![]() ![]() The Web Archive URL lists should be the most thorough. The formatting and navigation on all this is messed up so you have to do some sifting if you want to find the useful stuff. Both sources even seem to have some pictures archived. It has a some old mods, documentation, modding tools, currently downloadable maps that I thought were lost forever, and another archive of modding/mapmaking tutorials from the WiC devs (look down past the broken image urls), some of which might be the same or different from the ones on the Web Archive of the massgate wiki itself. And a (list of URLs on it) to help navigate. Much of the internal links don't work anymore so it's best to just look through the archived urls and select a snapshot.Īnd then there's this site. In all of these, the example of music plays a part.Apologies if this is common knowledge, but I found out that the Web Archive has much of the old massgate wiki and its modding/mapmaking tutorials archived. Finally, chapter five briefly explores what role social psychology may play in reducing conflict between faculty members whose beliefs and values differ. Chapter four considers the appeal and problems of integrating sharply different educational theories in a single curriculum. It briefly probes what relationship, if any, different understandings of liberal education have with each other. The third chapter examines how even a universally accepted educational ideal, liberal education, can be the centre of debate because of conflicting prior educational beliefs. The second chapter is a conceptual analysis of purpose, content, students, teaching strategies, and evaluation, to see how these forces impact on curriculum decision-making. Chapter one surveys different educational orientations of music education, how they affect curriculum planning and design, and the relationship these may have. With a better understanding of the spectrum of educational orientations and the elements of academic plans, faculty and administrators can make informed curricular decisions. And third, I mean to see if and how different educational orientations can co-exist in academic plans. Second, I wish to explore the components of curriculum design and the underlying tensions that exist amongst various conceptions of education. The first is to identify and analyse the different educational orientations-here limited to music-and how they affect academic plans. Curricular decisions thus produce much misunderstanding, frustration, tension, and conflict. To make matters worse, educators are equally unaware of the wide spectrum of educational opinion within their field. Unfortunately, faculty seldom notice how their educational beliefs and values affect curricular decisions. Tacit beliefs and underlying assumptions about educational purpose, content, teaching strategies, students, and evaluations schemes are strong agents in academic planning. Although one may not ignore external or organisational pressures on the curriculum, too little attention has been paid to how educational beliefs and values influence academic plans. ![]() Government educational policies, the economy, the job market for graduates, an institution's mission, educational resources, and changes in technology are but a few agents which impact curriculum planning and design. Curriculum makers in post-secondary education are influenced by a number of factors.
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