2007 Biennial Cross-Campus Conference in Education

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Browsing 2007 Biennial Cross-Campus Conference in Education by Subject "Case studies"

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    Education in crisis: Re-visiting the "Carnival mentality"
    (School of Education, UWI, St. Augustine, 2008) Fournillier, Janice B.
    This paper draws on an ethnographic case study of learning/teaching practices in Trinidad Carnival mas'camps. Over the Carnival 2005 season, selected members of the mas' making community shared their perspectives on learning/teaching practices at work in the Carnival mas' camp. I constructed the learning narratives in this article from the field notes, photographs, and biographical interviews. I used these learning narratives to make meaning of the various socio-historical-cultural theories of learning that situate learners in spaces that are sometimes explained using constructs like non-school and non-formal. These learning narratives demonstrate the practices that inform learning, the kind of person the learner becomes, and his/her philosophy of lifelong learning and continuing education. Further, they provide evidence of the value of these spaces, and the kinds of imagined possibilities that exist for Caribbean policy makers whose discourse suggest that they recognize the importance of encouraging non-formal, informal, and indigenous learning systems
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    Online delivery of a mathematics course in a distributed environment: The case of UWI Distance Education Centre
    (School of Education, UWI, St. Augustine, 2008) Franklin, Martin; Thurab-Nkhosi, Dianne
    The University of the West Indies Distance Education Centre (UWIDEC) was created in 1996 to facilitate distance delivery of programmes offered by UWI. Since 2002, UWIDEC has been incorporating the use of ICTs in the delivery of its programmes and courses. Globally, there has been debate on the pedagogical effectiveness of online courses in general and specifically the quantitative subject areas including mathematics. Taking into consideration the various arguments for and against the use of online learning, as part of a pilot programme, UWIDEC took a decision to change the mode of delivery of the course Mathematics for Social Sciences from the conventional synchronous mode to the online mode. This paper reflects on the experience of the UWI Distance Education Centre in its pilot delivery of Mathematics for Social Sciences to students across the English-speaking Caribbean. The authors review the key issues that should be considered in changing the delivery mode of mathematics courses from the conventional, synchronous mode to the online mode, and provide recommendations for improving the online delivery of mathematics courses