To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning environment, addressing the situated nature and complex interplay of technology, pedagogy and content.

Pedagogical, even andragogical, educational methods are no longer fully sufficient in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010).

Heutagogy is of special interest to distance education, which shares with heutagogy certain key attributes, such as learner autonomy and self-directedness, and has pedagogical roots in adult teaching and learning.

Distance education and heutagogy also have in common the same audience: mature adult learners.

I assume that individuals will enrol in this course to pursue a personal need/ambition

teachers who are more inclined and better prepared for what are known as student-oriented teaching practices, such as group work, individualized learning, and project work, are more likely to use digital resources. But in many cases, teachers were not adequately prepared to use the kind of teaching methods that make the most of technology

Overall, the most successful plans were incremental and built on lessons learned from previous plans.

There is increasing recognition of the important role of teachers in education. But we need to go beyond the idea that teaching is an art that requires exceptional talent. There are exceptional teachers, but we need to support the professional development of all teachers, and we can do so if we invest in the scientific base of the teaching profession and empower those very exceptional teachers to become leaders who inspire other teachers.Technology offers great tools in this respect. I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students' learning; or of the increasing use of blended learning models in teachers' training, in which online lectures are combined with individualized expert support and feedback from peers. Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like-minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars

The problem with focusing on the role of the teacher, from my perspective, is that it misses the point.

We continue to expect educators to play an active role in learning, but it has become more difficult to characterize exactly what that role may be.

students need prototypes on which to model their own work

Groups require coordination. They require a leadership or a leader which is why we get all of this stuff on leadership.

Networks, by contrast, require autonomy. That is to say each individual in a network operates independently.

What we're learning from online education Daphne Koller is enticing top universities to put their most intriguing courses online for free — not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.

People will not continue to pay tens of thousands of dollars for what technology allows them to get for free.

Power is shifting away from selective university admissions officers into the hands of educational consumers, who will soon have their choice of attending virtually any university in the world online.

Now anyone in the world with an internet connection can access the kind of high-level teaching and scholarship previously available only to a select group of the best and most privileged students.

I tried to look at where did the kind of learning we do in schools, where did it come from? And you can look far back into the past, but if you look at present-day schooling the way it is, it's quite easy to figure out where it came from. It came from about 300 years ago

They created a global computer made up of people. It's still with us today. It's called the bureaucratic administrative machine. In order to have that machine running, you need lots and lots of people. They made another machine to produce those people: the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. They must be identical to each other. They must know three things: They must have good handwriting, because the data is handwritten; they must be able to read; and they must be able to do multiplication, division, addition and subtraction in their head.

schools as we know them now, they're obsolete. I'm not saying they're broken. It's quite fashionable to say that the education system's broken. It's not broken. It's wonderfully constructed. It's just that we don't need it anymore. It's outdated.

The "Hole in the Wall" project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge.

Nick initiated this experiment to convince others at his school that students need space to drive their own learning as part of their education

"By explaining something to a peer, synthesizing and concretizing vague concepts, it strengthens my confidence in the mastery of a topic."

We can go much farther, and get there far more efficiently, with self-paced study.... We can often reach more ambitious goals if we are given the latitude to set those goals for ourselves.