By Gabriele Kreutzner, Heidi Schelhowe
One of the main using forces in the back of the foreign Women´s college was once the curiosity in altering the normal collage. In its pursuit of this target, the projekt vifu (the digital overseas collage) mixed the final concentrate on gender with a conceptual rigidity on virtuality as a possible inroad to remodel and innovate the confirmed educational approach. This assortment provides effects and significant reviews of the vifu as a feminist undertaking designed in taste of switch. as well as this, the amount provides and discusses initiatives which theoretically and essentially combine the hot ICTs into their departure to new horizons in larger schooling and learn and on the comparable perform a selected sensitivity in the direction of gender as a social class. The authors of this anthology proportion the viewpoint at the type of gender and ICT-related advancements summed up through "virtuality" as power instruments for remodeling conventional academia. whereas swap isn't regarded as a top quality in step with se, each one contribution makes its case for particular sorts of "making new". In doing so, in addition they search solutions to the questions of a democratic and socially in charge wisdom creation and distribution within the 21 st century.
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Extra resources for Agents of Change: Virtuality, Gender, and the Challenge to the Traditional University
Dakar: World Education Forum 2000. Altvater, Elmar and Mahnkopf, Birgit (2002) Grenzen der Globalisierung: Okonomie, Okologie und Politik der Weltgesellschaft. Hamburg (5. Auflage). Bell, Daniel (1973) The Coming of Post-Industrial Society: A Venture in Social Forecasting. New York. ' IDS Working Paper 75. 02] Castells, Manuel (1996) The Rise of the Network Society. The Information Age. Economy, Society and Culture, vol. 1. Massachusetts, Blackwell. Duff, Alistair S. (2000) Information Society Studies.
The task of all universities (multiversities) today is to find ways of including a much more diverse body of people in its knowledge making. But the fact that this has to be done through an electronic medium will not necessarily make it any easier than doing it in a face-to-face classroom. Communities (including the virtual) exclude as well as include, and because gender is not explicit does not mean that it is not operating, or that it has been transformed into something else. 5. Digital diploma mills Apart from the distributed activity and community of actors, operating together to learn/teach and engage in other scholarly activity without the need for physical co-location, a virtual university must also be able to award credentials that operate as cultural capital, and signifiers of status.
Consequently, bona fide ODL providers have worried about the impact of these organizations on their own credibility and have been keen to demonstrate publicly the quality of their teaching support and student assessment. These could be produced just as easily by traditional institutions marketing their 'brand' digitally as by new institutions. But how are students to assess quality, or the negotiability of any credit they obtain? 6. Virtual learning portals One side of the counterfeit coin may be digital diploma mills, the other side might be virtual universities that are really nothing more than digital publishing portals: content providers without teaching or accreditation activity.