Subject: Re: On transactional distance theory
From: Rick Parkany (rparkany@borg.com)
Date: Tue 09 Nov 1999 - 13:42:57 MET
Date: Tue, 09 Nov 1999 07:42:57 -0500 From: Rick Parkany <rparkany@borg.com> Subject: Re: On transactional distance theory
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Daniel: I have and am continuing this work-in-progress that was presented @ the
5th International ALN Conference, UMaryland last month.
This paper (view the PPT slides first) represents a foundational study as to how
constructivist individual assessment as well as course and curricular evaluations
ought be done from a qualitative framework. Additionally, it gives an
illustrative of how the use of Critical Discourse Analysis will prove an
invaluable tool and technique in this framework, as well. As such, it emphasizes
the need for the use of best constructivist practice and criteria in this (and
even mainstream) milieu based upon an alignment of the curriculum along
constructivist principles--especially the evaluation & assessment legs of the
curriculum which is based upon the works of Guba & Lincoln and as exemplified in
their *Fourth Generation Evaluation*.
Not only have I found such alignments almost vacant in DL, I have found them
neglected, abused, and misunderstood in the traditional educational milieux, as
well.
The *Provaluation* was based upon a course I teach teaching teachers (whew!) to
use IT in their mainstream classrooms. There were 44 students @ the senior &
masters level in teacher certification programs (phew!, as well) and a treasure
trove od *data* for my future work and inquiry.
REFs:
My vita:
http://www.borg.com/~rparkany/pr01001.htm
GoTo: http://www.borg.com/~rparkany/pr03000.htm
The works are nested in:
Asynchronous Virtual Classroom Research
http://www.borg.com/~rparkany/ETAP778/index.htm
Powerpoint Summary of the Provaluation:
http://www.borg.com/~rparkany/Resources/ProvalPresent/index.htm
A Provaluation of an On-line Curriculum :
http://www.borg.com/~rparkany/Resources/OLPA1.htm
Fair use for these works-in-progress is appreciated as they are copyrighted. Keep
in touch... ;-} rap.
Daniel wrote:
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>
> On Fri, 3 Nov 1999, Glen Glummess wrote:
>
> >Distance learning pedagogies can be modified to support a true
> constructivistic free-for-all of dialogue, or to >support a straightforward
> direct-teaching approach that compulsorily requires students to respond to a
> case study >or focus question. Regardless of the style or approach, it all
> fits within the scope of learner responsibility that >transactional distance
> theory seeks to define.
>
> Could you name some distant learning pedagogy and how you would modify them?
>
> I thought it make more sense to modify the theory of transactional distance
> to support a virtual "constructivist" learning environment (in particular
> for project work or problem-based learning). In this case the components
> (structure, dialogue, and learner autonomy) can be retained. However, the
> definition may be a bit different, esp. with regards to structure. Here
> structure would refer to structuring the activities or even the dialogue
> (online discussion) instead of the course design. At the same time the focus
> of the dialogue would be learner to learner instead of learner to
> instructor.
>
> Has anybody conducted any qualitative study based on the above?
>
> Daniel
>
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-- "Dein Wachstum sei feste und lache vor Lust! Deines Herzens Trefflichkeit / hat dir selbst das Feld bereit', auf dem du bluehen musst." Peasant, Richard A. Parkany: SUNY@Albany Prometheus Educational Services - http://www.borg.com/~rparkany/ Upper Hudson & Mohawk Valleys; New York State, USA--------------------------------------------------------- Forum website: http://ifets.ieee.org/ Forum's contact person: kinshuk@massey.ac.nz Info on Join/Leave List: http://ifets.ieee.org/maillist.html ---------------------------------------------------------
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