Managing progression in LAPland

Reindeer in the snow in LaplandWhy Learning Activity Platforms (LAPs) are required, if we are to make sense of sequencing and progression management.

My piece yesterday on the iTunes model of learning content makes two presuppositions:

  • that by “learning content”, everyone understands me to mean “learning activities” and not “expositive resources” – see What do we mean by “content”? if this distinction does not make sense to you;
  • that disaggregated learning content needs to be built up into coherent courses, programmes of study, or short activity sequences for a single lesson or homework—this is what has often been referred to as sequencing, though I think I prefer “progression management” as being more unambiguously applicable to activity rather than information.

This post continues to inform the conversation on Daniel Clark’s blog, about his post on Key issues on OER and how we might overcome them.

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The iTunes model in education

iTunes gift voucherDeveloping a marketplace for micro educational software and content

In response to my post MOOCs and other ed-tech bubbles (which listed OER as one of three significant “bubbles”), Daniel Clark (LearningShrew) posted an interesting piece on Key issues in OER and how we might overcome them.

Recognising that there was a problem with quality control, Daniel advocates an education equivalent of Google’s App Store. This would enable OER authors to market their products as a sort of cottage industry. The micro-market would produce a selection process, sorting the wheat from the chaff, and would incentivise authors to improve the best.

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MOOCs and other ed-tech bubbles

Girl blowing a bubble gum bubbleWhy most of what currently excites the ed-tech world is hot air: MOOCs, Learning Analytics and Open Education Resources, amongst other fads.

I already know what my new year’s resolution will be. As well as losing a stone in weight (the same resolution every year), it will be to stop writing almost exclusively on why education technology has so far failed to transform education, and to focus more on arguing how education technology will transform education, when it is properly implemented. As the song has it:

You’ve got to accentuate the positive
Eliminate the negative
Latch on to the affirmative
Don’t mess with Mr In-between[1].

The predominantly negative copy of 2012 has been no more satisfying to write than I imagine it has been to read. But it has been necessary. It is impossible to make progress with a cogent argument for how education technology will transform education while most of the community accepts as self-evident half-baked notions of “independent learners” and “21st century skills”, believes that creativity is possible without knowledge, or that testing is a dirty word. Before making a start on constructing the new you need to demolish the old.

That will be my resolution on 1st January—but for the last few days of 2012, I will follow the prayer of St Augustine (“Lord make me chaste but not yet”) and take one last swing with the old ball and chain. Continue reading