My design approach would be to integrate a Personal Learning Environment (PLE) into an Online Community (OC) that would enable inquiry-driven learners to explore pre-defined learning paths, or create paths themselves while building a network with others who share their interests.
The platform would seek to bridge the divide between online and real-space learning by incorporating offline projects, and could eventually translate into a new model of digital/physical integrated learning space - one that could be modularized and deployed anywhere in the world.
Sanna Malinen notes, "As the user base of online communities can be global, they are likely to involve a blending of cultures." |
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I call the platform Bamboo. Why? Because bamboo is an excellent natural scaffolding material, and it’s still used to build skyscrapers today.
Bamboo scaffolding is being used in China and Hong Kong instead of steel for several reasons. Bamboo actually has a greater tensile strength than steel. It is also much cheaper to use, and completely environmentally friendly. - E. Schlotman - School of Materials Engineering at Purdue
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| Hong Kong Scaffolding |
The Platform
Choose. Learn. Connect.
The platform would be profile-based and scaffolded around a set of foundational learning trees that would provide a basic structure to support learners on their exploratory journeys. Learners could chart their own course up the learning tree, or pick a pre-defined, curated and credentialed learning path to acquire a specific set of skills.
Progress up the trees would occur in segments - internodal learning would be self-directed and would be supported by sets of carefully curated learning sites and resources freely available on the Internet. Once these learning objectives are achieved, learners advance to the node.
The Skill Trees
These are the terminal and permanent learning trees that make up the foundational ecosystem. They are built upon a set of core humanitarian values that encourage the well-being of the whole person. paths through multiple trees can be defined for specific outcomes like workforce preparedness or high school equivalency testing.
Learner Roles
Mentor. Moderate. Create.
Once learners have earned the highest credential for a node, they are certified to branch-build. They can build learning paths to achieve specific outcomes and moderate their custom learning paths.
As subject-matter experts, they can also become credentialed mentors for an existing learning path and guide new learners. They can even set up their own ‘shop’ and create content to help new learners learn new skills. Each mentor or shop has a credibility rating based on both user reviews and user performance after they’ve moved up the tree.
They can also become forum node monitors and evaluators for project submissions, if real-world projects are required to complete the node.
A blockchain framework allows users to earn and exchange e-coins (the Alura!) for mentoring and moderating.
Case Study
If I were prepared today with a GED, and that’s what I had as an 18-year-old, I’d be scared to death of the future.” - Former LA Assistant Superintendent and head of the LAUSD adult education program - Ed Morris
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| NPR Article |
Non-traditional students learning outside of the formally structured school system, or those who have exited the school system early and wish to continue with their education, should have a place to build a personal portfolio aligned to a meaningful continuum of real-world skill-sets that can be used to demonstrate key capabilities to secondary institutions or employers.
A Series of adaptive “skills and capabilities” tests, designed on psychometric principles, and real-world projects would serve as substantive evidence of concept and skill competency, proficiency or expertise and could function as more meaningful and predictive instruments supplanting current high school equivalency tests.
A Series of adaptive “skills and capabilities” tests, designed on psychometric principles, and real-world projects would serve as substantive evidence of concept and skill competency, proficiency or expertise and could function as more meaningful and predictive instruments supplanting current high school equivalency tests.
Malinen, S. (2015). Understanding user participation in online communities: A systematic literature review of empirical studies. Computers in human behavior, 46, 228-238.
Hey Spencer,
ReplyDeleteWhat a great idea!
First off, I love your choice of Bamboo. I learned recently that Pandas have one strongest bite forces of any carnivore ( http://www.bbc.com/earth/story/20150310-the-truth-about-giant-pandas) so it makes sense that bamboo would be so strong.
I really like your idea about the nodes and completing projects in the real world to achieve your objectives. Since the platform has the luxury of being online, would you consider offering a few different options of activities one could complete to master each objective? Since people have different learning styles, it would be great if they had the opportunity to master the skills in different ways.
You've got a great idea about credentialing and certified branch builders. This will both ensure that your community has quality content and it will motivate those certified branch builders motivated to continue to participate in the community.
I would definitely join this community if you ever do bring this idea to life!
Hey Spencer,
ReplyDeleteI really love your design and I wish it could turn into a real one so that I could have a try Haha! I think your thought of connect online and real-space learning is really fascinating. It reminds me of I only focus on the online part when thinking about lots of those learning tools or platform. However, real-space or offline learning is also crucial and cannot be neglect. I think you provide me a new perspective of considering different people's different learning objectives and learning difficulties. Your design is both structured and also free, which grant lots of freedom to learners.