Educating the Global Citizen

George Walker is a former director general of the International Baccalaureate (IB) Organization and the author of a book Educating the Global Citizen. Walker argues that ‘international’ is not the same as ‘global’ and education should reflect the increasing influence of globalization.

How can we educate a global citizen?
Walker describes three stages in international education:
1. International awareness. Students are introduced to many different countries, their history and geography. They study foreign languages, learn about culture and customs of these countries. They travel to different countries, try their food, and visit local museums.

2. Global awareness. All countries around the world are inextricably bound together in the process known as globalization. We all profit from the low-cost manufacturing in China, and we are all in danger because of global warming. Walker quotes IB’s mission statement: "other people, with their differences, may also be right."

3. Global citizenship. A global citizen should have a “mental flexibility and a basic respect for perspectives other than their own… Engagement – in thought, in discussion,
in active learning – is the basis for global citizenship.”

What is a globalized society?
Walker quotes definition of globalization: “The widening, deepening and speeding up of worldwide interconnectedness in all aspects of contemporary social life.” (Held, 1999)

NECC 2007 conference was a great example of our globalized society. Even without attending this conference, I was fully aware what is going on there through blogs, video, podcasts, excellent NECC website with handouts and research papers.

Walker states 5 different features of globalization.

The first feature: historical context
According to Walker, the first period of globalization started in 1492 in Portugal and changed population of the whole continent of Americas. Shipping slaves to America marked the second period. The third period happened with mass migration from Europe to North America in 19th century. Recent period “started with the liberalization of international trade after the Second World War and has been greatly accelerated in recent years by new techniques of information and communication technology.”

The second feature: complexity
We live in a complex world. A perfect example of complexity of globalization is how the war in Iraq is presented to public by media and political parties. It was shocking to see a recorded by a cell phone and streamed via YouTube video with a horrible scene of the hanging of Saddam Hussein.

Walker quotes: “Global citizens…examine ideas that challenge their own and then enjoy the complexity” (from the Washington International School statement).

I try to adapt to the constantly changing complex world, but I am far from enjoying it. Recently, I’ve stopped watching news in a feeble attempt to protect myself from information full of negativity, crime, and hatred. Let’s hope that our students will learn to “enjoy the complexity” of this world.

How should our educational system reflect complexity?
1. Broadened curriculum. The students should learn about Iraq conflict from the historical, cultural and political point of view.
2. Awareness of the status of different forms of knowledge and development of a sense of intellectual honesty.
3. Interdisciplinary study of globalization.

The third feature: ethical values
Interest in ethical issues should be revived in our society and developed amongst students.

The fourth feature: connecting to other people
Globalization helps connect students around the world. The conferences bring together educators from around the world, and teachers in their classrooms connect students with their peers in different countries and continents by videoconferencing, blogging, using wikis, emailing, instant messaging, skyping, and twittering.

The fifth feature: winners and losers
According to Walker: “It has been assumed in the West that a good education will be the passport to a materially comfortable life. In future a good education, one that connects the intellect to human compassion, must be perceived as the means of providing, as much as receiving, material wealth.”

References:
George Walker, “Educating the global citizen,” speech made at The British Schools of the Middle East conference, 31 January 2007.

George Walker, Educating the Global Citizen.

Image:
Armillary sphere by William Cunningham, The Cosmographicall Glasse, London 1559.
http://www.compassrosetech.com/static/
AST03-CosmographicalGlasse.jpg

Web App Autopsy

Ryan Cambell in his article Web App Autopsy analyzes 4 different web applications:
Wufoo is an online HTML form builder.


Blinksale helps companies to create and send to customers invoices for services or products.


FeedBurner creates RSS feeds for blogs and podcasts and was recently acquired by Google.


RegOnline builds online registration systems.


Campbell uses nice tables and charts to present information. This article provides the basic information about these companies:

• Programming languages -- PHP, Ruby on Rails, Java, and .NET;
• Time to launch -- between 3 months and 6 years;
• Code lines counts -- RegOline has the highest number of code lines;
• Conversion rates -- RegOnline has 1.52% free and 1.14% paid services while Blinksale has 11 free and only 1% paid services;
• Average revenue per customer -- RegOnline has the higest revenue--$131/month;
• Seasonal trends -- sales drop in December.
  

