Ania Lian (ania@lingua.arts.uq.edu.au)
Tue, 22 Jun 1999 09:16:30 +1000 (EST)
Date: Tue, 22 Jun 1999 09:16:30 +1000 (EST) From: Ania Lian <ania@lingua.arts.uq.edu.au> Subject: Re: Criteria Online: Instructional Design & Frameworks
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On Tue, 22 Jun 1999, David L. Little wrote:
> How does the academic community put
> teeth into course design, provide academic freedom and flexibility for
> those that build the courses, while at the same time giving them some
> sort of road map that will insure a high degree of success. It appears
> to me that most of the part of a model are already available. The major
> issue may be recognition, concurrence and adoption.
This way of putting the question about 'how can the academic community
deliver ..' is a way which drives a division between the working class
(course designers) and the thinking class (academic community which gives
guidance). To follow through with this division, one may expect that the
guidance is a matter of outlining principles and their implementation is
just a simple straightforward process. However to think so it is to
perpetuate the model of education which makes the processes of
understanding and building on the understanding separate to the extent
that, it seems, one needs not understand (as academics do) in order to
build on the principles that one does not quite understand. That this is a
popular line of thought is reflected in the ads for technology jobs all
over the US which go along the lines: "all we need is a simple technician
who will just be an applicator of the things which are simple, easy and
clear." Well, at least the US has the money to support, hmm, many ways of
seeing things.
Ania Lian
ania@lingua.arts.uq.edu.au
http://education.canberra.edu.au/~andrewl/mlal2
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