technology, design and experimentation, education reform, standards and standardized testing, scientific models, methods of solving problems, student learning, and careers in education.

Meets with 21F.034, but assignments differ. See description under subject 21F.034: Extensive reading and discussion of case studies on educational technology, with focus on three areas: effective media design, the relevant educational issues, and the existing and anticipated methods for distribution and the business concepts behind them. Students will develop a course project that reflects knowledge of all three areas.

Part II of Ruth Sabean's contribution to the "OSS and OER in Education Series." In this 2 part interview, Ruth Sabean, assistant vice provost for educational technology in UCLA’s College of Letters and Science, discusses the evaluation process she managed at UCLA that resulted in the selection of the open source application Moodle.

" The science essay uses science to think about the human condition; it uses humanistic thinking to reflect on the possibilities and limits of science and technology. In this class we read and practice writing science essays of varied lengths and purposes. We will read a wide variety of science essays, ranging across disciplines, both to learn more about this genre and to inspire your own writing. This semester's reading centers on "The Dark Side," with essays ranging from Alan Lightman's "Prisoner of the Wired World" through Robin Marantz Henig's cautionary account of nano-technology ("Our Silver-Coated Future") to David Quammen's investigation of diseases that jump from animals to humans ("Deadly Contact")."

Participatory seminar focuses on the knowledge and skills necessary for teaching science in higher education. Topics include: theories of adult learning; course development; promoting active learning, problem solving, and critical thinking in students; communicating with a diverse student body; using educational technology to further learning; lecturing; creating effective tests and assignments; and assessment and evaluation. Students research and present a relevant topic of particular interest. Subject is appropriate for both novices and those with teaching experience. This seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. Topics include: using current research in student learning to improve teaching; developing courses; lecturing; promoting students' ability to think critically and solve problems; communicating with a diverse student body; using educational technology; creating effective assignments and tests; and utilizing feedback to improve instruction. Students research and teach a topic of particular interest. This subject is appropriate for both novices and those with teaching experience.

This course explores the potential impact of modern technologies on the school reforms debate. The first part of the course provides an overview of the current state of the school reform debate and reviews the ideas in the progressive school reform movement, as well as examining the new public charter school in Cambridge as a case study. The second part of the course requires critical study of research projects that hold promise as inspirations and guidelines for concrete multidisciplinary activities and curriculum for progressive charter schools. The course concludes with a discussion of the challenges in scaling the successful innovations in school reform to new contexts.

"This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities."

The technology integration module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning. The module is designed for a two- to three-hour class or session. It can be used in conjunction with trainings of software applications that are used in classroom settings.

Part One, Guided Process, is designed to give participants a brief introduction to technology integration. It answers the questions "Why is technology integration important?"; "What is technology integration?"; and "How do you integrate technology into the classroom?"

Part Two, Group Participation, guides participants in envisioning technology integration. It asks participants to visit various educational Web sites. The participants are then asked to brainstorm ideas for technology integration garnered from visiting and discussing these sites. The tasks will be accomplished using group collaboration and hands-on use of technology the Internet.

ISTE NETS Standards have been addressed in this module.