Aligning the Means With the Ends: How Philosophies Impact the Design of Curriculum and Technology in Higher Education Practice

• In Event: Exploring Processes, Philosophies, Impediments, and Connections in Design and Technology

Abstract

Building on Elias and Merriam’s (2005) influential work on education philosophies and Dalhberg’s (2004) philosophy of technology framework, this study identifies and explores impacts of philosophies within the field of educational technology. A deliberative inquiry conducted with ten e-learning experts from higher education contexts across North America shows the variety of beliefs and perspectives that participants hold in relation to the above-mentioned frameworks. Analysis will consider the following emerging results: 1) understanding newly added or unexamined philosophical frameworks in practice; and 2) linking patterns and (in)consistencies in perspectives from deliberative commentary to those participants self-selected. By understanding how values are embedded truly by design, educators might better align their chosen pedagogical and technological means with the desired ends.

Authors

• Erika Elizabeth Smith, University of Alberta

• Jennifer Kelland, University of Alberta

• Heather A. Kanuka, University of Alberta

• Liam Rourke, University of Alberta