We are spoiled with plethora of free web applications and even insulted when these struggling small companies try to charge us for their hard work and great applications. This article shows how much time and effort programmers are putting into these applications, how they try to gain recognition and attract potential paid customers by giving out their applications for free, and how little they are paid for their effort unless some lucky ones get popular or purchased by the larger companies as in case with FeedBurner.

This article was suggested by Dean Collins -- http://deancollinsblog.blogspot.com/.

NY Times Lesson Plan and Brain-Based Learning

New York Times Daily Lesson Plan developed in partnership with the Bank Street College of Education in NYC is a valuable resource for teachers in different subjects.

I've chosen a lesson plan "Under the Sea" because my students developed many underwater animated projects in Flash, and I thought it would be great to combine my computer lessons with science lessons. I've made some adjustments to the NY Times lesson plan based on Brain-Based Learning theory and added more interdisciplinary connections.

This lesson plan is for grades 6-8. In this project, students invent imaginary deep sea creatures, create a classroom museum exhibit, research the Internet, read articles and books, create movies, and write creative stories about these animals.

The lesson plan is reinforcing interdisciplinary connections: Fine Arts, Dance, Sculpture, Computers, Language Arts, Science, Geography, Global History, and Health. For example:

Science --students learn about deep sea exploration;
Dance -- imitate deep sea creatures movements and use underwater sound effects;
Sculpture -- create sculptures of underwater creatures;
Fine Arts --draw deep sea creatures;
Computers -- develop and program animated movies and 3D models;
Language Arts -- write poems and stories;
Geography -- study marine trenches;
Global History -- learn about marine explorations;
Health -- investigate the effects of extreme pressure on the body under water.

According to brain-based learning, an interdisciplinary curriculum reinforces brain-based learning because the brain can better make connections when material is presented in an integrated way, rather than as isolated bits of information.

Brain-based learning requires orchestrated immersion or creating learning environments that fully immerse students in an educational experience. While studying about the abyss creatures, students describe and draw fictitious sea creatures that might live in the deep sea, animate them, create their own animated movies, make 3D models of organisms on a computer and create a life-size diorama of the abyss. As a culmination of this project, students design costumes based on colors and shapes of the deep see animals and have a carnival.

Research documents that the brain grows and adapts in response to external stimuli. In this lesson plan, students process new information by consolidating and internalizing information and creating their own creative products: drawings, movies, 3D models, poetry, and sci-fi stories. Students are stimulated with fascinated articles, books, paintings, photo images, video, underwater sounds, etc.

This project could also benefit from field trips to aquarium, guest speakers -- marin biologists, and real-life projects as saving endangered underwater species. This will allow students to use many learning styles and multiple intelligences.

References:

Mysteries To Behold In the Dark Down Deep: Seadevils And Species Unknown.

Multimedia Slide Show: Seadevils and Species

Brain-based learning

The Definition of The Brain & Learning

Image:
Flash animation was created by my 7th grade students.

Seadragon

Microsoft’s Live Labs developed a new application called Seadragon which could change the way we view images and text on computer screens. SeaDragon creates semantic interconnections across the entire collective memory of images around the world and displays them at once on a computer screen for previewing, searching, and studying. Seadragon visualizes “the world is flat” idea on screens of our monitors.

Educational implication of this application could be a visual representation of a collective knowledge or individual knowledge on the screen. Just imagine whatever you ever learned or read is stored on a hard drive; each day information is enriched, tagged, and added to your individual knowledge bank. You can view and detect your progress, review your knowledge bank to refresh associative connections among bits of information accumulated in your brain. Schools could store entire students’ knowledge banks, and could compare, analyze, and study them.

SeaDragon brings us closer to possibility of a visual representation of Jung's collective unconscious or collective psyche.

Watch Microsoft Live Labs Seadragon and Photosynth demonstration at the TED (Technology, Entertainment, Design) Conference in Monterey, CA.

This application was suggested by Dean Collins -- http://deancollinsblog.blogspot.com/.

Copyright in Distance Education

On October 4, 2002 Congress enacted the “Technology, Education and Copyright Harmonization Act” (TEACH Act) which is applied to accredited nonprofit educational institutions with a published policy regarding teacher use of copyrighted material.

The Copyright Clearance Center (CCC) helps corporations, universities, law firms and government agencies to use and share published content. The Electronic Course Content Service (ECCS) initiated by CCC provides rapid clearance for electronic coursepacks and reserves. Many periodical publications are available online in HTML or PDF format. ERIC has many full-text articles available for free. However, if instructors want to post on their websites magazine articles, excerpts from books, film clips, recorded music, and artwork, they have to obtain permission from authors or publishers. Only work published before 1923 and developed by or for state agencies, including audiovisual material, may be declared public domain and can be used without any permission.

