bankruptcy & assignments

Bankrupcy & Assignments | Pinkie | June 29th, 2001

Me again I'm afraid. Couple of CSD things...

1) Back around 9.12.2000, Simon and Jonathan and I were talking about "bankruptcy", as a criterion for syllabus evaluation. Simon mentioned that it's defined on p 12 of the CSD module, and now I've got the module I've read this: in fact, it says that it'll be discussed in greater detail later in the module. Where? I can't find it. The intro to Unit 3 promises to talk about "bankruptcy", but doesn't as far as I can see. And does anyone know who introduced the term?

2) General request to people who've done CSD or are doing their assignment. What were/are your assignments about, more or less?- Unless you do some sort of needs analysis, it seems very difficult to get a data-based angle on this. Has anybody evaluated a syllabus in use?

Pinkie
Spain

Re: Bankruptcy & Assignments | Jonathan Clifton | June 29th, 2001

In reply to Pinkie:

I've just finished the CSD. I did one entitled "process syllabus and on going needs analysis: to what extent are they a viable option in ESP course design?" Basically, I evaluated the implementation of an ESP syllabus that I put together using Walter's "experienced cook" approach. If anybody is interested I will be more than happy to email a copy. As I said a few weeks ago I think sharing of assignments (finished or unfinished) is a good idea and I wished I had started doing it a year or two ago.. Recently I've exchanged a couple of assignments and found them in many ways more interesting than journal articles.

Anyway, the offer's there if anyone wants to take it up.

Best

Jonathan Clifton

Re: Sharing assignments | Andy | June 30th, 2001

I think Jonathan's idea is great!- It is good to read other people's work and get some ideas.....

If anyone wants a copy of a TDA or MET assignment then let me know!!!!!!!!-

Andy

Re: CSD/GE/DL- replies and thanks | Pinkie | June 30th, 2001

1) Thanks Jonathan for the details of your CSD assignment. Ongoing needs analysis is something I do a lot of in my courses (seriously!). If you don't mind, I'd really like to see it. Offhand, I can't find any reference to Walter's "experienced cook" approach, and I'm intrigued to find out what this metaphor is getting at. "Ingredients" and "recipe" in analogy with product and process?- Or "taste-it-and-see" in analogy with ongoing adjustment?

2) James - you ask for summaries of previous GE assignments. Mine was called "Why can we say 'education system' but not 'education purpose'?" Very briefly: some NOUN1 + of + NOUN2 phrases can be re-expressed as NOUN2 + NOUN1 (e.g. the system of education - the education system); others can't (eg the purpose of education - *the education purpose); see my discussion with Mary Lynn back in December 2000. I'm afraid the assignment didn't turn out as well as I'd hoped: I think I identified some general patterns, but my real data showed oodles of exceptions, and really I got a bit lost. [Details or copy on request].

3) Thanks Catherine, James and Keith for the very stimulating comments on DL. My way of understanding this is that there are at least two threads here: distance versus on-campus education, and local versus global focus. And I certainly see that distance education favours local focus (because you stay local, and the "education" comes to you). And this ties in nicely (though not necessarily?) with the idea of multiple versus monolithic narratives. DL sounds like a fascinating module. As regards the changes in the concept of distance and distance communication brought about by IT: I take the point that these are not just straightforward distance-reduction changes, but rather more complex. Though can I just make another, very obvious, point: that nothing will ever replace face-to-face contact - think how different things would be if instead of this discussion group we had a chat every day at coffee-break!

Catherine: the "gap fill" was from a Monty Python sketch, parodying those chocolate-box descriptions. Sorry! Clues: the chocolate-coated thing is green, aquatic and a nifty leaper. The other two words are "killed" and "lovingly"!

Now I've got to go and deal with a crow I found yesterday afternoon while I was out jogging. Rather horribly, somebody appears to have cut its wings off. I rang a wildlife rescue service, who said they'd come and collect it, but they haven't: so now what do I do?

Pinkie

 

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