Expectations - in a late start on course
- Login to post comments
I am making a late start of this course with every hope of catching up with the discussion threads. I've scanned the pre-course discussions and would like to highlight a link from Nancy
http://www.gbn.com/about/scenario_planning.php
This is a framework that I would like to make use of in the course, at least for my own approach.
I will be keeping track of the outside resources that I find most interesting or useful here:
http://delicious.com/kathycannon/oec_edfutures
I am an instructional designer and eLearning specialist working in Cambridge, MA on projects that reach from within my own neighborhood of Central Square Cambridge to the opposite US coast, San Francisco. Most of my work is related to bringing learning online and using the available web tools to reach adult learners and motivate them to advance their lives and livelihoods with new deeper knowledge and broader skills.
What does it take to reach students? This is more important to me than asking what will the future look like. I am interested in a grounded discussion that looks not only at what is changing but what doesn't change when we are asking questions about teaching and learning. The Socratic method is still effective in many situations, that doesn't change, but do we have new ways to engage students in that method? What are the tools that do this best?
I also want to ask whether we are distracted by the rapid changes. What questions do we need to ask to become better at IGNORING some of those changes and maintaining our focus on what students need from us most when the bring new technologies to our on-ground and online classrooms. That's where an evidence-based approach helps us most.
What does the evidence tell us about the use of social media in learning? When is it accessing the right cognitive pathways for our students? When is it derailing them from the pathways that will bring them the most success with the new knowledge and skills they need to advance their lives and livelihoods?
Those are the questions that I hope to attack with your help.
Hi Kathy,
Took a look at the first link on scenario planning, which the article tells us has been used by the military and oil companies.
I have to say that this echoes for me '(war) game theory' which is more about shaping future responses based on predictions than moving creatively and collaboratively into a commonly-negotiated future -- and that makes me uncomfortable.
'Trends' are trendy these days (see Twitter 'trending') -- but trends can also be manufactured with good marketing -- so when we look at trends, are we getting what's really happening out there or what somebody wants us to believe is happening (see mainstream news media).
Rather than trends, I suggest we look at tendencies -- if the tendency for students is not to engage, then we need to look at why -- rather than shaping their participation in environments that are currently 'trending'.
Thanks.
Coming back from the future to reply to my own post.
Recent news of the BP rig explosion and ensuing oil leak have made me think again about oil companies and scenario planning in relation to decision making.
Democracy Now reports on repeated previous violations by the company: http://www.democracynow.org/2010/5/5/group_bp_has_one_of_the
So my question is why the decisions by BP to continue operating under such risks? (Why) did they not plan for such a scenario?
Answers for me are related to:
- bnleez's post about 'rationality-embedded' decisionmaking (http://edfutures.com/forumpost/mann-gulch-context-video)
- alanajames's post about 'fear-based' decisionmaking
(http://edfutures.com/forumpost/strengths-based-or-fear-based-decisions)
Also related to the BP question is the question: on what basis do gamblers make the decisions they do?
- Login to post comments
hi everyone,
I have a few thoughts on what I'd like from this course:
To engage in discussion with others on the future of education;
To challenge my world lens with new thoughts and ideas;
To better understand the experience of my online learners and to apply that knowledge - I completed my master's degree almost three years ago and this is the first course I've taken since. First thing I've learned is what it is like to join a course late which is giving me a good idea of what my learners experience. This is making me think what I can do reduce their stress levels.
Overall, to be part of a community!
Linda