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Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?

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TECHNOLOGY, KNOWLEDGE & SOCIETY , 2005 Alexandra Bal Maison des Sciences de l’Homme de Paris Nord, France New Media Program, Ryerson University, Toronto Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?
Introduction ,[object Object],[object Object]
Post-industrial societal model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Skill development ,[object Object],[object Object],[object Object],[object Object]
Education has to adapt ,[object Object],[object Object],[object Object],[object Object]
The constructivism framework ,[object Object],[object Object],[object Object],[object Object]
Technology as a solution ,[object Object],[object Object],[object Object],[object Object],[object Object]
The paradoxes of practice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A broader context for innovation ,[object Object]
Socio-economic analysis of higher education innovation ,[object Object],[object Object],[object Object],[object Object],[object Object]
1. Actors strategies ,[object Object],[object Object],[object Object],[object Object],[object Object]
2. Industrialisation of education ,[object Object],[object Object],[object Object],[object Object],[object Object]
Industrial models specific to education ,[object Object],[object Object],[object Object],[object Object]
The relationship of pedagogy to industrial models ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
3. human-centred models key to reform ,[object Object],[object Object],[object Object]
Self-service model ,[object Object],[object Object],[object Object],[object Object],[object Object]
Global neo-industrial trend based on local norms ,[object Object]
Hypothesis ,[object Object],[object Object],[object Object],[object Object]
Our field of study ,[object Object],[object Object],[object Object]
The Ontario context ,[object Object],[object Object],[object Object]
An Ontario University use of blackboard ,[object Object],[object Object],[object Object],[object Object]
Three levels of analysis ,[object Object],[object Object],[object Object],[object Object]
1. Pedagogical logics ,[object Object],[object Object]
Conflicting views: Learning as conditionment or bricolage
Conflicting views: Learning as conditionment or bricolage
Discursive views: Learning as both conditionment or bricolage
Opposite system design principles
Opposite system design principles
Hybrid Design
Obstacles ,[object Object],[object Object],[object Object]
2 . socio-economical references ,[object Object],[object Object]
ICT= solutions to financial problems ,[object Object],[object Object],[object Object]
Global versus Active society
Global versus Active society
Global versus Active society
3. Industrial logics: Standardization of knowledge or of tools? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Production chain
Production chain
Production chain
Rationalization of teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Outcome ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Which logic dominates? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object],[object Object],[object Object]
Learner centered practices ,[object Object],[object Object],[object Object],[object Object],[object Object]
QUESTION ,[object Object],[object Object]

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