Over the last several years, calls for rethinking literacy have grown in prominence – ALA released a report in 2000 on information literacy skills (.pdf), NCEE released a report on how to change the education system, the Partnership for 21st Century Skills is dedicated to “infusing” (their word) these missing elements into education, and so on. I recently came across a report (.pdf) by the Association of American Colleges and Universities which addresses the skills higher education needs to cultivate in learners. I imagine most educators and corporate training departments know that we need to develop different skills in learners – from primary, secondary, post-secondary education, and into the corporate market. Lacking in the discussion is the structural elements of the system to be tasked with achieving the education of these learners. The NCEE report tinkers with salary increases, better recruitment, standards, etc. Structurally, education could continue to exist as it does under that model. I’m interested in what education should look like. What structural changes are required? We know the problem, we have a vision for the content of our needed educational models, but we lack (public, private, and corporate education) the structural model that will provide the backbone of learning. I’m working on an article on this subject, so if you have ideas, feel free to comment.
-
‹ Home
Contents
-
Categories
-
Tags
Adoption Articles Blogging Classification/Ontologies Collaboration Community Connectivism Content Content Management Copyright/IP/DRM Design Elearning Evaluation/Assessment/ROI Games/Simulations Information Architecture Innovation Instructional Design Knowledge Management Learning Learning Objects Legal LMS Media Networks Open Source Podcasting Random Thoughts Research Resources ROI Search Semantic Web SNA Social Standards Storytelling Teaching Technology Theories Tools Trends Usability Wiki Wireless/PDAs XML
-
Archives
- February 2012
- January 2012
- December 2011
- November 2011
- October 2011
- September 2011
- August 2011
- July 2011
- June 2011
- May 2011
- April 2011
- March 2011
- February 2011
- January 2011
- December 2010
- November 2010
- October 2010
- September 2010
- August 2010
- July 2010
- June 2010
- May 2010
- April 2010
- March 2010
- February 2010
- January 2010
- December 2009
- November 2009
- October 2009
- September 2009
- August 2009
- July 2009
- June 2009
- May 2009
- April 2009
- March 2009
- February 2009
- January 2009
- December 2008
- November 2008
- October 2008
- September 2008
- August 2008
- July 2008
- June 2008
- May 2008
- April 2008
- March 2008
- February 2008
- January 2008
- December 2007
- November 2007
- October 2007
- September 2007
- August 2007
- July 2007
- June 2007
- May 2007
- April 2007
- March 2007
- February 2007
- January 2007
- December 2006
- November 2006
- October 2006
- September 2006
- August 2006
- July 2006
- June 2006
- May 2006
- April 2006
- March 2006
- February 2006
- January 2006
- December 2005
- November 2005
- October 2005
- September 2005
- August 2005
- July 2005
- June 2005
- May 2005
- April 2005
- March 2005
- February 2005
- January 2005
- December 2004
- November 2004
- October 2004
- September 2004
- August 2004
- July 2004
- June 2004
- May 2004
- April 2004
- March 2004
- February 2004
- January 2004
- December 2003
- November 2003
- October 2003
- September 2003
- August 2003
- July 2003
- June 2003
- May 2003
- April 2003
- March 2003
- February 2003
- January 2003
- December 2002
- November 2002
- October 2002
- September 2002
- August 2002
- July 2002
- June 2002
Blogroll
-
RSS Feeds
-
Meta
2 Comments
I’ve tagged you on the 8 random facts meme (sorry)
http://2coach.wordpress.com/2007/08/04/8-random-facts-meme/
Actually, I was thinking recently of how writing should be changing (see my blog, http://connecting2theworld.blog.com/1938200/), looking at the difference between “linear” thinking and “spatial” thinking and the effect that has had on writing (with hypertext allowing for more spatial thinking). This same idea needs to be considered for the university systems. Our curricula, courses, and admissions systems are still very linear. There is a direct linear progression through programs, different levels of education, starting with general knowledge (core courses) upon which specialized majors are built becoming more and more focused.
However, with the advent of distance learning, the needs for crossing disciplines and interdisciplinary research, pressure for graduates to become lifelong learners, it appears there needs to be a more “spatial” approach to education, especially at the university level. There should be multiple entry points, the ability to take courses outside of a major, yet able to concentrate in an area across disciplines, and a mechanism that allows students to make the connections across those disciplines so they make sense, rather than being a series of unrelated modules.