Por uma leitura topológica das políticas curriculares

This paper is constructed around two desires that, over the years, have led me to the work of Stephen Ball - to understand politics as significant in specific historical and cultural contexts, and to conceptualize political agency beyond structural determination. From the dialogue between the notion of network in Ball´s latest works and the discourse theory as formulated by Ernest Laclau and Chantal Mouffe, I argue in favor of a topological analysis of politics. I defend it as a way to better understand both the connections between the “political contexts” and the relationship between social [topological] structure and political agency. Although my focus here is the theoretical dialogues with which I have been working, I use fragments of my research on analyzing curriculum control in recent policies in Brazil as evidence to support my argument.

Developing and Delivering Online Courses

Distance education, which started out with closed circuit TV technology, has evolved into completely online courses. Not surprisingly, online education has emerged as a major form of e-business. This chapter offers helpful suggestions for those who are planning to develop and deliver online courses, either as part of an existing degree program or as a new totally online degree program. Wherever needed, an online MBA program is used as an example. The chapter considers such things as mission, curriculum planning, curriculum control, marketing, scheduling, course development, expectations from students and faculty, and strengths and weaknesses of online education.

Outcomes Assessment and Curriculum Improvement Through the Cyclical Review of Results - A Model to Satisfy CEAB-2009 Accreditation Requirements

In Canada, engineering programs will soon have to show that: i. graduates possess specific attributes, ii. outcomes are assessed in their context, iii. results are used to improve the program. This paper presents a model to meet all three criteria, and provides curriculum control options to fulfil CEAB conditions. It defines proficiency levels and information flow, from stakeholders’ surveys to the fusion of data. Control modules, pre-graduation work experience and post-graduation reviews gather internal and external observations. Coverage of the CEAB attributes by the CDIO Syllabus is summarised. Its utility for meeting objectives about the 12 attributes is clarified. An XML tool upholds coherence between learning objectives and targeted proficiency levels. More than merely instructive, this model displays the characteristics of a convincing demonstration for the CEAB.

Developing and Delivering Online Courses

Distance education, which started out with closed circuit TV technology, has evolved into completely online courses. Not surprisingly, online education has emerged as a major form of e-business. This chapter offers helpful suggestions for those who are planning to develop and deliver online courses, either as part of an existing degree program or as a new totally online degree program. Wherever needed, an online MBA program is used as an example. The chapter considers such things as mission, curriculum planning, curriculum control, marketing, scheduling, course development, expectations from students and faculty, and strengths and weaknesses of online education.