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Online delivery of programmes of Higher Education typically involves a distributed community of students interacting with a single university site, at which the teachers, learning resources and administration of the programme are located. The alternative model, of a fully “Virtual University”, which assumes no physical campus, poses problems of resource provision, recognition, and accreditation. We describe here an intermediate solution, based on an established on-ground university, but in which both students and teachers are distributed worldwide. We discuss the issues of management, communication, and quality assurance that are faced in implementing this fully distributed model. We describe the solutions we have applied in a wholly online programme of Higher Education which is delivered to over 2,000 graduate students in more than 100 countries by a worldwide pool of instructors. 相似文献
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Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
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Judy Kalman 《International journal of qualitative studies in education》2013,26(3):187-203
In Mexico City there is a system of public scribes who function as written language brokers, composing letters, filling out forms, drawing up contracts, designing invitations or producing any other kind of written product that a client might require. The main question to be addressed in this paper is how the scribes learned their trade, and how they acquired the literacy practices and knowledge they need to make a living writing for others. The scribes' views about what they needed to learn and how they went about learning it is of interest to researchers and practitioners alike. Of particular relevance is the relationship they establish between the specific context in which they write and the use of ''local knowledge'' (as defined by Geertz) while writing. Their commentary on what they learned to do at school, what they learned to do in order to meet the demands of their clients, and how they must meet those demands is of particular interest at a time when educators are broadening their views about literacy, how it is learned, and how it is accomplished. 相似文献
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Calvin S. Kalman 《Science & Education》2011,20(2):159-172
Students can have great difficulty reading scientific texts and trying to cope with the professor in the classroom. Part of
the reason for students’ difficulties is that for a student taking a science gateway course the language, ontology and epistemology
of science are akin to a foreign culture. There is thus an analogy between such a student and an anthropologist spending time
among a native group in some remote part of the globe. This brings us naturally to the subject of hermeneutics. It is through
language that we attempt to understand an alien culture. The hermeneutical circle involves the interplay between our construct
of the unfamiliar with our own outlook that deepens with each pass. It can be argued that for novice students to acquire a
full understanding of scientific texts, they also need to pursue a recurrent construction of their comprehension of scientific
concepts. In this paper it is shown how an activity, reflective-writing, can enhance students’ understanding of concepts in
their textbook by getting students to approach text in the manner of a hermeneutical circle. This is illustrated using studies
made at three post-secondary institutions. 相似文献
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Calvin Kalman 《Science & Education》2010,19(2):147-163
This paper is centered on getting students to understand the nature of science (NOS) by considering historical material in
relation to modern philosophers of science. This paper incorporates the methodology of contrasting cases in the calculus-based
introductory physics course on optics and modern physics. Students study one philosopher all semester as a group project and
report regularly on how their philosopher would view the subject matter of the course. Almost all of the students were able
to argue successfully on the final examination about all three philosophers. Students become aware that the same textual material
can be viewed in a variety of ways. The answers that students give about the NOS have become clearer at the end of the course. 相似文献
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