Subject: Re: [IFETS-DISCUSS] infrastructure and social equity
From: Mark Nichols (M.Nichols@UCOL.AC.NZ)
Date: Mon 23 Jun 2003 - 00:57:33 MEST
Date: Mon, 23 Jun 2003 10:57:33 +1200 From: Mark Nichols <M.Nichols@UCOL.AC.NZ> Subject: Re: [IFETS-DISCUSS] infrastructure and social equity
Hello Mary,
Thanks for taking the bait - and for passing some back to me!
In response to your earlier message, I guess we have slipped in to the
slough of semantics! In an attempt to quickly scramble out, let me say
that I do not see the term 'effectiveness' as a sub-set of 'access'.
Rather I see them as separate (but complementary) issues in which access
= being able to participate in education and effectiveness = being able
to make the most of that participation (crude I know, but I am not yet a
walking Webster's Unabridged!)
My point is that if technologies such as print and the Internet are
widely accessible, then based on my understanding of radio's limitations
it would be difficult to justify use of radio instead of or in addition
to them (assuming that they are used well). In New Zealand we could
certainly make a good case for print and Web use, though I admit that
there are still access issues associated with the latter, but I doubt
that a good case could be made for educational radio.
I agree fully that radio should be used as an agent of social change,
where there are low rates of literacy, etc. however I am speaking as an
educator in the New Zealand context. And so back to my initial question
- in the New Zealand context, what would educational radio achieve that
making readings or transcripts available to students would not?
I'm certain that responses to this question would be of interest to many
subscribers.
Warm regards to all,
Mark.
Mark Nichols
eLearning Consultant
UCOL, Universal College of Learning
Private Bag 11022, Palmerston North
New Zealand. +64 6 952 7327
http://www.ucol.ac.nz
"The problem with taking the easy way out is that the enemy already has
it mined."
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