In the spring of 1983, concerned representatives from the communication technology, education, and government sectors gathered at a conference to explore possibilities for tele-education. This book presents their views and provides a wealth of information bearing on past, present, and future tele-education efforts. The authors in Part 1 describe gl

The need to promote academic activities in telehealth remains a high priority as the discipline expands into new areas of healthcare. Response during 2020 to the COVID-19 pandemic has provided an excellent example of the rapid diversification and impact attainable with telehealth, and may kindle a new momentum for accelerated service design and adoption processes in the future. This book, Telehealth Innovations in Remote Healthcare Services Delivery, is the tenth in the Global Telehealth series. Due to the prevailing COVID-19 pandemic and the restrictions placed on academic gatherings, the organizers issued a general call for contributions, with the intention of attracting a wide cross-section of contributions reflecting the breadth of different aspects of telehealth internationally. The resulting collection offers snapshots of research projects and studies of service experience from five continents, with an emphasis on delivering benefits in regional settings in keeping with the theme of the book’s title. Articles range from descriptions of telehealth networks and clinical-service instances such as cardiac health, mental health and pathology, several in Pacific-rim settings, to more generic papers on the evolution of such services, as well as commentaries on innovative considerations for telehealth such as the emergence of the concept of virtual care, the suitability of health apps, and the status of eHealth readiness in the developing world. This book is a valuable contribution to the body of knowledge on current telehealth research interests and trends, and will be of interest to all those working in the field.

This title was first published in 2000: Teaching, learning and assessment methods are constantly evolving, providing the educator with a range of issues and new challenges. This book addresses these challenges through the use of information and communications technologies and presents a vision of how these may be deployed in the educational environments of the future.

This book assesses the strengths and weaknesses of the institutional, legal and regulatory frameworks that currently govern space activities in the OECD area and beyond.

Annotation Towards the Learning Grid Advances in Human Learning Services Volume 127 Frontiers in Artificial Intelligence and Applications Edited by: P. Ritrovato, C. Allison, S.A. Cerri, T. Dimitrakos, M. Gaeta and S. Salerno November 2005, approx. 248 pp., hardcover There is a paradigm shift in informatics in general and in technologies enhancing human learning in particular. The debate between the evolutionaries those that wish to optimize and refine current approaches and the revolutionaries those that support a fundamental change of approach is quite actual. Within the Internet communities, the debate is hidden behind the words semantic WEB versus semantic Grid ; within educational technologists between content/resource centered and conversation centered e-learning, or either between teaching and pedagogy on the one side, and learning and communities of practice on the other. In general, in informatics, the shift from a product-page oriented to a service-conversation oriented view may possibly impact most if not all the foreseen applications, in e-learning, but also in e-science, e-democracy, e-commerce, e-health, etc. Part A of the book is dedicated to Position papers: visions about what to do and why to do it in the next years. The remaining parts (B to D) offer partial answers to how to do it. Part B concerns what we called: Content-centered services, i.e.: a vision of learning systems that privileges knowledge and its structures, standards and their interoperability, storage and retrieval services. The subsequent part C has been called: Holistic services to refer to more mature and integrated solutions that address not only content but more generally the creation and management of human Virtual Communities connected on the Grid in order to offer and consume different services facilitating and enhancing human learning. Finally part D is concerned with new directions in learning services.