I’ve been thinking along the lines of “hackschooling” recently myself. When resources are distributed, it’s the “task” of the learner to “assemble” them according to their own motivations for doing so.
In the past, all the assembling was pre done…for the most part. But now, if resources are all over the place, why would one “stay within the lines” of a particular institution, or even a particular class? Seems quite possible that at least some learners will do a mashup of learning as LaPlante suggests.
The big question again is if there’s not one institution providing “credit hours”, or if Cal University system students are taking online courses from who knows where but want credit…. or if eventually people find a way around very expensive “gatekeepers” and “tollbooths” on the way to accreditation…what will it look like?
Thanks Gary for finding examples of educational solutions from the learners now in the system.
While enjoying coffee conversations on a houseboat with my sister, she mentioned how her seven year old grand daughter is now in a class where the main priority seems to be maintaining order. If schools were personalized to meet individual needs and interests, learners would not lose their creativity and happiness at age seven…so sad.
The video reminds me of the times John has asked: What do students do if they are not in a brick and mortar school? If they are pursuing interests that make them happy who is guiding them in choosing and participating in community internships ? Maybe more “promotora” jobs that have not been invented yet.
kudos to Gary…found this in his post on “Future of Education”.
I’ve been thinking along the lines of “hackschooling” recently myself. When resources are distributed, it’s the “task” of the learner to “assemble” them according to their own motivations for doing so.
In the past, all the assembling was pre done…for the most part. But now, if resources are all over the place, why would one “stay within the lines” of a particular institution, or even a particular class? Seems quite possible that at least some learners will do a mashup of learning as LaPlante suggests.
The big question again is if there’s not one institution providing “credit hours”, or if Cal University system students are taking online courses from who knows where but want credit…. or if eventually people find a way around very expensive “gatekeepers” and “tollbooths” on the way to accreditation…what will it look like?
Thanks Gary for finding examples of educational solutions from the learners now in the system.
While enjoying coffee conversations on a houseboat with my sister, she mentioned how her seven year old grand daughter is now in a class where the main priority seems to be maintaining order. If schools were personalized to meet individual needs and interests, learners would not lose their creativity and happiness at age seven…so sad.
The video reminds me of the times John has asked: What do students do if they are not in a brick and mortar school? If they are pursuing interests that make them happy who is guiding them in choosing and participating in community internships ? Maybe more “promotora” jobs that have not been invented yet.