stop filming plays! when movies first started they were simply plays on film; today they are quite different when online education first started they were like filmed plays; they didn't take advantage of the new medium, just tried to copy what was there before; MOOCs? you must be kidding me in face to face education, the offerer matters a great deal ("I went to Harvard!") In online education, not so much; our cybersecurity course is offered by a variety of universities; same course; same mentors in school, the goals of the students don't matter; in good online education students need to accomplish something; the path doesn't matter, just the result in school, the teacher is the expert; proper use of video stories in online education make the mentor the helper; no teacher needed proper online education enables deep dives into tasks; how long it takes doesn't matter; no grades just accomplishments in college who you are matters; we don't just let anybody into Yale. Online, only doing matters; the stars in our latest online cohort in cybersecurity were a fork lift operator and a nanny;
Plays are being filmed because people can't get to plays. They aren't trying to be films. Similarly, you "don't let just anyone into Yale" so people who have a hunger for access to education but can't get past the gatekeepers will also take whatever they can get.
Agree with the sentiment, but it all feels a little utopian. So sure, accomplishments matter, but so does needing to articulate those accomplishments in a way that is meaningful to others. This is a societal norm that maybe flawed, but is strong and persistent throughout history. If no teacher is needed, how is personalised support given? Maybe teacher is the wrong word but most people find they are helped by someone who knows what it is that they're trying to accomplish. And then there is the assumption that we (whoever 'we' are) are able to produce 'good' and 'proper' online education - or even know what that means! To Nick's point, your 'good' might be my 'terrible'... So efficacy depends almost entirely on the baggage/motivation/desire/reality that I bring that is in many ways uncontrollable.
I've made this point in presentations, referencing the impact made by Edwin Porter who created the first truly cinematic film, "The Great Train Robbery."
I agree mostly, but wouldn’t go as far down certain dimensionality . I can look at this from POV of #skeuomorphs ... these have purpose and value when they do, and don’t when they don’t, same as all ... point being not for its own sake . I can also view this from POV of “bounded applicability/context” ... many times we can assume something to be wrong when only experiencing it used wrongly etc (i.e. “because it is bad to film plays, and filming is what we do now, then filming is good and plays are bad” . we (humanity) also tend to attribute social / imaginary constructions with natural attributes and confuse their history of creation and evaluate it as such (i.e. “schooling is bad”) . so of course, it depends, and you also already know that . everything matters ... unexpectedly .
How about this: Lectures are plays that people pay for, but don't want to see (judging by the poor attendance at College lectures). I think a lot of online education is more like sermons on film: not only is the format the same, but if you have lost faith you wouldn't bother watching them at all 🤔
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Amen ... it’s what I loved about online learning from the beginning. It was and still is quite a battle with admins to see that it is such a creative tool.