E-Learning Policy: A Trojan Horse for NeoliberalismDr Morag Munro
Paper Presented at: The Next Generation: Digital Learning Research Symposium 1st November 2016, http://dlsymposium.dryfta.com/en
This paper will present a snapshot of the findings from my recently submitted doctoral research, a Critical Discourse Analysis (CDA) of thirteen e-learning policy texts published in the UK between 2003 and 2013. Via thematic analysis (Braun and Clarke 2006) I identified recurring themes across the 138, 900 word corpus. These were then clustered around a trinity of neoliberal ‘Master Narratives’ (Jessop 2004; Fairclough 2006): Marketisation, Instrumentality, and Modernisation. The themes and narratives were then subjected to an ‘Ideology critique’ (Held 1980) in order to expose evidence of myths, contradictions, biases, hegemonies, and omissions. CDA sees the wider context as essential to making sense of a text (Bloor and Bloor 2007; Van Dijk 2008), thus I also examined each text within its historical and socio-economic context. Furthermore, since ideologies can be enacted and obscured by language (Bloor and Bloor 2007; Henriksen 2011), my analysis also examined the role of visual presentation, lexical choices, and rhetorical techniques in communicating the policies.
My findings demonstrated that, overall, the policies considered were predominantly motivated by neoliberal imperatives aimed at placing HE within the realm of the market and enhancing the UK’s economic competitiveness. Furthermore, the policies persistently reflect a deterministic and uncritical perspective towards technology, while many of the claims made about the supposed characteristics and capabilities of e-learning are exaggerated, unsubstantiated, duplicitous, or justified via reference to contested discourses.
I contend that this problematic framing of e-learning is exacerbating the negative impacts of neoliberalism on HE’s social, cultural, and intellectual role as a public good, and is intensifying social inequalities. It is also channelling e-learning into a restricted form that limits any possible pedagogical or egalitarian opportunities that the judicious application of digital technologies in HE teaching and learning might support.
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
E-Learning Policy: A Trojan Horse for NeoliberalismDr Morag Munro
Paper Presented at: The Next Generation: Digital Learning Research Symposium 1st November 2016, http://dlsymposium.dryfta.com/en
This paper will present a snapshot of the findings from my recently submitted doctoral research, a Critical Discourse Analysis (CDA) of thirteen e-learning policy texts published in the UK between 2003 and 2013. Via thematic analysis (Braun and Clarke 2006) I identified recurring themes across the 138, 900 word corpus. These were then clustered around a trinity of neoliberal ‘Master Narratives’ (Jessop 2004; Fairclough 2006): Marketisation, Instrumentality, and Modernisation. The themes and narratives were then subjected to an ‘Ideology critique’ (Held 1980) in order to expose evidence of myths, contradictions, biases, hegemonies, and omissions. CDA sees the wider context as essential to making sense of a text (Bloor and Bloor 2007; Van Dijk 2008), thus I also examined each text within its historical and socio-economic context. Furthermore, since ideologies can be enacted and obscured by language (Bloor and Bloor 2007; Henriksen 2011), my analysis also examined the role of visual presentation, lexical choices, and rhetorical techniques in communicating the policies.
My findings demonstrated that, overall, the policies considered were predominantly motivated by neoliberal imperatives aimed at placing HE within the realm of the market and enhancing the UK’s economic competitiveness. Furthermore, the policies persistently reflect a deterministic and uncritical perspective towards technology, while many of the claims made about the supposed characteristics and capabilities of e-learning are exaggerated, unsubstantiated, duplicitous, or justified via reference to contested discourses.
I contend that this problematic framing of e-learning is exacerbating the negative impacts of neoliberalism on HE’s social, cultural, and intellectual role as a public good, and is intensifying social inequalities. It is also channelling e-learning into a restricted form that limits any possible pedagogical or egalitarian opportunities that the judicious application of digital technologies in HE teaching and learning might support.
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
The Trouble with Terminology: rehabilitating and rethinking digital literacyJane Secker
Paper given as part of a symposium at the Society for Research in Higher Education Conference - 9-11th December. The paper suggests that digital literacy is a problematic term - it ignores 40 years of work in information literacy.
