All tagged Instructional Design
Online Lecture | Translated an interview into instructional animated graphics.
So often in life, discomfort is the result of poorly managed expectations. It’s amazing the levels of “discomfort” we can adapt to if we expect it, and the performance we have the capacity to achieve through it is even more exciting.
If relevance is really as simple as relation to the matter at hand, then the more matter I have "at hand" as a student; the more curious and engaged I am, the more connected I become to the people and processes of the world, the more there is to my LIFE, the more instruction I’ll find "relevant.”
Just started what may be the coolest class of my graduate experience. I am the ONLY American! (I'm also the only woman. Somehow I don't find that quite as exhilarating...)
In all seriousness, though, the open education movement is largely centered in higher education. And if there’s one sector with a perpetually renewing abundance of harness-able human energy, it’s college campuses.
I've been vexed all week. Really, vexed. Here's a selection of the blog posts I didn't write this week: "Why Open Education Won't Save the World," "Lurking and Ignorance in Qualitative Research" and "The Malignant Delusion of Educational Assessment.” Like I said... vexed.
What is it, really, that open education offers the educational community that would make it worth the massive outlay of time, talent, resources and--perhaps most significantly--change required to sustain it?
Next-gen open education resources must make a difference in the education of current, fee-paying, sitting-in-the-classroom students or the axe won't stay hovering for long.
Karatara is home to a remarkable little school called Eden Campus...and not much else. The school is a long way from self-sufficiency, but they have some electrifying ideas about getting there.
So, if the typical classroom is made for listening, what then would my problem-based, amorphous, flexible, energetic, chaotic classroom be made for?