Fair use allows limited use of copyrighted material for nonprofit educational purposes without requiring permission from the rights holders. Fair use allows quoting a few lines from a popular song or poetry in a review paper or summarizing and quoting from an article for use by a teacher or student in a lesson. Although the law does not provide specific limits or percentage, according to Stanford Copyright and Fair Use policies, it can be considered fair use if no more “than 1% of Wright's unpublished letters were copied and the purpose was informational." Stanford University’s site provides many examples of fair and not a fair use.

Video
Video is an important part in distance education and the TEACH Act provides guidelines and requires that videotape or DVD should be "lawfully acquired" -- purchased or rented to be used for the instructional purposes. If instructors obtained video footage by recording on their home VCR, the program may be displayed to students only once in each class only within 10 consecutive working days following the date of taping. The tape should be erased in 45-day period.

Photographs and Digital Images
According to the Guidelines for Classroom Copying, educators may use one picture per book or periodical issue in classroom. A Conference on Fair Use (CONFU) has the following guidelines for fair use:

• Only lawfully acquired analog images may be digitized.
• The images can be displayed only on a secure electronic network.
• If the rights holder is unknown, the images may be used for 3 years.
• The images may not be used in publications without permission (Simonson, et al., p.310).
  

Multimedia

CONFU guidelines have been considered very restrictive by many educational institutions:

• No more than 10 percent or 3 minutes, whichever is less, of video or film may be used for instructional purposes.
• No more than 10 percent or 1, 000 words, whichever is less, may be used of text material in multimedia presentations.
• No more than 10 percent or 30 seconds, whichever is less, of the music or lyrics from an individual musical work may be used.
• No more than five photographs or illustrations by a single artist or photographer may be used (Simonson, et al., p.311).

Based on these guidelines, most of my student work is infringement of copyright laws. I ask my students to create music in GarageBand or use free sound loops for their movies and animations, but sometimes students want to use the popular songs which they purchased and have on their iPods or on CDs. According to fair use, students can't use more than 30 seconds of the copyrighted song. What about movies on YouTube? Many movies use popular songs and don't have any obtained permission from the rights holder.

Obtaining Permission
It is better to obtain a written permission for copyrighted material. Provide the rights holder with your name, position, contact information, describe clearly how material would be used and request a written permission.

Reference:
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education (3rd ed.) Upper Saddle River, NJ: Prentice Hall.

iMindMap

A mind map is a powerful tool for unleashing learners problem-solving and creative abilities and improving their note taking skills. It helps learners to understand new material, memorize information, and recall it later.

Tony Buzan, creator of mind mapping, compares our brain to a radiant thinking association machine, which has 5 functions: receiving, holding, analyzing, outputting, and controlling. Our mind is constantly looking for patterns and completion. For example, after hearing "one, two, three," we tend to add "four" (p.34-35). Our brain employs free-association of ideas to create patterns. Mind maps are used to build connections and establish associations between the learner's experience and new information, between previous knowledge and new concepts.
(Tony Buzan and Barry Buzan, "The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential.")

To create mind maps, learners put main ideas in the center of the page and supporting ideas are placed on the radiating from the center "branches." Learners work outward from the center in all directions and produce colorful charts with key words, phrases, and images. Mindmaps are useful for essay-writing, report-writing, research paper, book reviews, test preparation, planning, and note-taking.

Joyce Wycoff, the author of “Mindmapping: Your Personal Guide to Exploring Creativity and Problem-Solving," presents mind maps in 8 easy steps:
Step1. Mindmapping begins with a word or image placed in the middle of the page.
Step 2. Lighten Up! Start with an open, playful attitude.
Step 3. Free Associate. Allow the ideas to expand outward into branches and sub-branches.
Step 4. Think Fast. Brain works best in 5-7 minute intervals so try to capture new ideas and place them on branches.
Step 5. Break Boundaries. Break the 8 1/2 x 11” habit. Use larger paper and different colors.
Step 6. Judge Not. Put everything down that comes to mind even the most unrelated thoughts.
Step 7. Keep Moving. Create new branches, change colors, don’t stop.
Step 8. Organization can always come later.

