A few days ago I posted an idea called out from under the umbrellas, of why and how educational institutions should decentralise
Tonight is an idea of how formal teaching and learning, assessment and accreditation might occur in that decentralised educational context.
I was reading Artichoke's latest post, Nobody owns it, everybody can use it and anybody can improve it that motivated me to stop reading and start typing. However typical of the feeling after reading any Artichoke posts I'm left astounded at how much Arti can fit into a single sentence, let alone a post chock full of quotes, references and links! and bewildered on what I might say when it seems as though it has all been said.
But it is that sentence that Arti uses as the over all theme to her post that rang bells for me most. It reminded me of the Linux ads IBM is running on Youtube - but more importantly how amazingly possible, if not already true the statement is.
I dunno why really, but it makes me want to imagine what would it be like to be the rain...
If you've read my post about decentralised education, out from under the umbrellas, then the title of this post may soon make more sense.
So, we have teachers with strong Internet presence. They point to, discuss, demonstrate, collate prolific amounts of information about their subject/s. They model the best practice possible, and lead by example. They share all that they know, and actively seek out what they don't, they are endorsed, supported and promoted by the institution/s they use as a base... in doing all this their Internet presence is strong, as it needs to be for this:
We have people all around the world, using the worlds biggest and most successful training provider (Google + wikipedia + youtube, etc) to access information and wherever possible communication, around what it is they are wanting and needing to learn. With a strong and established Internet presence our brave new teachers get found.
It is here I start to think about ways to try and match institutional learning pathways to this informal and self paced learning method through Google et al.
Let's start by reminding ourselves how Ask Ninja explains podcasting:
I hope you managed to watch that movie. Basically Ninja describes the world of the person seeking ideas, entertainment, information and the like online. That person wanders the landscape of search results, random links and posts, surfing... they happen across a single piece of content that grabs their attention (be it because of the entertainment value like Ninja, or because of its perceived value in answering a question or problem, or both..)
The challenge for teachers I think, is how to develop a web presence in such a way that this person will want to come back, subscribe, or otherwise tune in to what you are doing.
For example, if I was exploring an interest in lets say...architecture, and happened across something you (a teacher of it) had pegged - a quick video demonstrating how I might go about measuring my house and using Google sketch up to draw my dream renovation... I could be made interested by this. Now that I'm interested, things that would draw my interest further would be if at the end, or attached to the video somewhere was some advise on what my next steps could be and how what I just learned relates to what I could learn more of.
Those suggested next steps would draw me into more of your work - micropedagogical dumps as Brent says, bite sized chunks of things that would make me want to stay or come back. Things that would maintain my interest would be more of those seemingly random content feeds relating to architecture, and ending in next steps and suggested relationships to various life contexts... more video demos, short audio recorded interviews with practitioners (5 - 10 minutes) from NZ, India, South Africa, Brazil, China... a nicely designed text for print that inspires me to think differently about architecture and its importance in web design... recordings of your 10 - 15 minute lectures (goodbye 1 - 2 hour lectures)...
Along the way I have come to realise that you are a lecturer in architecture. My eyebrows lift at this realisation and I instinctively compare you to my past experiences with teachers.. "man! this person is onto it!" I'd think. I'd start to become more impressed by your passion for the subject as I see that you post a new thing every second day or so. I become even more impressed when I come to learn that some of what you post refers to your students work! I follow the links into your students, and see how they blog about their work with you. I am allowed to see the conversations and authentic learning that you are facilitating with these people and I start to relate myself into the experience. No enrollment fee, password and login profile to block me there... I start to see that becoming a qualified architect may be a possibility for me, achievable in my spare time after work.
So I make contact with you. A few days later you reply. Not with an enrolment form and an 0800 number, but with get-to-know-ME questions. Genuine, personal. I reply with questions about your work, you reply with answers and pointers to other work. You ask me if I'd like to join a web conference with your class! I bork and get shy, you say, "no worries - just listen in if you like" and give me the time and link. I do listen in, and see that the group you are communicating with are people just like me, and once again I think how possible it might be for me to study to become an architect. I go away for a while and see what else I can find, but inevitably I keep falling back to your blog, looking for more of that initial experience.
Weeks later you send me an email with an assignment attached. You explain that you thought I'd be interested in having a go at it, and if I wanted to I could send it in when I finished it. No mention of a fee. I'm surprised by this, even a little suspicious, but on reading the assignment I am curious.
I few weeks later I build up the courage to send you my attempt at the assignment. A few days go by and you respond with an impressive amount of feedback, written not with a teacher voice,but with progressive discourse as Konrad calls it. As an equal - respectful, sensitive, and personal. You then point me to your own attempt at the same assignment and I find it amidst many others who have attempted the assignment in the past, some only days before me. I even comment in on some of them, and get responses asking to see mine. You ask me if you can put my assignment up with the others...
This goes on for sometime. The teacher has to manage quite a bit of online social activity around their subject area, but avoids forming groups or classes, always treats people as individuals, respectful of each individuals capacity and time frames. The teacher is basically nurturing people into a relationship with them and their work as teachers in the field. Teachers as equals, as participants in their own courses, participants in a network.
Let's review that. Individual teachers have strong, networked, Internet presence. Their presence is built on the basis of micro content. The potential student is looking at this world of information networked communication. They draw focus on a particular element of content and find that it is networked into a chain of content. At any point, opportunities to communicate around that information is available. When the communication starts, so does the relationship, and the prolonged learning. I think this is starting to look like Stephen's picture of an alternative state education system posted October 6th.
but who pays?
Well, it's for free!! But some may choose to pay. Eventually many people will come to a point in their learning this way where they either need to be accredited or want to be. Some want recognition for their work, others legally require it to do further work. When they are at that point is when they (their employer, government or scholarship) pay. When the time for accreditation is agreed on (in other words when the teacher and the student agree that both are ready) the student enrolls and pays a fee, and the teacher introduces a team of independent assessors and everyone goes through the work that has been done. All the assignments, communications if need be, readings that were read and considered, portfolio, work experience, interviews, all of it is looked at to make an assessment for qualification.
It is at this point where payment is made, the learning was free. Education costs, learning is for free.
So there it is, what I think it might be like to BE the rain.
This work is licensed under a Creative Commons (Attribution) license.