April 30, 2017

The Tipping Point to Personal Learning – Part 3

The authors of Disrupting Class make a convincing case that the disruptive innovation of student-centered computer-delivered instruction will bring the end of teacher-based instruction (and, therefore, conventional schooling. (fn 17) According to their theory and data, the tipping point has already occurred; the shift is happening. We see it in the exponential growth of online […]

September CLN Webinar- Learning Through Simulations with Mike Vaughan

View the recorded version of the September 17th webinar conversation about learning through simulations with Mike Vaughan, Director of Regis Company. Topics the webinar explores include: experiential learning; reflection and learning; 21st century skills; simulation design; leadership and learning.

The Tipping Point to Personal Learning – Part 2

According to the authors of the book Disrupting Class, the theory of disruptive innovation predicts the end of schooling as we know it within ten years. Well, at least the beginning of the end. (fn 8) Inquiring minds may want to know what educational forms will replace schooling. In this post I’m going to describe what […]

The Tipping Point to Personal Learning – Part 1

According to the authors of the very important book Disrupting Class, 2012 is the year in which the logarithmic curve of computer-based learning consumption “tips” — i.e., hits the “elbow” and begins to gobble up increasingly large chunks of conventional schooling. By 2019, the authors project, “50% of high school courses will be delivered online.” By […]

Multiverse Learning

Tomorrow, I have the good fortune to get 15-20 minutes of time to talk with the participants at the Teacher-Librarian Day (TLD) sponsored by Teaching with Primary Sources (TPS) at Metro State in Denver (or whatever the current name of that university is). TLD2012. Thank you, Peggy O’Neill-Jones and TPS staff! I’m using this post […]

Thoughts from the Mosey Road

I like to drive what my colleague Dixie Good calls the Mosey Road. The roads or streets with less traffic and less anxiety. I look for roads with good flow. I don’t need to go 75, or even 55; just cruising is fine, often better, so long as I don’t have to stop frequently. Typically […]

A Well-Designed PLC…. Really

In my previous post (“Professional Learning Communities… really“), I raved about the St. Vrain Valley School District’s PLC model, the Digital Learning Collaborative. I can only hint at the intricate detail of the DLC’s excellent learning design here; if you want to know more, check the resources at the end of the previous post. But […]

Professional Learning Communities… really…

The idea of Professional Learning Communities, appealing in the abstract, has suffered during the NCLB decade by its connection to tedious and frustrating review of NCLB-mandated measures of academic achievement. For many educators the term ‘PLC’ has come to mean torturous sessions in which the participants mutually expose their inability to ensure that all children […]

Layers of Learning

Imagine that schools were communities of learning. What would it look like? How would it be different from what we typically do now? My colleague Dixie Good and I have many opportunities to observe and think about learning communities; sadly, most of the communities we observe are not schools. Our experience suggests some thoughts about […]

21st Century Learning Rules

Rule #8 — Learning occurs simultaneously and interactively within the individual, the community, and the organization. We think of the learning as something the person is doing. At the same time, the community in which the person is participating is also learning — whether a community of two (“teacher” and “learner”) or more (e.g., collaborative […]