Learning Design and Support in Gender Issues

Courses background:

uses feminist principles and theory to explore the practice of contemporary distance education. The course is written from a feminist perspective (i.e. it is women-centered). It explores and critiques feminist literature, which in turn is used to explore and critique distance education

Assignment details:

Develop a case study on the significant issues about your topic that emerge from the Readings.

Be critical of the readings. You may find that some articles are of limited usefulness, perhaps because of the perspective the authors adopt or some other factor.

Notes for the writer:

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We have already developed the case study, please read through thoroughly, should be self-explanatory

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Based off the readings you need to do the highlighted sections Most importantly the analysis and implications

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Put case study in correct formatting and layout

 

 

Case Study Format:
1. Introduction/ Executive summary. (done)

2. Analysis of the issues, causes, factors

3. Relevant theories that help explain the case

4. Causes OR Implications of the problems/ issues

5. conclusion C

6. Reference List

7. Appendices (for a report)

 

Introduction has already been complete, highlighted sections need to be complete.

 

 

 

List of readings to use for analysis: Learning Design and Support Systems

Campbell, K., & Varnhagen, S. (2002). When faculty use instructional technologies: Using Clark’s delivery model to understand gender differences. The Canadian Journal of Higher Education, 32(1), 31-56.

Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community. Journal of Distance Education, 17(1), 1-19.

Johnson, Y. M. (2004). Learner-centered paradigms for on-line education: Implications for instructional design models. Midwest Research-to-Practice Conference. Indianapolis, IN: IUPUI Digital Library.

Kretovics, M. (2003). The role of student affairs in distance education: Cyber-services or virtual communities. Online Journal of Distance Learning Administration, 6(3).