Description:
This paper argues that philosophy matters more than platforms - and even learning object design - in effective online education. Much of the literature concerning quality, experiential learning and associated pedagogical issues for online learning falls short of examining the fundamental role of educational philosophy. While questions of platform and design are also relevant, they represent second order considerations in the overall scheme of effective learning. It seems likely that this gap helps to explain why meaningful online and e-learning pedagogies have not flourished or matured alongside the growth of online learning. [ABSTRACT FROM AUTHOR]
Description:
This paper argues that philosophy matters more than platforms - and even learning object design - in effective online education. Much of the literature concerning quality, experiential learning and associated pedagogical issues for online learning falls short of examining the fundamental role of educational philosophy. While questions of platform and design are also relevant, they represent second order considerations in the overall scheme of effective learning. It seems likely that this gap helps to explain why meaningful online and e-learning pedagogies have not flourished or matured alongside the growth of online learning. [ABSTRACT FROM AUTHOR]
Description:
As an experienced social welfare practitioner, two years spent living and working as a volunteer in Botswana forced me to reflect critically on my practice, but it was not until I returned that I recognised the pervasive power of our culture to oppress, most visibly, Indigenous Australians. That realisation has led me to focus on issues of power, racism and oppression in my social and community welfare teaching and I am endeavouring to develop a model of teaching that not only raises these issues and strategies to address them for practice but provides an educational environment that enables students to experience such a model. This paper examines the process of integrating my personal experience with my professional teaching and welfare practice and offers some ideas about how social and community welfare students might learn to be genuinely inclusive professional workers through their educational experience.