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Most curricula found in education systems or training programs are designed in a linear fashion. They are unnatural. Teachers and trainers, like other humans, want to order ‘stuff’ in such a way that it apparently makes sense: this leads to this leads to that thinking. Most curricula, despite sometimes referring to higher levels of Bloom’s Taxonomy in the objectives, is at the competence level of describing, explaining, and demonstrating. This leads to rather stilted forms of didactic teaching, the ubiquitous slide show, the passive learner. All of which is unnatural and we wonder why learners have problems in motivation and learning.

Via EDTECH@UTRGV, Elizabeth E Charles

"When we look at all the assumptions that have been overturned in higher education because of the pandemic and all the needs that have only grown during this time, what becomes clear is that frameworks that previously worked for higher education are no longer guaranteed to function. Something new is needed, and flipped learning may be exactly the right model for where higher education is headed once the pandemic is over."

Via EDTECH@UTRGV, Elizabeth E Charles

The COVID-19 pandemic has been a challenging time for educators. For many of the teachers who responded to a nationally-representative survey we conducted last spring, the 2020-2021 school year was the most difficult time of their careers. But in the midst of these challenges, some teachers found ways to use blended learning to build relationships with their students, identify their students’ needs, and empower their students to take ownership of their learning.

Via EDTECH@UTRGV, Elizabeth E Charles

Via Elizabeth E Charles, Miloš Bajčetić