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| 2. |
- Cleveland-Innes, Marta, et al.
(författare)
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Curriculum in the workplace: Beyond collaborative design to shared praxis
- 2001
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Konferensbidrag (refereegranskat)abstract
- The focus of this paper is the recent changes to the world of work and the response of workplace curriculum to these changes. The authors suggest that not only must workplace curriculum change, but the curriculum design process must respond to the changes. Curriculum design in varying workplaces and organisations is discussed. The complete volume, with papers from sections 1-5 listed, is indexed at TD/TNC 71.26; the complete volume, with papers from sections 6-10 listed, is indexed at TD/TNC 71.27; selected individual papers are indexed from TD/TNC 71.28 to TD/TNC 71.75.
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| 6. |
- Cleveland-Innes, Marta, et al.
(författare)
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On being a social change agent in a reluctant collegial environment
- 2001
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Ingår i: Planning in Higher Education. ; 29, s. 25-33
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Tidskriftsartikel (refereegranskat)abstract
- Reviews a collaborative process established at the University of Calgary in the earliest stages of strategic planning and maintained throughout undergraduate curriculum redesign and implementation. Offers some lessons learned by the change agents operating within a reluctant environment, including: start with serious self-reflection, understand the change context, and balance passion for change with enlightened self-interest. (EV)
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| 9. |
- Cleveland-Innes, Marta, et al.
(författare)
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The instruction of research methodologies in graduate-level distance education degree programs
- 2002
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Konferensbidrag (refereegranskat)abstract
- The field of distance education remains in an early stage of development. As recently as fourteen years ago, Shale (1988) suggested that distance education had asserted itself but could not define itself. Existing as a sub-field in education, distance education informs its practice from social science theory (education, psychology, sociology, anthropology) and the more recent professional field of education. The creation of a knowledge foundation all its own, based on sound empirical research leading to theory development, is now an imperative (Miller and Husman,1996; Garrison, 2000). Fostering the generation of original and innovative research in distance education requires redirection on several fronts, including research methods instruction of students in graduate distance education programs (Ramakrishna et al., 1999). The majority of graduate students in distance education come from a practitioner background (Monahan, 1994) and their focus has likely been on the critique and consumption of research findings rather than on the underpinnings and procedures for knowledge construction through research. In this short monograph, we argue that the best preparation for critiquing and assimilating the results of reported research is developed through an understanding of sound research design and methods, that an emphasis on basic research in graduate programs in distance education will encourage theory development in this maturing field and that a major emphasis during the period of graduate instruction in research methods must be placed on developing the intangible components of curiosity and intellectual excitement
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| 12. |
- Emes, C, et al.
(författare)
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The journey toward learner-centered curriculum
- 2003
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Ingår i: Canadian Journal of Higher Education. - 0316-1218. ; 33:3, s. 47-69
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Tidskriftsartikel (refereegranskat)abstract
- A brief narrative description of the journal article, document, or resource. In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate learner-centeredness will provide the framework for preparing graduates for a lifetime of learning. Learner-centered curriculum proposes to create highly developed individuals, providing them the skills to continue creating learning experiences, digest current knowledge, and create new knowledge within the curriculum itself. Curriculum characteristics, as identified in the curriculum design project presented here, include content appropriate to the characteristics of a new society. It also includes all that is required of a curriculum in order for it to be transparent and easily understood as the scaffolding of learning. This definition of a learner-centered curriculum includes components that educators deem to be relevant and vital for students. It adds curriculum processes and required outcomes to prepare students for curriculum creation alongside educators.
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| 14. |
- Kinsel, E., et al.
(författare)
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Student role adjustment in online environments : from the mouths of online babes
- 2004
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation reports on the findings from a pilot study of the adjustment to the role of online learner in online learning environments. The themes of interaction, instructor role, self-identity, course design, and technology are explored in relation to cognitive, social, and teaching presence. Implications for changed practice will be discussed.
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| 15. |
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