ERA

Download the full-sized PDF of Personal, political, pedagogical: Female faculty and values-based learning designDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3QZ22T68

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Equity Diversity Inclusion Community (EDI)

Collections

This file is in the following collections:

Journal Articles (Equity Diversity Inclusion)

Personal, political, pedagogical: Female faculty and values-based learning design Open Access

Descriptions

Author or creator
Campbell, Katherine
Additional contributors
Subject/Keyword
Instructional design
Universities and colleges--Faculty
Education
Instructional technology
Type of item
Journal Article (Published)
Language
english
Place
Time
Description
The present paper generally reflects the experiences of 47 female faculty members in higher education and their use of technology to enhance teaching. There are five vignettes from five faculty members at a large university to illustrate how core values about teaching and learning may be embodied in the design of technology-enhanced learning environments.\"The conferencing worked so well for the students. Their assignment was to find a scenario…and a website that could address (and evaluate) that scenario…post this information into a conference and share the information with each other…I was trying to encourage them to interact in that form, believing that…they can…use web-based conferencing as a means of accessing further education and this would give them some of those skills that they can use later…\" TD-1 Faculty of Medicine and Oral Health. In this excerpt from the findings in the study described in this paper, TD represents a growing community of female faculty in higher education, who use technology-mediated communications to model a way of acting in practice and relationship with others. In this paper, the accounts of five of these faculty illustrate how core values about teaching and learning may be embodied in the design of technology-enhanced learning environments.
Date created
2003
DOI
doi:10.7939/R3QZ22T68
License information
Rights
© 2003 Katherine Campbell. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
Citation for previous publication
Campbell, K. (2003). Personal, political, pedagogical: Female faculty and values-based learning design. Radical Pedagogy, 5(1).  http://radicalpedagogy.icaap.org/currentissue.htm

Source
Link to related item

File Details

Date Uploaded
Date Modified
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (Portable Document Format)
Mime type: application/pdf
File size: 8811359
Last modified: 2016:11:08 16:49:31-07:00
Filename: RP_2003_5_1.pdf
Original checksum: a1606d5bd61cdf30a65ab8540e83cdb9
Well formed: true
Valid: true
Page count: 18
Activity of users you follow
User Activity Date