From Courses to Learning Streams

A brilliant idea showed up in my aggregator this morning via Clarence Fisher:

Imagine that instead of tagging conferences, courses could be broken down and tagged. Instead of searching for who is writing about a certain conference, students could search for lessons on certain topics and for when they are being presented. They could then login to that class, participate in the discussions and learn what they need to.

He goes on to say:

A system like this would allow students the freedom to assemble the pieces of their courses from a number of places from the best teachers possible, and allow them to move through the pieces as they need them.

With the wealth of online courses available on a wide range of topics, why not remove some of the constraints on time and content to give learners greater access to resources and experiences of their choosing? Of course, there are some practical issues to contend with, particularly economic ones, but the technology makes it possible for the whole concept of ‘course’ to evolve into a more fluid entity congruent with the messy and unpredictable process of learning itself.

Comments

  1. Marco Polo wrote:

    Great idea: I get such an education daily from using the Internets tubes thingies. But it presupposes a certain maturity in the students.

  2. Aaron wrote:

    I wonder if the saying “treat others as you would want to be treated” has any application here? Or should we treat others as they “should be” treated? The answer we prefer may have revealing psychological meaning. It’s worth reflecting on…

  3. Bee wrote:

    Leigh has been thinking along the same lines.

  4. Marco Polo wrote:

    Aaron, is this the same as what Stephen Downes calls eLearning2.0?

  5. Aaron wrote:

    Marco, maybe….maybe not - it depends on the approach. Some people might call using 2.0 tools in the classroom ‘e-learning 2.0′., but if they are using 1.0 strategies, then it’s just a facade.

    E-learning 2.0 if cultivated to fruition would certainly involve a restructuring of our current learning systems from the bottom up in a learner centered way. I like the ”free range learner” and “coyote teaching” metaphors I saw talked about on Harold’s site last week.

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