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1	An ecology of e-learning: a framework to guide the study of informal self-directed learning in web 2.0 environments Koroluk, Jaymie 22 March 2011 The intent of this research is to create a qualitative framework to guide perceptions and observations about informal self-directed learning in the arena of contemporary Web 2.0 e-learning. Drawing influence from the studies on self-directed learning conducted by Allen Tough and his associates, the writings on educational connoisseurship and criticism by Elliot Eisner, as well as research and literature about contemporary e-learning contexts, this exploratory study is comprised of a hermeneutic analysis that seeks to discover themes, patterns and points of intersection in these three areas. The analysis presents the application of the resulting framework to three illustrative scenarios, constructed from ideas and themes drawn from the major elements of the study, and discusses the findings revealed by the investigation. The study concludes with reflection and recommendations for application and further research. informal learning self-directed learning educational connoisseurship web 2.0
2	An ecology of e-learning: a framework to guide the study of informal self-directed learning in web 2.0 environments Koroluk, Jaymie 22 March 2011 (has links) The intent of this research is to create a qualitative framework to guide perceptions and observations about informal self-directed learning in the arena of contemporary Web 2.0 e-learning. Drawing influence from the studies on self-directed learning conducted by Allen Tough and his associates, the writings on educational connoisseurship and criticism by Elliot Eisner, as well as research and literature about contemporary e-learning contexts, this exploratory study is comprised of a hermeneutic analysis that seeks to discover themes, patterns and points of intersection in these three areas. The analysis presents the application of the resulting framework to three illustrative scenarios, constructed from ideas and themes drawn from the major elements of the study, and discusses the findings revealed by the investigation. The study concludes with reflection and recommendations for application and further research. informal learning self-directed learning educational connoisseurship web 2.0
3	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998
4	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998

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