(http://www.thinksmart.com/mission/workout/
mindmapping_intro.html)

These are tips for creating mind maps:

• Think creatively and in a non-linear manner
• Use at least 3 colors for mind mapping
• Put the main idea in the center of the page
• Use upper case letters to print key words
• Add explanation to key words in lower case
• Add single words or simple phrases to each branch
• The branches should be curved
• The branches should radiate from the center
• Have lots of space between key words
• Use symbols and images.

Mind maps can be written and drawn by hand, but learners can also use mind mapping software: Inspiration, MindGenius, Visual Mind, MindManager, MindApp, etc. Recently, Tony Buzan's group developed software iMindMap, which allows learners to draw freehand branches. Watch movies on YouTube where Tony Buzan introduces iMindMap:

I’ve downloaded a free trial version of iMindMap. It’s a colorful software which helps you to create a cloud (book, ellipse, light bulb) for the main idea, radiate your supportive ideas on curved branches and add images. According to Buzan, this program is "still a young and developing child" and, in my opinion, it requires some improvements:

1. The size of a chart is large in iMindMap, and it would be comfortable to have the shortcuts Ctrl + and Ctrl – for zooming in and out.
2. I found that Branches are difficult to resize. You can press and hold Shift with right-click and drag the branch, but the text gets distorted. Instead of resizing, it's easier to delete the branch and draw a new one.
3. iMindMap developers incorporated the mind mapping technique into the help menu, but it’s difficult to find information and navigate between different topics.

Overall, iMindMap is a useful and colorful tool, and I would recommend it to educators and learners. I've created a mind map based on the SAU 16 Levels of Technology Integration Rubric.



Image:
http://www.thinksmart.com/mission/workout/mindmapping_8.html

Active Learning with Technology

Technology in Education Resource Center is an invaluable site for educators, especially for teachers who would like to integrate technology into their curriculum. This website linked me to a free sample video 6th Grade Classroom Episode: Collaborative Language Arts from "Active Learning with Technology (ALT) Portfolio," a Southwest Educational Development Laboratory (SEDL) Production. Although this video was produced in 2000, I would still suggest watching it to teachers. This movie demonstrates how students collaborate in small groups, use a digital typewriter AlphaSmart to compose their own myths and write poems on CyberKids website.


In the movie, 6th grade Language Arts class is divided into four groups:
1. The Grammar and Writing Group is working on autobiography. Students read their autobiography and have a group editing session.
2. The Accelerated Reading Group is having a book talk.
3. The Literature Group is reviewing a mythological story and composing their own myths using AlphaSmart, a digital typewriter with a full-sized keyboard, integrated LCD display, basic word-processing and wireless connectivity.
4. The Poetry Group is finishing their poems and transferring them to the CyberKids website.


Overall, I liked the lesson, but I can’t justify having 4 groups working on the unrelated topics. I would understand if the teacher presented Greek mythology and divided class into 4 groups to work on different assignments related to mythology: for example, composing poems based on mythology, creating myths, designing digital images and writing biographies of the mythological heroes, and uploading everything to the “Greek Mythology” website.


In the movie, the teacher created a poster with names of mythological heroes and used a mnemonic technique to make them memorize Greek names by attaching candies to the names. After students were done with the assignment, the teacher rewarded them with the candies. I think this is a delicious idea, but I can’t imagine giving candies only to several students and disappointing the rest of them.

Hybrid Live Learning Events

Several years ago, I participated in the international distance learning project where students around the world had to be in front of their computers at the same time to attend the synchronous activities offered over the Blackboard. In my opinion, the virtual chat rooms and online synchronous activities are invaluable for online courses. Most online learners find it exciting to participate in discussions with virtual classmates in real-time.

Jonathan Finkelstein in his book “Learning in Real Time: Synchronous Teaching and Learning Online” argues that online courses lack interaction: online learners have no lively chats among peers over lunch, in-class discussions or debates, student-led presentations, hallway conversations, and serendipitous meetings on campus. Online learners have only “course materials, reading assignments and isolated, independent study – none of which provide the kind of supportive, dynamic, and human environment that helps learners be engaged, motivated, or successful” (p.2). I don’t support the author’s view that online learners are not “engaged, motivated, or successful” without real-time human interaction. I feel engaged, motivated, and comfortable in the online learning environment and with my virtual instructors and classmates even without chat rooms and videoconferencing. However, I agree with Finkelstein that synchronous activities offer great opportunities for interaction with the instructors and peers in real-time.

