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(Higgison, 2000) Z&    XBHow much attention to details & . " f " 0To date, little research has been done that  investigates the ways in which academic practice varies in relation to digital resources, (Jones, Zenios & Griffiths, 2004) in spite of much research that identifies differences in teaching practice across disciplines (Donald, 2000). &   JDisciplinary differencesf  2 ..... growing chasm of attitudes, understanding, and funding which we witness & .. when it comes to differences in the disciplines. E-learning, and the development and application of tools for use in teaching and learning, has highlighted this even further. Lee, 2005"  g*View from the literature  From Becher (1989; 1994) Academic Tribes and Territories Each discipline has a unique culture, epistemology, criteria for excellence, approach to collaboration, and dissemination strategies The nature of inquiry and therefore of teaching is defined differently within the disciplines(99  a$View from the literature  There is increasing demand to help students learn how to conceptualize, analyze, and reason. Learning to Think presents a model of learning that takes into account the different ways learning occurs in different academic disciplines and explores the relationship between knowledge and thinking processes. Donald (2002) Teaching and learning in their disciplinary contexts: A conceptual analysis. Neumann, R., Parry, S., & Becher, T. (2002). T2PPNP.P@|  h+View from the practitioners  Students experience, outcomes and value determined by the instructional design in combination with the technology Any technology can be orchestrated in a variety of ways Focus on the learner s experience considered in relation to the nature of the subject taught Peer-to-peer interaction builds community of learning and can develop higher thinking skills in most domains $vZZw w ^"   8,  \  8 How much, and in what way, does subject-matter matter?N9(,,,f, 9 `#Premises  Disciplinary differences are present impact teaching and learning affect design in online distance delivery are important quality considerations How are disciplinary differences present in online distance delivery? DxGG  ; The Study f  In-depth interviews with 19 faculty in two single mode distance education institutions about design differences in online education Analysis using Biglan s (1973) taxonomy of disciplinary differences. n1"Biglan s taxonomy  O  b%!Knowledge Orientation - Hard Pure""f "   tCumulative; atomistic; concerned with universals, quantities, simplification; resulting in discovery and explanationuu$ u c&!Knowledge Orientation - Soft Pure""f "   Reiterative; holistic (organic/river like); concerned with particulars, qualities, complication; resulting in understanding and interpretation.$  d'$Knowledge Orientation - Hard Applied%%"f %   Purposive, pragmatic, (know-how via hard knowledge); concerned with mastery of physical environment; resulting in products/techniques. "  e(HKnowledge Orientation  Soft-Applied%%f %   Functional; utilitarian (know-how via soft knowledge); concerned with enhancement of [semi] professional practice; resulting in protocols procedures.  "$  i,:What is the uniqueness of & ..f  j-HWhat is the essential pedagogy in & .%%f % k.\What are the online design requirements for & .//"f / l/HDoes Biglan s Categorization work & .%%"f % f)Current Conclusionf  Out of the roster of all possible online platforms, design options and pedagogical activities, different subjects are creating different configurations of online learning experiences.f  m0 Next steps f  aExpand data collection What is essential across subjects How is quality measured across subjects  b V$Support for disciplinary differences%%f % VClarify and make explicit underlying disciplinary teaching practices Build consensus around and respect a model of sound online pedagogy Identify technologies best suited to teaching and learning in disciplinary categories Create transformation models such that discipline- or subject-specific materials can be adapted for different disciplines or subjects Ensure the keystones of distance and distributed learning  access, choice and flexibility  is maintained across disciplines Guard against learning technologies shaping the way subjects are taught,P, , D  References f  Donald Higgison Felix Jones, Zenios & Griffiths, 2004 http://www.shef.ac.uk/nlc2004/Proceedings/Symposia/Symposium9/Jones_et_al.htm Lee, S. (2004). Designing and developing for the disciplines. Journal of Interactive Media in Education, 11. http://www- jime. open. ac. uk/ 2004/11. Neumann, R., Parry, S., & Becher, T. (2002). Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27, 405-417. ZZZ+*     M z      ( 06W Keeping your distance: 8( ( GDisciplinary differences and the impact on online design and delivery HFG U0The common character & ..f  BEmerging from this is the practice of online education, characterized by the following: the physical separation of teachers and learners, which distinguishes it from face-to-face education the influence of an educational organization, which distinguishes it from self-study and private tutoring the use of a computer network to present or distribute some educational content and the provision of two-way communication via a computer network so that students may benefit from communication with each other, teachers, and staff Keegan, 1988 @XZZ ZZ"   ZCommunity of Inquiry Framework"f   T~In the process of adjustment to online and blended learning & & .@@"f @ & & it is rare for anybody to take a comprehensive look at the whole picture. 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