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

Discursive views: Learning as both conditionment or bricolage

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]

3. Industrial logics: Standardization of knowledge or of tools? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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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