Group's Internal System: holdings of student-practitioner's and facilitator's [styles of interacting/knowledge and experience with structures/perceptions of others' knowledge/agreement on appropriation]
Other Sources of Structure: [Task/Organization environment] Comments (M.Strand): Goals and outcome projections of student-participants/practitioners
Structure of Advanced Information Technology: structural features/restrictiveness/level of sophistication/comprehensiveness Comments (M. Strand): Facilitator ability/objectives [June 11, 2010]/ Spirit: decision process/leadership/efficiency/conflict management/atmosphere Comments (M.Strand): Imaginal Objectives [June 11, 2010]
Social Interaction/ Appropriation of Structure: Comments (M. Strand) Developing/development of student-practitioner "want" factor/ Imaginal application [June 11, 2010]
Social Interaction/Decision Processes: Comments (M. Strand): Student-practitioner and facilitator Practice and Discourse/Outcomes
Decision Outcome: Comments (M. Strand): Discourse/online education [<>]
New Social Structures:Rules and Resources/ Comments (M. Strand): Discourse/Online Education
Emergent Sources of Structure: task outputs/organization environment outputs Comments: (M. Strand) Social Discourse
Friday, June 11, 2010
Thursday, June 10, 2010
New Approach for online educational format work of students and Instructor/Facilitators/M.A.S./ Fielding Graduate University/ E.L.C./ Higher Education
Combined with the Adaptive Structuration Theory; Phenomenological approach to Online Education and Student-practitioner work as presented in the Discussion Threads, and the Contextual analysis with the addition of perhaps the Grounded Theory descriptive "gerunding" format of the needed category in the analysis, we may have a new approach of analyzing and theorizing online education; much in a way that traditional literature is investigated through the use of Discourse Analysis.
This work may add to the theory needed in the field of online education.
This post is related in connection to the previous post placed directly before this statement. This work is directly related to my Dissertation (Ed.D.) [Grounded Theory and Higher Education]
This work may add to the theory needed in the field of online education.
This post is related in connection to the previous post placed directly before this statement. This work is directly related to my Dissertation (Ed.D.) [Grounded Theory and Higher Education]
Basis of My inquiries [in part] in Online Education of Student-Practitioner work/ Margith A. Strand
Phenomenological Inquiry
Phenomenological inquiry may be explored and studied in terms of the following topical domains: orientations, sources of meaning, methodology, methods, writing, and practice.
Phenomenology is an influential and complex philosophic tradition that has given rise to various related philosophical movements such as existentialism, poststructuralism, postmodernism, feminism, culture critique, and various forms of analytical and new theory. Major contemporary figures such as Foucault, Derrida, Rorty, find the impetus and sources of their writings in earlier phenomenological works by Husserl, Heidegger, Blanchot, Levinas, and others.
But phenomenology may also be considered a human science method: a profoundly reflective inquiry into human meaning. Phenomenology as a research perspective can be studied in terms of several domains of inquiry:
We may distinguish various traditions or orientations such as transcendental, existential, hermeneutic, historical, ethical, and language phenomenologies;
Phenomenological inquiry probes and draws from different sources of meaning;
Phenomenological inquiry can be understood in terms of the philosophical or methodological attitudes associated with the reduction and the vocation
The more procedural dimensions of phenomenological inquiry can be explored in terms of empirical methods and reflective methods
Ultimately phenomenological inquiry cannot be separated from the practice of writing.
Phenomenological inquiry can be studied in terms of its practical consequences for human living.
Taken from www.phenomenologyonline.com
Phenomenological inquiry may be explored and studied in terms of the following topical domains: orientations, sources of meaning, methodology, methods, writing, and practice.
Phenomenology is an influential and complex philosophic tradition that has given rise to various related philosophical movements such as existentialism, poststructuralism, postmodernism, feminism, culture critique, and various forms of analytical and new theory. Major contemporary figures such as Foucault, Derrida, Rorty, find the impetus and sources of their writings in earlier phenomenological works by Husserl, Heidegger, Blanchot, Levinas, and others.
But phenomenology may also be considered a human science method: a profoundly reflective inquiry into human meaning. Phenomenology as a research perspective can be studied in terms of several domains of inquiry:
We may distinguish various traditions or orientations such as transcendental, existential, hermeneutic, historical, ethical, and language phenomenologies;
Phenomenological inquiry probes and draws from different sources of meaning;
Phenomenological inquiry can be understood in terms of the philosophical or methodological attitudes associated with the reduction and the vocation
The more procedural dimensions of phenomenological inquiry can be explored in terms of empirical methods and reflective methods
Ultimately phenomenological inquiry cannot be separated from the practice of writing.
Phenomenological inquiry can be studied in terms of its practical consequences for human living.
Taken from www.phenomenologyonline.com
Tuesday, June 8, 2010
Margith A. Strand / More Information
Semiotic analyses in Distance Learning and Teaching is a function of the meaning of the semiotic delivery which is a holding of the time, place and space of the environment. The environment is a function of the intent, ability and outcome of the student-practitioner. The space is actually a concept which can be dimensional in its analytical component in that it can be portrayed as a mind-space of the will and the intent of the student-practitioner as well the Instructor, when one considers the teaching aspect.
