The Future of Online Learning 2020
Stephen Downes, Apr 28, 2020, ,
This video looks at change and technology during the pandemic and after, asking what it is we want to get from our educational systems, and what that might look like in the future.
Oh, well, here's an announcement that will just make you feel warm inside. "The International Organization for Standardization published the first-ever “Human Capital Reporting Standards” in December 2018. This standard represents the work of a large, international group of experts who spent three years deciding which human capital metrics (measures) should be collected and reported." There are also new rules announced from the SEC on reporting " human capital metrics."
Related: "analytics can be used to identify relationships among different measures. For example, organizations are testing the data to see what is associated (or correlated) with employee retention and employee engagement." One wonders: are these results shared? In salary or contract negotiations, they create a considerable advantage. How do we ensure the benefits are fairly distributed?
A recent eSchool News article said that "most teachers don’t feel fully prepared for remote learning," says Eric Sheninger, and so he offers some tips. It's an odd mix, from the very general ("keep sound instructional design at the forefront") to the quite specific ("use a URL shortener to make links easily accessible"). Its the latter detailed suggestions that make the article worth a read. And as with many others in the same position, he find that "the overall goal is to move to a more personalized approach that focuses on student agency through path, pace, place, voice, and choice."
Nick Shackleton-Jones takes a bit to get around to his point, but it's worth the wait. He distinguishes between 'low bureaucracy', which is bureaucracy populated by bureaucrats who follow the rules just because they're rules, and 'high bureaucracy', which is populated by bureaucrats "engaged in providing elaborate justifications for the existing conventions," One such, writes Shackleton-Jones, is Daniel Dennett, who inventively supports popular conceptions about consciousness and the mind. Another, he writes, is the phenomenon of 'cognitive load', which "provides a framework in which it is acceptable to tinker with the convention in order to prevent more meaningful changes" but which never answers questions like ‘what is learning?’ and ‘how does it work?’.
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Copyright 2020 Stephen Downes Contact: firstname.lastname@example.orgThis work is licensed under a Creative Commons License.