In A Failure of Nerve; Leadership in the Age of the Quick Fix, Edwin H. Friedman tells a fascinating story.
In 1493, the publishers of the Nuremberg Chronicle stood on the brink of a transformation that would profoundly change the way they lived, worked, and related to one other. But they couldn’t see it coming. They were so paralyzed by the emotional bombardments of their time they even left several pages at the end of the book blank so their readers could record “the rest of the events until the end of the world.” Continue reading “Imaginative Gridlock”
On my journey to becoming an eLearning Expert I have taken the Gallup Clifton Strengths Survey several times to discover my Signature Themes. My top 5 are very consistent—I always get Futuristic. I nod in agreement as the Clifton Strengths survey says, “The future fascinates you.” I guess that explains why I‘m drawn to articles written by futurists.
The term “elearning ecosystem” appears more and more frequently in eLearning writings. As a leader in eLearning, I like this metaphor—not because it’s scientifically-based and sounds cool (although it is and it does), but because I find the metaphor reflects some foundational changes influencing eLearning instructional design. Continue reading “Experts and eLearning Ecosystems”
Innovation in the digital world seems to move at the speed-of-light. As I wonder what the conversations around digital learning will center on in five years, I believe the lasting dialogue will be “personalized learning.”
Those of us in the world of educational technology know of the rhetoric around the term, but we do not seem to have a shared understanding of its meaning. Many use the omnipresent phrase to refer to efforts to tailor instruction to each student’s unique needs and preferences. Continue reading “Personalized Learning”
Remember the “Year of the MOOC” of 2012? What would possess us to even consider such a thing as a Massive Open Online Course? Maybe the MOOC captured our life-long-learner imaginations with the potential to enable free university-level education on an enormous scale.
Even the least of us could take a MIT or Stanford course from the leading expert of the world. Or, maybe the MOOC captured our mind’s eye because at our core we are teachers with an absorbing yearning to share our insightful understandings with as many as possible. But alas, the MOOC luster faded quickly. Continue reading “The MOOC: Window into our Pedagogical Soul”
Have you noticed the dark cloud in the corner of your office? That agent of doom that keeps saying: “blended instruction is just a phase,” “you don’t have time and resources to get started with blended,” or “what’s the big deal about blended anyway?”
I spend a lot of mental energy wondering. I wonder if I did this … I wonder why they did that … I wonder if others wonder. I often find myself wondering what helps people learn – including myself. For example, I’m not very mechanically minded. I have spent a lot of sleepless Christmas Eves trying to assemble that awesome present that looked fantastic in the store. I often wonder if there is a better way for me to learn.
Even though it was decades ago, I vividly remember my first high school science classroom. I was right out of college and totally terrified. My professors opened a new world for me, and I wanted more than anything to step into that classroom and show students the beauty of what I had learned. If God gifted you with the heart of a teacher, you understand what I am talking about. I conquered my fear, walked into that classroom, and enthusiastically started my journey of a teacher. Continue reading “Journey of a Teacher”