This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we... more
This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes.
This study investigates how couples negotiate and rationalize gendered divisions in infant care tasks. We take a social constructivist approach to analysing qualitative data from 11 couples with infants (aged 6 to 8 months). We describe,... more
This study investigates how couples negotiate and rationalize gendered divisions in infant care tasks. We take a social constructivist approach to analysing qualitative data from 11 couples with infants (aged 6 to 8 months). We describe, interpret and deconstruct fathers’ and mothers’ discursive accounts of their involvement in infant care. We find that even where fathers are actively involved in infant care there are very strong gendered divisions in the types of care that parents provide. These divisions are rationalized by contextual constraints as well as gendered discourses regarding mother’s superior ability to care for and nurture infants. These understandings are often embedded in the ‘silences’ or taken-for-granted gendered assumptions within couple’s accounts. Dominant gendered discourses implicitly defend a father’s decision to opt out of infant care tasks they find more difficult, such as soothing an irritable infant. Couples’ accounts show relatively little conflict ove...
e-SOLMS (e-Student-Oriented Learning Management System) was developed to raise students’ awareness of their own roles in learning for skills needed to ‘learn how to learn’ or ‘self-directed learning’ as an important enabling skill before... more
e-SOLMS (e-Student-Oriented Learning Management System) was developed to raise students’ awareness of their own roles in learning for skills needed to ‘learn how to learn’ or ‘self-directed learning’ as an important enabling skill before making the transition into tertiary education. e-SOLMS was planned, designed and developed to be deliverd via the Web and it contains lesson ideas which are stored in its repository of Reusable Learning Objects. This model incorporates Self-Directed Learning (SDL) as a personal attribute and a learning process and it also incorporate a third dimension ie. the learning context, to indicate the impact of environmental factors on SDL.
