Margith Strand/ Fielding Graduate University/ Distance Education/November 26, 2010

(4) It should also clarify the mediation of one structure by others, as well as the contradictions between structures and their role in the structurational process.
 
(5) It ultimately should shed light on how social institutions are reproduced or shaped by the process in question. This turns the context issue on its head: how does structuration influence the context itself?

Part of presentation to Fielding Graduate / From article by DeSanctis and Poole

"Referents" to Time, Place and Space..is "Context"...in Semiotic Language and Distance Learning and Teaching language/Margith Strand/ Fielding Graduate University

con·text (kntkst)
n.

1. The part of a text or statement that surrounds a particular word or passage and determines its meaning.

2. The circumstances in which an event occurs; a setting.


[Middle English, composition, from Latin contextus, from past participle of contexere, to join together : com-, com- + texere, to weave; see teks- in Indo-European roots.]

The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.


Place and Space are two of the variables which I have indicated, at least in thought, to comprise the Distance Education world (along with "time"). I feel that "place" and "space" are the definers of the context of the semiotically linguitic features of the course instructional world, also. If one looks at the definition of the term "context," one can see the "conjoinness" of the features which connect the word "meaning" the other definition of "context."

"Determines it meaning"...indicates that there is a time, place and space capacity to the setting...surroundings...of the "word environ"...i.e. meaning of the phrase or sentence.

This is where I will be proposing the idea of the term "code mobility" within the construction of a possible analytical format. Time, space and place variance of the dimensional parameters and conditions of the "contextual expressions" of the discourse of the online courses.

Humanism is "intentionality" and Constructivism is "self.."..connecting these two will be the indicator of the connectivity of the Distance Education world.

Phenomenology and Distance Education...."Intentionality"....to Humanism

Basically, phenomenology studies the structure of various types of experience ranging from perception, thought, memory, imagination, emotion, desire, and volition to bodily awareness, embodied action, and social activity, including linguistic activity. The structure of these forms of experience typically involves what Husserl called “intentionality”, that is, the directedness of experience toward things in the world, the property of consciousness that it is a consciousness of or about something. According to classical Husserlian phenomenology, our experience is directed toward — represents or “intends” — things only through particular concepts, thoughts, ideas, images, etc. These make up the meaning or content of a given experience, and are distinct from the things they present or mean.[From: Stanford Encyclopedia of Philosophy]

Design for Dissertation at Fielding Graduate University/ Margith A Strand

MIS Quarterly Vol. 33 No. 3/ September 2009 M. S. Poole [from]

Research on distributed intelligence and cognition suggests that memory is not just in our heads (Salomen 1991), instead the "surround" in which the memories are formed-including the place and the tools we use - play an important role. Educational researcher David Perkins (1992) puts it as follows: Human cognition at its richest almost always occurs in ways that are physically, socially, and symbolically distributed. People think and remember with the help of all sorts of physical aids, and we commonly construct new physical aids to help ourselves yet more (p. 133)

My comments: Relational cognitivistic interactions in Distance Education/
Humanism and Constructivistic Methodology

Consitutive Analysis and Structuration Theory

http://books.google.com/books?hl=en&lr=&id=rEDSNVV2SDAC&oi=fnd&pg=PA103&dq=constitutive+and+structuration+theory&ots=SZws4rKGHf&sig=WbTXVVoaFb-lKKP31MwWrI89iBQ#v=onepage&q=constitutive%20and%20structuration%20theory&f=false

Structuration Theory and Information Systems

http://books.google.com/books?id=UPGo_047vu8C&lpg=PA206&ots=6YJFtU0Tm2&dq=Bridge%20across%20structuration%20theory%20and%20grounded%20theor&lr&pg=PA209#v=onepage&q&f=false

Situational Analysis: Grounded Theory and Concept Mapping- November 14, 2010

http://sts.ucdavis.edu/summer-workshop/worshop-2008-readings/Clarke%202003%20Situational%20analyses.pdf