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Serving the World Without a Net: Open Educational Resources, Techno-Capital, ...Lance Eaton
This presentation looks at the intersection of open education resources, techno-capital, and student support to consider how OER might cause some challenges for the students OER are supposed to help if higher education doesn't systematically think about OER.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
The Trouble with Terminology: rehabilitating and rethinking digital literacyJane Secker
Paper given as part of a symposium at the Society for Research in Higher Education Conference - 9-11th December. The paper suggests that digital literacy is a problematic term - it ignores 40 years of work in information literacy.
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Serving the World Without a Net: Open Educational Resources, Techno-Capital, ...Lance Eaton
This presentation looks at the intersection of open education resources, techno-capital, and student support to consider how OER might cause some challenges for the students OER are supposed to help if higher education doesn't systematically think about OER.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
CHALLENGES OF INSECURITY IN INFORMATION AND COMMUNICATIONS TECHNOLOGY BASED L...Shehu Abdullahi Ringim
There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.
Application of Mobile Computing In Tertiary Institutions: Case Study of Midla...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVER...AkashSharma618775
Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Challenges of E-Learing in Nigerian University Education Based on the Experie...IJMIT JOURNAL
This paper present a review of the challenges of e-learning in Nigerian University education based on the experience of four developed countries, UK, Australia, Korea and France. The survey shows that these countries have: (i) vision and action plans for e-learning, (ii) they have good government policies and financial support, (iii) they earmark action programs and set committees with sufficient funds to pursue it goals, (iv) they believe in research as a fundamental part of e-learning strategy, and lastly (v) they embark on awareness, training and motivational programs. The paper pointed out that, for the challenges of Nigerian university education to be reduced to minimum, the Federal Government should improve on educational funding as UNESCO recommended 26% of the annual budget. In addition the government should fulfill her promise on the issue of improving Electricity supply in the country. Furthermore, the university administrators should embark on awareness and training of staff on the use of ICTs, with motivations attached. The Internet is a major driver of ICT in education and bandwidth is a major issue in the deployment of e-learning. Therefore government should make Internet connectivity a priority for higher education to be able to leverage on the promises and opportunities ICTs present.
Paper on sub-theme: “E-Learning” of " International Conference on Open Source...Djadja Sardjana
E-learning or electronic learning is now increasingly recognized as one way to overcome the problem of education, both in the developed countries and in developing countries. Many people use the term different with e-learning, but in principle e-learning is learning to use electronic services as a means of help. The main vehicle in the development of human resources is education and training. But when watching the situation geography, socio-economic and cultural diversity of Indonesia, it is clear that it was not adequate anymore when only relying on the ways of traditional solutions alone.
تناولت المحاضرة برامج إعداد المعلمين الحالية ومدى مطابقتها لمواصفات معلم المستقبل من خلال استعراض بعض المعايير العالمية الخاصة بمعلم المستقبل، ومن ثم تستعرض إطار تيباك (Technology, Pedagogy, Content Knoledge:TPACK ) وركائزه الثلاث، التكنولوجيا والبيداغوجيا والمحتوى وما ينتج عن تداخلات هذه الركائز الثلاث لرفع مستوى خريجي برامج إعداد المعلمين عند تطبيقها في هذه البرامج.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. An-Najah
National University
College of Educational Sciences
Education Technology Center
29-12-201115-1-2012
e-Learning definitions
“The delivery of a learning, training or education program by electronic means. E-learning involves
the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training,
educational or learning material.” (Derek Stockley 2003).
“E-learning is commonly referred to the intentional use of networked information and
communications technology in teaching and learning.” (Som Naidu 2006).
“In many respects, it is commonly associated with the field of advanced learning technology (ALT),
which deals with both the technologies and associated methodologies in learning using networked
and/or multimedia technologies”. (Wiki)
“E-learning is the use of Internet and digital technologies to create experiences that educate our
fellow human beings” (Horton, 2001)
“ E-learning is the continuous assimilation of knowledge and skills by adults stimulated by
synchronous and asynchronous learning events – and sometimes Knowledge Management
outputs – which are authored, delivered, engaged with, supported and administrated using
Internet technologies.” (Don Morrison 2003).
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E-mail: ETC@najah.edu