Technology in the Globalization of Adult and Higher Education

1. AHED 701 Patricia Burris David Leaneagh Tiffany Quinze Elizabeth Simmons Technology in the Globalization of Adult and Higher Education

3. but we always have been by virtue of being human. We are potentially connected instantaneously with every other human being in the world. . .

4. Our objectives • We will begin with the learner • Define shared and diverse environmental factors • Discuss the politics of pedagogy • Change • Power • Stratification and polarity • Transference of power • Tangible power-resources and human capital • Intangible power-knowledge, technos, and criticality

5. Our objectives • Dialogue and empowerment • Structures of power • Human rights- human resources • Structures of the Internet • Bridging the divide • Discussion of barriers and opportunities

6. Who is The learner?

7. Internet penetration (2003)

8. WORLD INTERNET USAGE AND POPULATION STATISTICS

9. Adult Male Illiteracy (2003)

10. Adult Female Illiteracy (2003)

11. The Global Learner and Gender • Indicator: Ratio of females to males in tertiary education - 1990 • Indicator: Ratio of females to males in tertiary education - 2001

12. What is The environment?

13. Bronfenbrenner (Simmons, 2006)

14. Adaptation to change is human survival behavior

15. technos

16. Globalization

17. Change

19. Monkey sphere Humans interact in groups of less than 150 individuals that we can conceptualize as like ourselves

20. Monkey sphere Humans have interacted in groups of less than 150 individuals that we can conceptualize as like ourselves Us! Them!

21. African proverb from MBM's article on traditional African society: 'in the jungle, the argument/logic of the lion is always the most valid.' (2001, p. 484) Human empowerment vs. subjugation

24. Poverty: Polarization of economy

25. Politics of power Tangible power=wealth, resources and temporally food One-way transfer of finite wealth and resources, or in the case of food and medicine, temporally finite.

26. Politics of power Tangible power=wealth and resources

27. Politics of power Tangible power=wealth and resources

28. Politics of power Tangible power=wealth and resources

29. Politics of power Tangible power=wealth and resources

30. Politics of power Tangible power=wealth, resources and temporally food Tangible power tends to be conserved by those in ownership through downward pressure on those less powerful

31. Politics of power Intangible power=knowledge, technos, understanding, and criticality Dialogic transfer of infinite knowledge, technos understanding, and expansion of critical thinking

32. Politics of power Intangible power=knowledge, technos, understanding, criticality

33. Politics of power Intangible power=knowledge, technos, understanding, criticality

34. Politics of power Intangible power=knowledge, technos, understanding, criticality

35. Politics of power Intangible power=knowledge, technos, understanding, criticality

36. Politics of power Intangible power=knowledge, technos, understanding, criticality

37. Politics of power Intangible power=knowledge, technos, understanding, criticality

38. Barrier or opportunity to higher education? Increase in intangible power increases competition for finite tangible wealth and resources.

39. Structures of power Shift from governmental to super-governmental corporate power Ellen Wood’s quote that “No ancient despot could have hoped to penetrate the personal lives of his subjects—their life chances, choices, preferences, opinions and relationships—in the same comprehensive and minute detail, not only in the workplace but in every corner of their lives.(Wood, 1995)”

40. Corporate—the workforce Influences on global higher education Need for cultural understanding Need for complex informational skills and filtering Distributive empowerment requires critical thinking skills Global Higher Education Need for global marketing High skilled workers adaptive to rapid change Global supply chain management Need for creativity

41. Other influences from corporate structures Your ideas?

42. Influences from corporate structures Barriers Opportunities

43. Democratization—individual empowerment & fulfillment of potential Influences on global higher education Need for cultural preservation and acceptance of diversity Freedom of choice and privacy Need for global human rights Distributive empowerment requires critical thinking skills Global Higher Education Expansion of conceptualization of humanity and association Highly adaptive to rapid change Global management of finite resources Need for creativity

44. ObjectivesGlobal Learner • Rapid adaptation • Full human potential • Critical response to change • Agency • Ability to filter and focus on essential information • Openness to innovation • Openness to dialogue with diverse individuals • Preservation of cultural history and living language • Compassion for expanding association

45. Balance of power Institutionalized Power Structures Human Development

46. Other initiatives for human rights Your ideas?

47. Initiatives for human rights Barriers Opportunities

48. Elegance , democracy, the market, and distribution of power Structures of the Internet

49. Impacts on Adult Education: The Web Revolution

50. History • ARPANET(1958) • Academic research and the military • AT&T - First Commercial Modem (1962) • TCP/IP (1973) • Advent of the personal computer • MITS Altaire (1975) • CommodorePet, Apple II, TRS80I (1977 Trinity) • GIF format which was invented in 1978 • The Well in 1985 (dial-up)