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How a FIRM (Flexibility, Innovation, Robustness, and Maturity)Argument for FOSS (Free and Open Source Software) Can Displace FUD (Fear, Uncertainty, and Doubt)
(In the Proceedings of the Open Source Software for Europe Conference, 2005)
Teaching & Research: Learning's Twin Poles
(2nd Canadian Summit on the Integration of Research, Teaching and Learning, 2006)
One reason I wanted to be here today is
because I have a nagging concern about
the drive to incorporate research more
explicitly into teaching.
It’s reminiscent of the drive for "quality"
education in schools, which ...
From Learning to Credential
(Annual Conference of the Canadian Association for the Study of Adult Education, 1999)
Emancipation Through the Acquisition of Basic Skills: A Curriculum-Planning Process for Marginalized Adults
(University of Saskatchewan, 1992)
Abstract: This paper discusses the development of a curriculum planningprocess
that can be employed with marginalized adult-learners. The model
incorporates a range of basic "skills" identified by marginalized adults ...
Born of Different Visions: Labour Education in Canada and the US
(learned societies, 1995)
Decentring the "Self" in Adult Education Practice
(University of South Florida, 1996)
The Modern Practice of Adult Education: A Postmodern Critique
(Albany State University of New York Press, 1996)
The Teaching Imaginary: Collective Identity in a Post-Prefixed Age
(Greenwood Publishing Group, 2002)
Every society up to now has attempted to give an answer to a few fundamental
questions: Who are we as a collectivity? What are we for one another? Where and in
what are we? What do we want; what do we desire; what are ...
Computer Networks and Labour Education
(Canadian Association for the Study of Adult Education, Learned Societies, 1997)