LearningTimes offers recording of "Hybrid Live Learning Events or "Multiple Venue Productions" (MVPs)." It's a long presentation, but it visualizes how synchronous chat rooms provide participants with ample opportunities for interaction: material is presented with slideshows where text can be underlined and highlighted; participants can send instant messages and speak with each other. You have to create a user name and password to access this site.

The Digital Divide

Technology revolution has bypassed billions of people around the world. Today the Internet connection, which became integral part of our life, is available only to 3.6 percent population in Africa and 69 percent population in North America. Many countries lack electricity, telephone wires, computers, and software -- this creates an electronic gap between countries, and it gets wider each day due to the effects of overpopulation, social and economic problems, and environmental deterioration.

Nicholas Negroponte, a co-founder of the Media Lab at the Massachusetts Institute of Technology and a chairman of The One Laptop per Child Association (OLPC), came up with an idea to design a $100 laptop for kids in developing countires. It's a sleek looking laptop in appealing bright colors. It uses 512 MB of flash memory instead of a hard drive, has two USB ports, built-in wireless networking, a 366-megahertz processor, 1GB of memory and a dual-mode display. It uses open source and free software: a slimmed-down version of Fedora Core Linux operating system, Web browsers, eBook readers, RSS feeder, media players, wordprocessor AbiWord, gmail, Online chat and VoIP programs, music sequencer TamTam, Audio and video player software: Mplayer or Helix.

Initially, developers thought that the price of this laptop would be $100, but now it costs $175 per unit and this price doesn't include the cost of the Internet access, maintenance, repair, and teacher training. I believe that The One Laptop per Child is a noble idea, but I question motives behind selling this device to the developed countries' governments: they don't even have enough money to provide their children with food, medication, and hospitals. In my opinion, The One Laptop per Child Association should search for the donor organizations around the world who would be willing to support this great project and donate the laptops to kids from the developed countries. MIT is considering licensing the design and giving it to a third-party company to build commercial versions of the PC and $20 or $30 profit per laptop would be used for the kids' laptops. I think this is a great idea and hope that MIT would stop selling computers to the developed countries' governments.

Further reading:
http://laptop.org/children/
The $100 laptop moves closer to reality
$100 laptop project launches 2007
World Internet Usage and Population Statistics

Image:
http://laptop.org/children/learning/

Netiquette

The Internet has changed the way we communicate, research, read, watch, listen, interact, and socialize. There are many different points to be taken into consideration when using electronic communication.

Read carefully your messages before sending. Due to time constrain, we often type and send out messages without carefully reading and spellchecking them. This might lead to misinterpretation and confusions.

Electronic messages could be short-lived or permanent. With 2.8 GB storage in Gmail, CD/DVDs, and servers, electronic mail could be stored for years, but it also can disappear or be deleted. Also, electronic mail can be altered, information corrupted, text reformatted, and printed.

Security and privacy is not guaranteed. Even in organizations with the most high level of Internet security, your messages can't be considered private. They can be viewed by your organization's network administrator, your boss, and can be used against you many years later.

Writing style

• At work, keep your style formal but friendly;
• Make sure your messages are easy to read and understand;
• Cite appropriate references;
• Keep messages short;
• Use descriptive title for your messages;
• Be careful with humor and sarcasm. People can't see your facial expressions, gestures, and can't hear your tone of voice. Use emoticons and smileys to indicate humor :-)
• Use to the same standards of behavior online that you follow in real life.

Further reading:
A Guide to Electronic Communication & Network Etiquette
The Core Rules of Netiquette

Pedagogy, Andragogy, Heutagogy?

Andragogy is derived from Greek words meaning andr "man" and agogos "leading," while pedagogy means "child-leading." First a term Andragogy was used by Alexander Kapp, the German high school teacher, in his book "Plato’s Educational Ideas" in 1833. This term was used again in reference to adult education in the 1920s in Germany and it suddenly appeared in many publications around the world in the 1950s. In 1968, Malcolm Knowles published his first article "Andragogy, Not Pedagogy."

According to Knowles, there are five main characteristics of adult learners:

1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn. As a person matures the motivation to learn is internal. (http://www.infed.org/lifelonglearning/b-andra.htm )

Today Andragogy has been accepted around the world, and adult education is one of the essential parts of curriculum in most educational institutions.

