"To Be in Occasional Touch": Goddard College's Progressive Principles and Distributed LearningMark H. Schulman (Goddard College, USA)
Copyright © 2009. 15 pages.
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DOI: 10.4018/978-1-60566-654-9.ch019, ISBN13: 9781605666549, ISBN10: 1605666548, EISBN13: 9781605666556 Sample PDFCite Chapter
MLA
Schulman, Mark H. ""To Be in Occasional Touch": Goddard College's Progressive Principles and Distributed Learning." Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. IGI Global, 2009. 288-302. Web. 23 May. 2012. doi:10.4018/978-1-60566-654-9.ch019
APA
Schulman, M. H. (2009). "To Be in Occasional Touch": Goddard College's Progressive Principles and Distributed Learning. In C. Payne (Ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks (pp. 288-302). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-654-9.ch019
Chicago
Schulman, Mark H. ""To Be in Occasional Touch": Goddard College's Progressive Principles and Distributed Learning." In Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, ed. Carla R. Payne, 288-302 (2009), accessed May 23, 2012. doi:10.4018/978-1-60566-654-9.ch019
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 | | TopAbstractThe challenges for Goddard College posed by 21st Century information technologies are their incorporation into, and reflection of, the foundational principles of the College’s low residency delivery model. This learning model is complex; the many aspects of this complexity forces the College (and other progressive institutions) to insist on a values base that helps determine attitudes to and uses of technology. If administrative staff and faculty have a deep commitment to those values, when done well, information technology can enhance the progressive model. TopComplete Chapter List|
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| Closing the Circle: From Dewey to Web 2.0
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| Beyond Constriction and Control: Constructivism in Online Theory and Practice
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Noel Fitzpatrick (Dublin Institute of Technology, Ireland), Nóirín Hayes (Dublin Institute of Technology, Ireland), K.C. O’Rourke (Dublin Institute of Technology, Ireland)
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| The Theory and Practice of Teaching with Technology in Today's Colleges and Universities
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| A Constructivist Approach to Online Learning: The Community of Inquiry Framework
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Karen Swan (Kent State University, USA), D.R. Garrison (University of Calgary, Canada), Jennifer C. Richardson (Purdue University, USA)
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| Applying Constructivism to Online Learning: A New Instructional Design Map
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| Enhancing Authentic Assessment Through Information Technology
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| Nontraditional Students and Information Technology: The Siren Call of the Virtual Classroom and its Impact on Progressive Educational Ideals
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| Online Learning Conversations: Potential, Challenges and Facilitation
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| Virtual Constructivism: Avatars in Action
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| The Power and Promise of Web 2.0 Tools
(pages 146-158)
G. Andrew Page (The University of Alaska Anchorage, USA), Radwan Ali (Kennesaw State University, USA)
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| IT-Enabled Strategies for Mental Modeling in E-Learning
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| Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education
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| Critical Survey of Information Technology Use in Higher Education: Blended Classrooms
(pages 203-215)
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14.
| Structure of a Blended University Course: Applying Constructivist Principles to Blended Teaching
(pages 216-230)
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| Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study
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16.
| Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study
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| Facilitating Students-Driven Learning of Computer Programming with Technology
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Alessio Gaspar (University of South Florida Polytechnic, USA), Sarah Langevin (University of South Florida Polytechnic, USA), Naomi Boyer (University of South Florida Polytechnic, USA)
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18.
| Designing Asynchronous Discussions to Teach Critical Thinking
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19.
| "To Be in Occasional Touch": Goddard College's Progressive Principles and Distributed Learning
(pages 288-302)
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20.
| Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education
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21.
| The Intersection of Theory, Tools and Tasks in a Postgraduate Learning Environment
(pages 319-333)
Michal Zellermayer (Levinsky College of Education, Israel), Nili Mor (Levinsky College of Education, Israel), Ida Heilweil (Levinsky College of Education, Israel)
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