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fundamental changes in how organization runs aka "disruptive technology" Christensen 1997 see p. 123, fundamental changes in how organization runs requires Archer et. al 1999: put DL in continuing studies dept of Univ. (p. 123-24), Pedagogical changes such as stronger teaching presence (p. 121), Pedagogical changes such as "harnessing potential of technology to enhance critical thinking" (p. 121), three overlapping elements (see diagram p 116) one social presence, cognitive presence i.e. Ability to construct meaning thru reflection and discourse in critical comm of inquiry (p. 115), "transactional concerns" instead of organizational/ structural concerns of prior interest, Conceptual framework (Garrison, Anderson, Archer 2000) includes three overlapping elements (see diagram p 116), CMC Computer Mediated Conferencing impacts Organizational Issues, three overlapping elements (see diagram p 116) two cognitive presence, technological advances impact CMC Computer Mediated Conferencing, paradigm shift from face2 face wld view, face2 face wld view towards technol based world view, Conceptual framework (Garrison, Anderson, Archer 2000) learning is constructivist (ala Dewey, 1959), Conceptual framework (Garrison, Anderson, Archer 2000) learning is collaborative "community of inquiry" (p. 115), Conceptual framework (Garrison, Anderson, Archer 2000) learning is based on written word (asynch), CMC Computer Mediated Conferencing emerging Conceptual framework (Garrison, Anderson, Archer 2000), critical communities of inquiry represents distinguishing feature compared to prior paradigms, CMC Computer Mediated Conferencing is "qualitatively different" from other interpersonal and communic. media (p.114), "community of learners" not dependent on time constraint, "community of learners" not dependent on location constraint, critical communities of inquiry reflects "transactional concerns", CMC Computer Mediated Conferencing creates "virtual classroom", Archer et. al 1999: put DL in continuing studies dept of Univ. (p. 123-24) bec more likely to be the necessary investment of time and enerty, Archer et. al 1999: put DL in continuing studies dept of Univ. (p. 123-24) bec Match w/ char and needs of part-time prof learners unable to enroll on campsu, Archer et. al 1999: put DL in continuing studies dept of Univ. (p. 123-24) bec Use of seasonal instructors allows probing of market and quick shift to match market needs, Archer et. al 1999: put DL in continuing studies dept of Univ. (p. 123-24) bec able to find and connect better w/ new markets for DL, social presence i.e. Ability of learner to be "real" w/in community of inquiry, stronger teaching presence (p. 121) which shapes cognitive and metacogn. processing (p.121), paradigm shift causes fundamental changes in how organization runs, Organizational Issues ie paradigm shift, technological advances promoting Dewey's taxonomy (p. 120), technological advances promoting creation and construction of knowledge, technological advances promoting higher order learning, "transactional concerns" includes "community of learners", CMC Computer Mediated Conferencing extends beyond info exchange to ""moderated critical discourse" (p. 114), inquiry has 4 parts expression, inquiry has 4 parts communication, inquiry has 4 parts construction, teaching presence ie. "design, facilitation, and direction of cogn. and social processes" to realize meaningful learning outcomes (p. 116), CMC Computer Mediated Conferencing drives Pedagogical changes, three overlapping elements (see diagram p 116) three teaching presence, "transactional concerns" example asynch VS synchronous communication, "community of learners" depends on CMC Computer Mediated Conferencing, Dewey's taxonomy (p. 120) has 4 parts expression, Dewey's taxonomy (p. 120) has 4 parts communication, Dewey's taxonomy (p. 120) has 4 parts construction