Curriculum Development

Todd Rose: Variability Matters

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Todd Rose, from CAST, at the Cyberlearning Research Summit on January 18, 2012, Talk Set 1: Learning Science Research: Brains, Games, and Communities. See http://cyberlearning.sri.com

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UG-Flex Project – Report to University Executive 11 January 2011

UG-Flex-Report-to-Executive-Committee-11.1.11

1. Introduction
This report sets out the progress the UG-Flex Project has made towards achieving its objectives in the period since the last presentation to Executive in February 2009, the impact at Greenwich, the challenges faced and some lessons learned that may be of interest to the wider sector.
2. Project Background & Context
The UG-Flex Project commenced in late 2008, following a successful bid to JISC under a programme investigating “institutional approaches to curriculum design”. At the outset the project‟s aim was to reveal and enhance the University of Greenwich‟s curriculum design processes and systems in order to enable the University to „sustainably increase efficient and effective flexible learning provision in line with stated strategic goals‟.

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Roy – Deleuze & Teachers in Nomadic Spaces PDF

Kaustuv Roy

What does it mean to think again, deeply to reconsider something? For Deleuze, it is not simply the having of another thought or another idea; instead, it is the very reinstatement of difference in thought: “that profound fracture” by which thought can access the “genitality” of thinking. And this is at the same time incessant practice. In conversation with Michel Foucault Deleuze once said, “No theory can develop without eventually encountering a wall,” and the only way to “pierce this wall” is through practice.

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Deleuze, Education and Becoming

Inna Semetsky  Monash University, Australia

EDUCATIONAL FUTURES: RETHINKING THEORY AND  PRACTICE

Deleuze, Education, and Becoming PDF

Scope

There are some signs that there are some very powerful forces at work reshaping advanced
liberal societies – our normative orientations, our subjectivities and our institutions. These
forces have been encapsulated in handy slogans such as “postmodernity”, “globalisation”,
“reflexive modernisation”, “postindustialisation”, “postmodernisation” and the like. Many of
these developments focus on the importance of changes to the organisation of knowledge,
the development of new forms of communication, and the centrality of knowledge
institutions to an emerging info-capitalism. Often these epithets are conceptualised in
metaphors such as the “information society”, “learning society” or the “knowledge
economy” and often work as official policy metanarratives to both prescribe and describe
futures. Today the traditional liberal ideal of education is undergoing radical change. In
short, as the knowledge functions have become even more important economically, external
pressures and forces have seriously impinged upon its structural protections and traditional
freedoms. Increasingly, the emphasis in reforming educational institutions has fallen upon
two main issues: the resourcing of research and teaching, with a demand from central
government to reduce unit costs while accommodating further expansion of the system, on
the one hand; and changes in the nature of governance and enhanced accountability, on the
other. In the attempt to re-position and structurally adjust their national economies to take
advantage of the main global trends, governments around the world have begun to
reprioritise the importance of education, and especially higher education, as an “industry” of
the future. There is an emerging understanding of the way in which education is now central
to economic (post)modernization and the key to competing successfully within the global
economy. This understanding has emerged from the shifts that are purportedly taking place
in the production and consumption of knowledge which are impacting on traditional
knowledge institutions like universities. This series maps the emergent field of educational
futures. It will commission books on the futures of education in relation to the question of
globalisation and knowledge economy. It seeks authors who can demonstrate their
understanding of discourses of the knowledge and learning economies. It aspires to build a
consistent approach to educational futures in terms of traditional methods, including
scenario planning and foresight, as well as imaginative narratives, and it will examine
examples of futures research in education, pedagogical experiments, new utopian thinking,
and educational policy futures with a strong accent on actual policies and examples.

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