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The Course

The Course. Social Issues in Technology-based Distributed Learning Part of five course online graduate certificate Learners Adult, professionals in higher education, DE/DL Highly educated, experienced Culturally, geographically diverse. Issues. Access

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The Course

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  1. The Course • Social Issues in Technology-based Distributed Learning • Part of five course online graduate certificate • Learners • Adult, professionals in higher education, DE/DL • Highly educated, experienced • Culturally, geographically diverse

  2. Issues • Access • Disparity between developed & developing nations • Commodification of education • Role of technology: functional vs. emancipatory • Class, gender, culture

  3. Course Content • Four conceptual/analytical frameworks • Series of readings representing different positions

  4. Course Design • Position Analyses • read three articles/readings, analyze according to one or more of frameworks • Individual assignment, submitted to instructor • 20% of final mark

  5. Course Design • Brainstorming Activity • Online, using discussion forum • Whole class, limited to one day • Followed by whole class online discussion, limited to 5 days • Purpose: to generate list of social issues relevant to learners • 5% of final mark

  6. Course Design • Online discussion of issues • Research issue and develop position • Write 500 word position paper • Present argument to rest of class • Small group (3-5) activity • Each group has private forum for preparation • Instructor not an active participant • 35% of final mark

  7. Course Design • Final paper • Examine in more detail the chosen issue • Prepare 4-6,000 word paper • Indvidual assignment • 35% of final mark

  8. Thinking Behind the Design • Draw on varied backgrounds, experience, expertise, perspective of learners • Go beyond rhetoric and help learners critically analyze some of the issues • Provide some balance to the rest of the program which has heavily functionalist orientation

  9. Thinking Behind the Design • Make more effective use of the interactive potential of the online learning environment • Driven implicitly by a constructivist, problem-oriented approach

  10. Problem-based Learning • Brainstorm with students to select topics for the program • Define problems based on the results of the brainstorming • Form study groups for working on problems and preparation of presentation (Rangachari, 1996)

  11. Constructivism • situated or anchored learning • most learning is context-dependent • cognitive experiences situated in authentic activities such as project-based learning, cognitive apprenticeships, or case-based learning environments result in more meaningful learning experiences

  12. Constructivism • social negotiation of knowledge • a process by which learners form and test their constructs in a dialogue with other individuals and with the larger society

  13. Constructivism • Collaboration • a principal focus of learning activities so that negotiation and testing of knowledge can occur (From Asynchronous Learning Network website: http://www.aln.org/alnweb/magazine/issue1/sener/constrct.htm)

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