Abstract:
The concept of design patterns in education raises the question of
whether their validity can persist over a period of time or whether
social and technological change means that yesterday’s virtues are
today’s irrelevancies. Many see e-learning as something which is the
latest and greatest form of education, possibly one that has made
previous forms obsolete. However, when we look beyond the
technology to the desired pedagogy, how much has radically
changed? This paper compares two examples of how adults have
been educated on a part-time basis in Britain; examples which are
separated by 100 years. Because adults are involved, we should
more properly talk of andragogy rather than pedagogy. It compares
elements of University Tutorial Classes, which started in 1908 as a
university outreach programme to deliver undergraduate level
education to ordinary working people, with key features of an online
Master’s degree programme started in the 21st century. The
University of Liverpool has been associated with both initiatives,
and therefore provides a useful focus for comparison. On the face of
it, the two initiatives could not be more different. However, if we
strip away the differences in circumstances, motivation and
technology, we find that the andragogical approach is remarkably
similar. The same basic desirable elements are present.
Abstract: Universally true generalizations, from which specific conclusions can be deduced, are often unavailable to the practitioner, defined as anyone carrying out an occupation or profession. Theoretical shortcomings in the body of knowledge presented by academics can be counteracted by the practitioner using his or her knowledge of problem solutions. These can be stored as particular cases or as more generalized design patterns. They will typically contain information about cause-and-effect relationships and normative information about acceptable solutions. Use can be made of these solutions by employing reasoning by analogy and case-based reasoning. Similar problems require similar solutions. Cause-and-effect theory can be generated by practitioners using abstraction from particular cases, as an alternative to enumerative induction. The difference between this theory and that of the academic can be largely one of degree of generality. There is a continuum of cause-and-effect relationships at different levels of abstraction, which does not justify the abrupt separation of the academic and practitioner worlds, which has been encouraged by a reasonable interpretation of Bernstein’s work. The study of exemplary problems in vocational education can be made more effective if it is accompanied by an examination of the actual outcomes of previously proposed solutions.
Abstract: Educational constructivists maintain that knowledge is constructed by students as they learn. Sometimes this involves a weakening of the epistemological claim that knowledge involves discovering facts about an independent reality. In the terminology of Immanuel Kant, we are claimed to have access to phenomena or appearances, but not to things in themselves. This approach is closely linked to Husserl’s belief that objects must be “for” and “constituted by“ some consciousness. All of these views place a great deal of emphasis on the notion of a disembodied consciousness that somehow constructs the world it perceives. They tend to weaken our belief in an independent world about which we can have objective knowledge. Is this a mere philosophical quibble of no practical importance? Does it really matter? George Orwell, in his novel, 1984, introduces his unlikely hero, Winston Smith. He asks the question, “If both the past and the external world exist only in the mind, and if the mind itself is controllable what then?”. Smith’s tormentor, O’Brien, eventually supplies the answer. “But I tell you, Winston, that reality is not external. Reality exists in the human mind, and nowhere else…only in the mind of the Party, which is collective and immortal. Whatever the Party holds to be the truth, is truth.” In short, the state engages in fabrications which are an extreme form of knowledge construction. Orwell outlines a situation where the distinction between constructing and discovering knowledge does matter. I shall argue that Kant, Husserl, and Wittgenstein conducted thought experiments with flawed research designs. They undermine the ethical role played by an independent reality in providing, in Iris Murdoch’s words, something “which my consciousness cannot take over, swallow up, deny or make unreal”.
Abstract: This article questions whether there is a conflict between the academic and business interests of a university in addressing grade inflation. A survey of online master’s degree students at a British university was carried out. It asked students about a number of possible changes aimed at reducing the sacrifices involved in gaining a degree; making it less likely that students would fail modules or their degree; and reducing the degree drop-out rate to almost zero. Changes in the perceived value of a degree or the university’s perceived reputation were measured. The conclusion is that students saw such changes as reducing the value of their degree. The research suggests that in certain circumstances, academic and business interests can be aligned in opposing grade inflation.
Abstract: A survey was carried out among mature adult students and their instructors involved in a British university’s online Master’s degrees in Computing/IT. All were experienced in engaging in asynchronous online discussions. They were asked about the effectiveness of online discussions (the debating of discussion questions) in teaching legal, ethical, professional and social issues (LEPSI). Both students and instructors agreed that the discussions had been helpful in making students aware of the culture and legal systems of people from other countries; had made students more aware of the legal, ethical, professional and social (LEPS) framework within which they operate; had contributed to making students more confident about working on their own to find out more about the LEPS issues that affect their work; had made students more likely to take LEPS issues into account in their workplace; had made students more likely to think about LEPSI than their previous degree; had been seen as important in encouraging students to sometimes change their opinion in the light of evidence or a strongly reasoned argument; had been seen as important in helping students construct a reasoned case for some action; and had been seen as important in helping students identify the LEPS implications of things they do in the workplace.
