Professional Practice, Education and Freedom in American Universities - Essay Example

Running head: LEARNING AGREEMENT Learning Agreement Knowledge Area Module 3 Professional Practice, Education and Freedom in American Universities Sherry Kipatrick Student ID No. A00066326 Program: Doctorate of Philosophy in Education Specialization: The Role of Technologies in Education and Freedom in American Universities Knowledge Area Module Assessor: ________________________________ Faculty Mentor: Aridaman K. Jain Walden University Overview / Abstract – Knowledge Area Module 3 While information and communications technologies (ICTs) are admittedly the most effective interventions that may be undertaken to establish a sound environment for learning and research both for faculty and students, the same are certainly without disadvantages and/or ill effects. Hence, another set of objectives of this research is to identify potential threats of ICTs resultant of the academic freedom characteristics and flexibilities inherent in the educational system. The herein learning agreement will proceed in those directions. The Role of Technologies in Education and Academic Freedom in American Universities Breadth Objectives Firstly, there is a need to asses and evaluate the effects of information and communication technologies (or ICTs for brevity) in the field of education and academic freedom in American universities particularly in view of recent developments. The computer age has not only come but has reached proportions as touching every individual even those with handicaps and limitations. Secondly, this study identifies the statistics and dynamics surrounding the possible effects of ICTs being used as learning processes which have brought about expanded flexibilities. Lastly, this study acknowledges that school registrations in any course are highly heterogeneous. There is therefore that built-in difficulty in adopting conventional classroom type of mentoring and tutoring. It is thus necessary to find an answer or a solution to this predicament. Along that line, a hypothesis has to be wisely conceived in order that restrictive disabilities to learn will be best addressed by the ICT’s utilized for the purpose. Suggested references 1. Gibbons, M. (1998). Higher education relevance in the 21st century. [internet]. Available at: http://www1.worldbank.or/education/tertiary/publications.asp. [Accessed May 1, 2009.]. 2. Haywood, H. C. (2004). Thinking in, around and about the educational curriculum; the role of cognitive education. International journal of disability, development and education. 51 (3): 231-252. 3. Jina, H., Sandnes, F.E., Huang, Y.P., Law, L.C., Kris, M.Y (2008), Students Strategy-Preferences for Managing Difficult Course Work, IEEE Transactions on education, 51(2) : 157-165 4. Van der Merwe, D. and Möller, J. (2004), New Unisa; Integration of the two home-grown Learner Management Systems of ‘Old Unisa’ and ‘Old TSA’: The past, the merger and the future, [internet]. Available at: http://emerge2004.net/connect/site/UploadWSC/emerge 2004/file22/emergevandermerwemoller. PDF. [Accessed May 2, 2009] Depth Objectives Among others, the depth of the instant study will focus on the various variables and elements inherent in the use of ICTs. For instance, a separate analysis must be made for sample universities in the more urban areas and another one shall be made for those educational institutions in the rural sides. The other depth objectives will focus on the effects of the ICT’s in education and academic freedom in American universities. This accompanying depth objective will take issue on how these factors relate to different courses. A student of military science may have a different concept of the latitude of education and its disciplines and of academic freedom in comparison to the student who is pursuing a law degree. Suggested reference The knowledge and information needed to attain the objectives of the course being interlocked with its breadth and width, the suggested references will be the same as those suggested under the breadth perspective. Demonstration/Final Terms and Conditions Education now is perceived to have larger objectives than storing knowledge. It is already viewed as an activity geared toward some economic gains in three steps: seek information, create awareness on the basis of the data gathered, and have the ability to apply all those for the student’s advantage. It is because of that self-centeredness that students of today will rather explore to the fullest what they can to attain knowledge and information. Partly gone are the days of self-contained programs and continuous inter-actions inside the classroom. In short, the modern approach is to let go of the student with his or her freedom to source out for the best and the widest fountains of knowledge and information and let him or her decide how to fortify the education that is slowly built and developed in the process. This is the very essence of the up-to-date concept of education and economic freedom. No wonder that many American universities have extensively tolerated the use of ICTs under more liberal and freer terms, albeit still with the macro guidance and supervision of the school administrators. Just like what Confucius advised: Don’t give him fish, teach him how to fish. It is the end of spoon-feeding in the classroom. In view of all the above, and within the contexts and contents extensively discussed in this paper, it is hereby understood and made known that both the student and the faculty mentor shall be guided by all the stipulations and suggestions stated here with the end in view of giving the best benefit for the former in her efforts to comply with the requirements of the University under the program which she seeks to complete.. Within the premises outlined in the preceding paragraphs, the student applicant will have the chosen knowledge area module and the proposed learning agreement approved by the assessor. After the approval, the student will make intensive research on the connection of ICT’s in education and academic freedom among leading American universities under such dominant variables like career path, level of affluence, handicaps and disabilities and geographical factors, among others. After the research is completed, the student will identify the advantages and disadvantages or ill effects of ICTs on education and academic freedom in the selected American universities. The herein learning agreement, being the covenant between the student and the faculty mentor, shall be observed in accordance with the objectives and plans outlined and delineated in this proposal and in conjunction with the rules, regulations and guidelines of the University. Such disciplines shall include strict attendance when required, fulfillment of research assignments and performance of exercises both inside and outside of the classroom as may be deemed best at the sound discretion of the faculty mentor upon consultation with the student. The breadth and the depth of the study will be accordingly modified if necessary under the circumstances. In essence, the learning agreement is the bible between the student and the teacher toward achieving the aims and goals of the program. Read More