Learning to learn: Building dynamic and sustainable knowledge societies” proposes that universities in a global learning society can respond to the educational needs of developing countries and provide programs that support the imperatives of the U.N. Millennium Goals. “Knowledge societies” undergird knowledge economies and sustain social, political and economic advancements. At the same time, they impart elements of a shared common life and common good. The paper offers an overview of the process by which an online teacher preparation program may respond to the Millennium Goals. The author uses the knowledge society trope to inform the evolution of an emerging international and cross-cultural knowledge society of teachers. Evidence suggests that learning is contextual and community-based. Teachers need to be formed in their local settings, and share their regional experiences to enliven their learning. The author describes the creation of course work, the early student input, the faculty response, and the initial outcomes of the program. The paper suggests several future research themes: technology and universities; online learning and global perspectives; and emerging knowledge societies intertwined with emerging technologies.
|Keywords:||Global Education Economics, Knowledge Societies, Teacher Education, e-Learning, Distance Education, Online Education, Education of Women, Learner-Centered Technologies, Higher Education|
Director of the B.S. Online Program, School of Education, Drexel University, Philadelphia, PA, USA
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