Abstract: Universally true generalizations, from which specific conclusions can be deduced, are often unavailable to the practitioner, defined as anyone carrying out an occupation or profession. Theoretical shortcomings in the body of knowledge presented by academics can be counteracted by the practitioner using his or her knowledge of problem solutions. These can be stored as particular cases or as more generalized design patterns. They will typically contain information about cause-and-effect relationships and normative information about acceptable solutions. Use can be made of these solutions by employing reasoning by analogy and case-based reasoning. Similar problems require similar solutions. Cause-and-effect theory can be generated by practitioners using abstraction from particular cases, as an alternative to enumerative induction. The difference between this theory and that of the academic can be largely one of degree of generality. There is a continuum of cause-and-effect relationships at different levels of abstraction, which does not justify the abrupt separation of the academic and practitioner worlds, which has been encouraged by a reasonable interpretation of Bernstein’s work. The study of exemplary problems in vocational education can be made more effective if it is accompanied by an examination of the actual outcomes of previously proposed solutions.
Abstract: Educational constructivists maintain that knowledge is constructed by students as they learn. Sometimes this involves a weakening of the epistemological claim that knowledge involves discovering facts about an independent reality. In the terminology of Immanuel Kant, we are claimed to have access to phenomena or appearances, but not to things in themselves. This approach is closely linked to Husserl’s belief that objects must be “for” and “constituted by“ some consciousness. All of these views place a great deal of emphasis on the notion of a disembodied consciousness that somehow constructs the world it perceives. They tend to weaken our belief in an independent world about which we can have objective knowledge. Is this a mere philosophical quibble of no practical importance? Does it really matter? George Orwell, in his novel, 1984, introduces his unlikely hero, Winston Smith. He asks the question, “If both the past and the external world exist only in the mind, and if the mind itself is controllable what then?”. Smith’s tormentor, O’Brien, eventually supplies the answer. “But I tell you, Winston, that reality is not external. Reality exists in the human mind, and nowhere else…only in the mind of the Party, which is collective and immortal. Whatever the Party holds to be the truth, is truth.” In short, the state engages in fabrications which are an extreme form of knowledge construction. Orwell outlines a situation where the distinction between constructing and discovering knowledge does matter. I shall argue that Kant, Husserl, and Wittgenstein conducted thought experiments with flawed research designs. They undermine the ethical role played by an independent reality in providing, in Iris Murdoch’s words, something “which my consciousness cannot take over, swallow up, deny or make unreal”.
An Andragogical Design Pattern for Asynchronous Online Discussions – Paul Kingsley (2015)
Abstract: A brief account is given of the emergence of interest in design patterns as solutions to recurrent problems. Details are provided about possible ways of structuring design patterns. A proposed design pattern for asynchronous online discussions is outlined by the author. It is intended to encourage a high level of participation in such discussions, and is based on the practice of an online degree course which has been running for over a decade. A rationale is given for the design pattern’s features. The author maintains that the recommendations have been shown to work in achieving participation in a large number of live classes. He invites practitioners teaching in this field to apply the design pattern if they have similar objectives.Abstract: This article questions whether there is a conflict between the academic and business interests of a university in addressing grade inflation. A survey of online master’s degree students at a British university was carried out. It asked students about a number of possible changes aimed at reducing the sacrifices involved in gaining a degree; making it less likely that students would fail modules or their degree; and reducing the degree drop-out rate to almost zero. Changes in the perceived value of a degree or the university’s perceived reputation were measured. The conclusion is that students saw such changes as reducing the value of their degree. The research suggests that in certain circumstances, academic and business interests can be aligned in opposing grade inflation.
Abstract: A survey was carried out among mature adult students and their instructors involved in a British university’s online Master’s degrees in Computing/IT. All were experienced in engaging in asynchronous online discussions. They were asked about the effectiveness of online discussions (the debating of discussion questions) in teaching legal, ethical, professional and social issues (LEPSI). Both students and instructors agreed that the discussions had been helpful in making students aware of the culture and legal systems of people from other countries; had made students more aware of the legal, ethical, professional and social (LEPS) framework within which they operate; had contributed to making students more confident about working on their own to find out more about the LEPS issues that affect their work; had made students more likely to take LEPS issues into account in their workplace; had made students more likely to think about LEPSI than their previous degree; had been seen as important in encouraging students to sometimes change their opinion in the light of evidence or a strongly reasoned argument; had been seen as important in helping students construct a reasoned case for some action; and had been seen as important in helping students identify the LEPS implications of things they do in the workplace.
A theoretical geography of online education – Paul Kingsley (2014)
Abstract: Educational practitioners do not always have time to study bodies of theory which may be influencing practice for good or ill. This paper presents a number of theoretical ideas that have influenced online education, particularly that sector which concentrates on the part-time postgraduate education of mature adults. It tries to relate these ideas to educational practice. The areas of theory covered include action learning, behaviourism, theories of reflection, the Community of Inquiry Framework, Bloom’s Taxonomy, andragogy, e-moderating, and part of the philosophy of adult education. The revolution in ideas that brought about the acceptance of distance education is also touched upon. This paper provides a theoretical geography in that it seeks to set out a map of ideas and to help the educational practitioner relate this to actual practice.