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increased collaboration across institutional and political boundaries creating a "global culture"?, DISTANCE EDUCATION IN A GLOBAL ENVIRONMENT presents Challenges, reconceptualization of purposes of education and learning raises question What forces (economic?, political?) drive this reconceptualization? , tertiary education including wider access, tertiary education including increased quality, tertiary education including increased cost effectiveness, philosophical focus either constructivist, philosophical focus either instructivist, development agenda creating a "global culture"?, wider access significant impact on increased integration of social, economic, political activities, wider access significant impact on development agenda, choice of pedagogy drives philosophical focus, choice of pedagogy drives role of instructor, choice of pedagogy drives learner control, choice of pedagogy drives use of specific frameworks, choice of pedagogy drives types of learning activities, choice of pedagogy drives degree of cooperative learning, collective shaping of the future (United Nations) but How will this fir with growing for- profit and corporate-based distance education?, Benefits interconnect Challenges, development agenda where sustainability is a goal, development agenda where "exchange" model for sharing expertise, development agenda where knowledge is the "new currency", development agenda where technology is a tool, development agenda where country and regional needs drive content, increased cost effectiveness significant impact on increased integration of social, economic, political activities, increased cost effectiveness significant impact on development agenda, communication drives philosophical focus, communication drives role of instructor, communication drives learner control, communication drives use of specific frameworks, communication drives types of learning activities, communication drives degree of cooperative learning, reconceptualization of purposes of education and learning as integral with social consequences, reconceptualization of purposes of education and learning as collective shaping of the future (United Nations), reconceptualization of purposes of education and learning as means not end, reconceptualization of purposes of education and learning as moving toward sustainability and poverty eradification, reconceptualization of purposes of education and learning i.e. acquisition of skills and knowledge is purpose of learning, reconceptualization of purposes of education and learning i.e. schooling is the same as learning, Teaching including choice of pedagogy, Teaching including use of specific frameworks, Teaching including technological contexts, Teaching including communication, increased quality significant impact on increased integration of social, economic, political activities, increased quality significant impact on development agenda, Challenges related to Teaching, Learning as pscyhological construct, Learning as social contruct, Risks based on unexamined assumptions, Challenges include unexamined assumptions, increased integration of social, economic, political activities including understanding of learning as embedded in interconnected contexts, DISTANCE EDUCATION IN A GLOBAL ENVIRONMENT offers Benefits, preception of world as a single environment requires sustainability is a goal, reconceptualization of purposes of education and learning result in increased integration of social, economic, political activities, "exchange" model for sharing expertise example degree of cooperative learning, DISTANCE EDUCATION IN A GLOBAL ENVIRONMENT presents Risks, reconceptualization of purposes of education and learning directly challenges Risks, culture such as need to ensure that dimensions of culture are reflected in pedagogy, reconceptualization of purposes of education and learning challenging unexamined assumptions, Risks i.e. shift away from research models, Risks i.e. homogenity/ educational conglomerates, Risks i.e. knowledge becomes a consumer commodity, Risks i.e. education shaped solely by consumer demand, Benefits causes reconceptualization of purposes of education and learning, Benefits improve tertiary education, increased integration of social, economic, political activities such as increased collaboration across institutional and political boundaries, increased integration of social, economic, political activities such as preception of world as a single environment, Benefits interconnect Risks, Challenges related to culture, assimilationist or exclusionary pedagogy example US or Western monopoly, assimilationist or exclusionary pedagogy example "invasive consequences of distance education", culture impacts Learning, unexamined assumptions such as acquisition of skills and knowledge is purpose of learning, unexamined assumptions such as knowledge systems of industrialized cultures superior to local or indigenous knowledge systems, unexamined assumptions such as schooling is the same as learning, culture influencing perception, cognition, language, learning, preception of world as a single environment creating a "global culture"?, culture impacts Teaching, Challenges interconnect Risks, Risks including assimilationist or exclusionary pedagogy, use of specific frameworks such as "AMOEBA", increased oppportunity for cross-boundary collaboration on mutual problems, increased oppportunity for infrastructure sharing, increased oppportunity for global circulation of ideas, knowledge systems of industrialized cultures superior to local or indigenous knowledge systems conflicts with development agenda, technological contexts drives philosophical focus, technological contexts drives role of instructor, technological contexts drives learner control, technological contexts drives use of specific frameworks, technological contexts drives types of learning activities, technological contexts drives degree of cooperative learning, Challenges related to increased integration of social, economic, political activities, Benefits such as increased oppportunity