The “space,” here as I have mentioned it, is a component of the Adaptive Structuration Theory. A.S.T. holds within its construction, the components which allocates the boundaries of the :
(1) Grounded Theory approach of applying “gerunds” into the qualitative analysis approach and therefore enables the use of the categorization of the phenomenological terms (linguistic) into the descriptions of the “holdings” of the student-practitioners as related to the Discussion Thread inputs.
(2) Quantifies, to an extent, the analyses of the Discussion Threads into a place where we can discuss the intent and the outcome of the discourse of the student-practitioners into the genre for which we are describing within the component of time.
(3) The “space” aspect also allow for dimensions in psychology, education and sociology to be added as a context-study of the subject matter.
The “space,” here as I have mentioned it, is a component of the Adaptive Structuration Theory. A.S.T. holds within its construction, the components which allocates the boundaries of the :
(1) Grounded Theory approach of applying “gerunds” into the qualitative analysis approach and therefore enables the use of the categorization of the phenomenological terms (linguistic) into the descriptions of the “holdings” of the student-practitioners as related to the Discussion Thread inputs.
(2) Quantifies, to an extent, the analyses of the Discussion Threads into a place where we can discuss the intent and the outcome of the discourse of the student-practitioners into the genre for which we are describing within the component of time.
(3) The “space” aspect also allow for dimensions in psychology, education and sociology to be added as a context-study of the subject matter.
Margith Strand/ Discourse intent/ Imaginal Context
The outcome can be perceived as the Discourse and the discourse intent.
The critical thinking ability and the critical thinking skills can be perceived as the outcome of the skill set, which can be the collection of the domain, which in turn can be the collection of the abilities of the student-practitioners and their collective words, including the discourse holdings or discourse items.
The holdings of the students can hold dimensions which are dimensional in nature, which can hold the "imaginal context" in terms of constructs of psychological aspects in terms of the Facilitator expressions. All of the above can hold for the set of Instructor/Faciliator sets and abilities as well.
Fielding Graduate University/ School of Educational Leadership and Change/Higher Educational Systems
The critical thinking ability and the critical thinking skills can be perceived as the outcome of the skill set, which can be the collection of the domain, which in turn can be the collection of the abilities of the student-practitioners and their collective words, including the discourse holdings or discourse items.
The holdings of the students can hold dimensions which are dimensional in nature, which can hold the "imaginal context" in terms of constructs of psychological aspects in terms of the Facilitator expressions. All of the above can hold for the set of Instructor/Faciliator sets and abilities as well.
Fielding Graduate University/ School of Educational Leadership and Change/Higher Educational Systems
Information/ Margith A. Strand/ June 8, 2010
Margith Strand/ School of Educational Leadership and Change/ Fielding Graduate University
Word Function is Meaning
Y is the range of meanings
F(x)=y only held by word/sentence meaning of sentence definition
F is function …phenomenon of concept of word or sentence/cannot fragment the sentence
Phenomenological meaning ….
Proof:
Sentence definition
Sentence function
Construct meaning
Discourse
Situated meaning
Cultural Context substituted for Cultural Model…definition of Discourse (?)
Situated meaning and cultural contexts…
The cultural contexts are hermeneutic interviewing
The cultural contexts are comparative…
The cultural contexts are etymological…
Cultural types of linguistic expression are the phenomenon (?)
Cultural Model …defined as Discourse
Cultural context +cultural context + cultural context + cultural context = Cultural Model = Discourse
The additive Cultural Model is the summation of the independent discourse expressions, which are the cultural contexts or as I call them, the cultural context holdings, and are the phenomenological units of holdings in linguistics. The Model is the phenomenological “linguistically tuned” culture of the student-practitioner semiotic expressions. These are unique in their own status of holdings of the independent domain expression which are directly connected to the culture of the student-practitioners; which in turn are a set of the college infrastructure.
Word Function is Meaning
Y is the range of meanings
F(x)=y only held by word/sentence meaning of sentence definition
F is function …phenomenon of concept of word or sentence/cannot fragment the sentence
Phenomenological meaning ….
Proof:
Sentence definition
Sentence function
Construct meaning
Discourse
Situated meaning
Cultural Context substituted for Cultural Model…definition of Discourse (?)
Situated meaning and cultural contexts…
The cultural contexts are hermeneutic interviewing
The cultural contexts are comparative…
The cultural contexts are etymological…
Cultural types of linguistic expression are the phenomenon (?)
Cultural Model …defined as Discourse
Cultural context +cultural context + cultural context + cultural context = Cultural Model = Discourse
The additive Cultural Model is the summation of the independent discourse expressions, which are the cultural contexts or as I call them, the cultural context holdings, and are the phenomenological units of holdings in linguistics. The Model is the phenomenological “linguistically tuned” culture of the student-practitioner semiotic expressions. These are unique in their own status of holdings of the independent domain expression which are directly connected to the culture of the student-practitioners; which in turn are a set of the college infrastructure.
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