| dc.creator |
Katina E. Pollock |
|
| dc.creator |
Sue M. Winton |
|
| dc.date |
2011-09-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:11:52Z |
|
| dc.date.available |
2015-07-20T22:11:52Z |
|
| dc.identifier |
http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.7 |
|
| dc.identifier |
1918-2902 |
|
| dc.identifier |
https://doaj.org/article/de01bdcd5e394ec08f68f0ff7cd4d02c |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/14762 |
|
| dc.description |
This essay describes a blended (hybrid) course collaboration used to facilitate policy dialogues between graduate students at two institutions (one in Canada and the other in the US) as a way to teach about policy. The course content and design is informed by three trends in research and practice: increased policy borrowing across boundaries and jurisdictions; calls to democratize policy making in general and in education policy in particular; and developments in teaching and learning online. Drawing on students’ informal feedback in combination with reflections on instructors’ experiences, we suggest that policy dialogues are a promising strategy for promoting students’ learning about education policy. We also illustrate how professors can use a hybrid course structure between two institutions.Cet essai décrit la démarche de collaboration lors d’un cours hybride visant à faciliter les dialogues politiques entre les étudiants de troisième cycle de deux établissements (un au Canada et l’autre aux États-Unis). Cette collaboration est une façon de former les étudiants au sujet de la politique. Le contenu et la forme du cours reposent sur trois tendances en matière de recherche et de pratique : accroissement de l’emprunt des politiques au-delà des frontières et des juridictions; appels à la démocratisation de l’élaboration de politiques en g��néral et de celles relatives à l’éducation en particulier; et évolution de l’enseignement et de l’apprentissage en ligne. En nous basant sur les commentaires informels des étudiants et sur les réflexions des enseignants à propos de leurs expériences, nous suggérons que les dialogues politiques constituent une stratégie prometteuse pour promouvoir l’apprentissage des étudiants en matière de politiques sur l’éducation. Nous illustrons aussi la façon dont les enseignants peuvent utiliser une structure de cours hybride entre deux établissements d’enseignement. |
|
| dc.language |
English |
|
| dc.language |
French |
|
| dc.publisher |
Society for Teaching and Learning in Higher Education |
|
| dc.relation |
http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/7 |
|
| dc.relation |
https://doaj.org/toc/1918-2902 |
|
| dc.source |
Canadian Journal for the Scholarship of Teaching and Learning , Vol 2, Iss 1 (2011) |
|
| dc.subject |
blended course |
|
| dc.subject |
hybrid course |
|
| dc.subject |
online |
|
| dc.subject |
policy |
|
| dc.subject |
transborder |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Hybrid Courses and Online Policy Dialogues: A Transborder Distance Learning Collaboration |
|
| dc.type |
article |
|