• The adult learners are self-directed and responsible for their own learning;
• Self-evaluations plays important role in assessment of learning process;
• The learners bring a great volume and quality of their experience;
• Adults learn to perform better in some aspects of their life;
• The learners bring a great volume and quality of their experience;
• Learning is organized more around life/work situation than subject matter units.
• Adults learn for better quality of life, for self-confidence, and self-actualization.

According to Stewart Hase and Chris Kenyon, Andragogy still remains a teacher-centred learning experience, while there is a demand for different approaches in teaching and learning in our technology-oriented society where "information is readily and easily accessible; where change is so rapid that traditional methods of training and education are totally inadequate; discipline based knowledge is inappropriate to prepare for living in modern communities and workplaces; learning is increasingly aligned with what we do; modern organisational structures require flexible learning practices; and there is a need for immediacy of learning."
(http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm)

Stewart Hase and Chris Kenyon developed a new concept of Heutagogy - "the study of self-determined learning, [which] may be viewed as a natural progression from earlier educational methodologies and may well provide the optimal approach to learning in the 21st century." According to a hutagogical approach in education, a teacher provides resources, but a learner actually designs the course and negotiates further readings and assessment tasks with the teacher. Teachers are mainly concerned with development of the learner's abilities. Assessment becomes a learning experience for students.

I agree that in distance education it is important to shift from teacher-directed to student-directed learning, but Stewart Hase and Chris Kenyon article didn't convince me that Heutagogy is any different from Andragogy. At first, Knowles tend to separate Pedagogy, related only to children from Andragogy, related only to adults. However, in 1970-1980, he considered Pedagogy and Adragogy as continuum ranging from teacher-directed to student-directed learning. Knowles perceived a learner as self-directed and autonomous and the teacher as a facilitator of learning process rather than dictator and presenter of a rigid content. How is this different from the hutagogical approach?

Image:
http://www.infed.org/lifelonglearning/b-andra.htm

The World's Largest University

According to the World Bank (1998), Anadolu University in Turkey with more than 500,000 students is the world's largest university. Anadolu University uses government radio and television to broadcasts prerecorded lectures along with other instructional technologies: from mass mailing, distributing lectures on videocassettes or via the Internet and videoconferencing. Students also have the opportunity to meet the local adjunct professors. Anadolu University reaches students all around Turkey including the remote rural areas.

This distance education university was established in 1981 during reorganization of Turkey's higher education system and is referred as the "open education" university. The most popular fields are economics and business administration. The university also offers accounting, banking and insurance, nursing, office management, public relations, sales management, tourism and hotel management, and prepares teachers. Most students enrolled in Anadolu University have lower scores on the national entrance examination. While prestigious state universities require 220 on the exam, Anadolu University accepts students with only 105 score. This creates difficulties for the graduates to find jobs since employers don't believe in the quality of education through distance education. Although Anadolu University graduates are more accepted now than 10-15 years ago, their diplomas still do not mention that degrees were earned by distance education and many graduates don't indicate that they received their degrees from Anadolu University.

Read more about Anadolu University at http://tojde.anadolu.edu.tr/cronicle.htm
and http://www.anadolu.edu.tr/en/.

Image:
http://www.anadolu.edu.tr/en/

Coldeway’s Quadrants

The concept of the quadrants in education was defined by Dan Coldeway, Dakota State University, in 1990s. The fictionalized version of creation of the quadrants is described in The Quarterly Review of Distance Education, Volume 4(2), 2003 (Dan Coldeway is passed away in 2003): "During the discussion, he pulled out a cocktail napkin and began to write. First he drew an x-y axis, and then he labeled each quadrant. In the upper left he wrote ST-SP, in the upper right he wrote ST-DP, in the lower left he wrote DT-SP, and in the lower right corner he put the letters DT-DP." Now they are referred as Coldeway’s Quadrants.

Dan Coldeway defines four ways in which education can be practiced:
1. Same-time and same-place (ST-SP) education is traditional classroom education.
2. Different-time and same-place (DT-SP) means that education occurs in a learning center; or students can attend classes at the same place, but at a time students choose.
3. Same-time and different-place (ST-DP) means that telecommunication systems are used. Teleconferencing or chat rooms are used to connect the students in different places at the same time. This type of education is called synchronous distance education which allows students to communicate in real time.
4. Different-time and different-place (DT-DP) is the purest form of distance education. Teachers and students may communicate asynchronously--at different times.

Image:

http://www.infoagepub.com/products/journals/qrde/articles/4-2_txt.pdf