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Purpose: To use activity theory to explore tensions and contradictions in the system. [i.e., use vs exchange]
References: 1, 21, 30, 31, 43, 54
- What are the motives for adult students to take on learning mathematics/ numeracy supported and delivered (wholly or in part) by new learning technologies?
Is it to:
- achieve a credential?
- achieve develop new and/or deeper understandings?
- prove something to one’s self?
- be able to help significant others to learn mathematics?
- support their own or their family’s business/financial interests?
- learn more about using technology?
- learn through using technology?
- How will these tensions and contradictions be addressed?
- How can synergies between motives be achieved?
- What are the learner’s philosophy of mathematics; and beliefs, attitudes, and values with respect to mathematics education?
Is their main expectation one of learning abstract mathematics or of learning contextualised mathematics?
- Is there an expectation of an absolutist philosophy of mathematics? [i.e., mathematics is discovered, mathematics is infallible]
- Is there an expectation of a socio-constructivist philosophy of mathematics? [i.e., mathematics is fallible, mathematics is created by people to meet their needs, contextually situated in time and place]
- Is there an anticipation of developing a deep understanding of concepts and relationships between mathematical entities and with other life contexts?
- Is there an anticipation of developing merely surface learning, where the intention is to complete the program with a minimum of time and effort?
- Is there an expectation of transmission-based individualistic pedagogy?
- Is there an expectation of interactive participation within a learning community, for at least part of the time?
- Is there an anticipation of becoming conversant with the abstract language and symbolism of the discipline of mathematics?
- Is there an anticipation of learning via real/meaningful contextualisations prior to moving towards abstractions?
- Is there an anticipation of being able to use what is learned in a practical sense within and beyond the institution?
- How will these pedagogical design intentions be made clear to the learner?
- How will discrepancies between the learners’ and designers’ intentions be addressed?
- How will it be made clear how each task or sub-goal is related to the overall goal of the program?
- How will it be made clear to the learner what they are expected to achieve, and how they will be assessed or their learning otherwise recognised?
- Are mediating artefacts used as tools for the teacher’s illustration as well as tools for learners’ inquiry?
- What mathematical tools and instruments are intended to be used (e.g., calculators, computer software packages, internet resources, measurement devices, everyday tools & kitchen utensils)?
- How are information technologies and other textual tools intended to be used by learners: as instruments of recording & representation, recall, testing (timed or untimed), problem-solving, investigating, communicating?
- Are pedagogical resources and processes oriented mostly towards representation or interaction?
- How are the learner’s pre-technological ways of working acknowledged and accommodated?
- How are the educational uses of technology linked to industrial or other external uses?
- What are the mathematical and pedagogical rules governing the process?
- Is there a mandated curriculum and/or assessment?
- What mathematical rules, protocols, algorithms are intended to be addressed?
- What are the historical sources of these rules?
- Is there an emphasis on mathematical accuracy & speed?
- Is there an emphasis on mathematical creativity?
- What, if any, institutional protocols need to be taken into consideration?
- What, if any, workplace protocols need to be taken into consideration?
- What are the specific rules governing the conduct (e.g., roles, responsibilities, ethics) of people in this program?
- Who makes up the program’s learning community?
- Apart from learners, who else? Which Educators? Training institutions? Business and industry? The broader community? …
- How do the various community expectations impact on the program?
- How will these tensions and contradictions be addressed?
- How will the various cultural backgrounds (in relation to norms, beliefs, values, etc.) of the learners be considered in the pedagogical process?
- What are the learner’s reasons for choosing flexible delivery mode (e.g., economies of time & space; physical, social, or cultural difficulties/disabilities; institutional necessity)?
- Is the program designed for single users only (even in a community setting) or for collaborative use?
- What are the roles played by the various participants?
- What kinds of interaction, if any, among learners and between learners & teachers are assumed?
- Are the learners able to contribute to the planning and implementation of curriculum and assessment processes? If so, how?
- What are the roles of significant others such as workplace supervisors?
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