Hence a democratic society must in consistency with its ideal allow for

Hence a democratic society must in consistency with

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Hence a democratic society must, in consistency with its ideal, allow for intellectual freedom and the play of diverse gifts and interests in its educational measures.” VCU has been committed to the values of progressive education voiced by John Dewey since its inception at Goddard College (Goddard College, 2003). This case study found that the integrity of the model and its commitment to the Deweyan values of progressive education - which include democracy, freedom, individualized learning, and recognition of the unique needs of adult learners – was retained because of the key success factors identified in creating a Virtual Residency option. Project participants believe that most of these success factors can replicated within the other programs at Union Institute & University. The pressure to boost enrollment exists across all programs as does the attitudinal shift to accept an online option. Perhaps if these departments can learn from the VCU experience, two other factors will be considered: preservation of the components of the residential model and early and full involvement of key individuals and departments (stakeholders). The most elusive and difficult to re-create of these factors, however, is the excitement and creativity. Much of the excitement came from the enthusiasm of key individuals who built trust and commitment to the project over months of work and in some cases years of working together. I can only hope that the enthusiasm is contagious. References Norman K. Denzin, The Research Act: A Theoretical Introduction to Sociological Methods, 2 nd . ed. (New York: McGraw-Hill, 1978), 183. Goddard College. (2003). “History of Goddard College, A Brief History: Where We Came From, What We Were, How We Got Where We Are,” 20 October 2003, < ddardcollege.html > (2 May 2004). Michael Q. Patton, Qualitative Research & Evaluation Methods, 3 rd ed. (Thousand Oaks, CA: Sage, 2002), 268. Note: The following individuals and many others who participated in the testing phase, provided invaluable expertise and gave countless hours to the project management of the Virtual Residency Project: Alice Eichholz, Victor Ehly, Jeff Krebs, Jody Wageman, Christine Estabrook, Anne Connor, Kyle Cushman, Matt Pappathan, Stacey Knight, Greg Frye, James Foster, Sue Cobb, Martha Vanderwolk, Ann Stanton, Cathy Stanton, Rhoda Carroll, Charlotte Hastings, Ann Cardinal, Susan Bradt, and Carol Beatty.
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79 Chapter 13 An Instructional Design Model for Program Management: a case study of the implementation of an online post-degree certificate in special education David Mykota Deirdre Bonneycastle University of Saskatchewan Saskatoon, Saskatchewan, Canada Abstract: A reliable repertoire of effective practices for project management in newly developed e- learning courses and programs is increasingly in demand by project managers, content developers, instructional designers, program directors and policy decision makers. To address the need for replicable e-learning project management practices, the present case study examines the
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