Sam's Blog

Jonassen et al. (2009) reported the creation of a special learning environment which they called Engineering Your Ethics (EYE). In short, they “…integrated ethics scenarios with personal perspectives on the problem, applications of theories and ethical canons, and various tasks for engaging ethical problem solving” (p. 236).
Ethics instruction revolves around two principal methods: decision-making (or linear) and dilemma. The former represents a one-size-fits-all methodology, whereas the latter presents two opposing (and equally undesirable) points of view that students must chose between. The authors prefer the latter method.
The article goes into much greater depth than I care to detail here. Suffice it to say it is founded in the pedagogical principles of ethics instruction. My thought is to create an Ethics Module for appraisal ethics instruction that is modeled after EYE and call it AYE: Appraise Your Ethics. Thoughts?

Sam

Jonassen, D. H., Demei, S., Marra, R. M., Young-Hoan, C. H. O., Lohani, J. L., & Lohani, V. K. (2009). Engaging and Supporting Problem Solving in Engineering Ethics. [Article]. Journal of Engineering Education, 98(3), 235-254.

In a recent article in the AECT’s TechTrends Randall Davies (of BYU) created a table wherein he described technology use in the classroom according to three levels:
Awareness (functionally illiterate); Praxis (developing experience); and ultimately Phronesis (practical competence). In particular praxis is a practical wisdom contrasted with sophia which is often taken to mean science, or why the world is the way it is.
These concepts lend themselves to education (especially ed tech) and in appraisal, as well as a variety of professions.
In appraisal, accounting, education, and engineering the professional strives for the level of phronesis, or a process that leads to competence. We must remember that phronesis is indeed a never-ending process. As technology progresses, as hypotheses evolve into theories and dissolve under the weight of newer hypotheses, the professional travels the path of phronesis to “keep up.” Hence, continuing education and professional networking.
More and more casuistry (the study and usage of case studies in education) seems more important in the attainment of phronesis. Cases can be used to immerse the student in situations that emulate real-life.
My PhD research will measure the extent to which case studies can affect morality in students and, ultimately, their ability to attain phronesis. After all, can an immoral (amoral?) person be considered competent at anything other than fraud?

Sam

We are organizing the Illinois Distance Learning Association, a chapter of the USDLA. Our mission is to promote distance education at all levels of education in Illinois. If interested in organizing the chapter or becoming a member please call me at 847 456 1309. Thanks!

Sam

In this age of steriod-enhanced sports “heroes” we have lost a true giant. Legends are made of such as Harmon Killebrew. Quiet, professional, natural, dignified.
How many modern players match those descriptors?
Rest well.

Sam

Our thoughts are with Holly Bobo and her family. This wonderful young lady was kidnapped in front of her home in Tennessee. May she be found safe and sound.

Sam

A very Happy Easter to everyone. After our weekend family time I am back to work…writing an ethics module for an appraisal course, writing a couple chapters for Allied Publishing, and working on my PhD!

The news has been filled with a raging debate between for-profit (fp) and not-for-profit (nfp) education models. I have never understood the commotion. Fp schools are in business to make a profit, a perfectly acceptable Capitalistic formula. Nfp’s are also in business to make money. What…you didn’t think Ivy League schools didn’t need to make money? They are simply organized under different IRS tax codes. Oh, the nfp’s might say they have highfalutin goals, but so do the fp’s.
The significant issue is not nfp vs fp model; the issue is whether the institution of higher learning is regionally accredited or not. Is the institution providing a quality education? Is it fooling students into attending, not providing proper support, and engendering an atmosphere wherein students fail…and default on education loans?
Check the accreditation of the school; call the BBB; call the local attorney general; look at the drop-out ratio and default ratio; and make an informed decision. Do not base the decision on fp vs nfp, or online vs grounded. Rumor and innuendo are poor substitutes for critical thinking and proper research.