למידה, אינטרנט ... ומה שביניהם

In some ways this dichotomy mirrors the disconnect between our traditional factory model of education and the growing personalization of learning out there in the real world. We continue to try and maintain an homogenized approach to schooling while the opportunities for individual and high social learning is exploding.

If a child’s attention wanders, a stern “eyes on teacher” prompt pops up. A quiz uses emoticons of smiley and sad faces so teachers can instantly gauge which students understand the lesson and which need help.

The purpose of this table is to foster the same nice, neat, uniform, teacher-directed instruction that has been the centerpiece of schooling for more than a century. If it’s not there already, I fully expect Amplify to come with an app for taking standardized tests since the whole package is designed to address the holy grail of American education: higher scores.

במילים פשוטות מה שהוא אומר זה, שלמרות העושר הרב של הכלים והמחשבה הפדגוגית המעמיקה מאחורי רכיבי הפעילויות הרבות, עדיין הוא מאמין שעל פי רוב משתמשים במעט מאד מהיכולות.

זה מרענן ומעורר אופטימיות – ומהמקום הזה אפשר רק להתקדם למקומות טובים יותר.

Who can read about new online pedagogies when it takes hours just to figure out how to get from Messages back to the main course page?

So perhaps the argument now is in favor of not using many features of an LMS. Maybe we should be using the LMS primarily as a shell, not learning too many of the bells and whistles but instead just making it a location or start page for the class.

Valuable learning time can then be switched to exploring on the open web, to discovering things we can link to that fit with our pedagogy, instead of figuring how to force our pedagogy to fit the LMS features.

Try this for information overload: Open your favorite browser, and in the search box type "multiplying fractions." In about a quarter of a second, you'll find yourself buried in more than 4 million results. Four million. Even with web page-rating schemes like Google's PageRank pushing content deemed more relevant to the top of the pile, that's one massive, needle-obscuring haystack of information.

What's needed is a commonly agreed-upon vocabulary for describing content for education search.

There hasn't been the sort of detailed tagging available that would allow, for example, a fourth-grader reading at a second-grade level researching the history of California to find content that is specifically appropriate to them.

... - every one of the results on page 1 was a perfectly good explanation of how to multiply fractions. The problem for LRMI is that it's pretty hard to improve on that, and it's not clear that it's necessary.