"Differentiation and personalized learning is lost in the pre-created curricula and assembly line experience of most distance courses and MOOCs"
"The subject matter (and the learners' needs) should drive instructional strategies, not technology"
"I'd argue that relationships are motivating. Seeing the passion good instructors bring to a classroom live and in person is motivating. "
"My experience, and fear, is that online classes are too rigid, too much like a factory, and less responsive to individual students' learning."
This seems right up the Early Adopters alley. It appeaars the fundamental concepts of this course are what Dan Pink would classify as "High Concept". The score regarding the astounding volume of what has been written, staff developed, and high dollar conferenced over the past two decades regarding technology integration seems to be a solid D. We focus our time, talent, and treasure on hardware, connectivity, applications, and platforms and mostly loose sight of THE question: To what end? What I see in my experience is still very much a knowledge acquisition based, "covering the curriculum" approach. I see it in my own practice even as I claim rebellion from it! Why? Pressure from every aspect of the edu-enterprise: from high stakes testing to pedagogy by bus schedule, to campus administration initiatives. No matter the innovative gift wrap, the message is the same: Cover the material and pass the test! Streamlining efforts in terms of curriculum don't streamline anything - they just rearrange chairs on the same size deck. "Every Second Counts" but we aren't going to change a single thing. Do not even consider the shape, size or capacity of the Edu-Plate, just keep piling new initiatives on top of the old and wonder why increases in nutritional value are static....Perhaps this course might allow us to take a real hard look at practice to get to the point, the end, the goal of creating critical thinking deep learners.I hope you'll join me!
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