Technology-based, Question-based and Activity-driven
Secondary and Secondary Curriculums and Post Secondary Education
You can't go from books to problems but you ca go from problems to books from The Black Swan
 

I. Computers, student activities, and real world requirements would be central to the students learning experience See Geekability
 
II. Gains from this more efficient system would be shared by students, faculty, and administration
  A. Pedagogical requirements for an undergraduate degree would be limited to that useful to someone with just an undergraduate degree
    1. Data on usefulness of pedagogical material would be collected from alumni with just an undergraduate degree keeping out expensive unneeded materials
    2. Activities now considered extracurricular, might become more structured and done for credit, especially for non-technical majors. See Educating Class of 2034
B. Free Internet materials would replace textbooks and lectures.
1. Faculty could put their own notes on the Internet or choose from many course notes already on the Internet. This was written before videos and flipped classrooms.
2. Reading assignments would be taken from the Internet.
    3. Class time would decrease from 150 minutes per week to 50 minutes per week
  C. Extra help sessions would be held between formal classes for students needing assistance.
    1. Multiple class sections would be combined.
    2, Sessions would be managed by student assistants receiving life experience credit. 
  D. Grades would be activity centered.
    1. Multiple choice tests would come to an end.
    2. Grades would be based on student determined research papers, individual projects, group projects, case analysis, essay questions, math problems, oral presentations.
    3. Students would be encouraged to make up their own test questions and projects.
    4 Working with other people would be encouraged.
    5.  Amount of work required, a completion time, and expected grade would be negotiated.
    6.Faculty would review student created material in process and if appropriate, meet with the student or group of students
  E. Teachers, as managing consultants, would have varied responsibilities.
    a. Keeping Internet pedagogical materials relevant to the real world., especially as it pertains to individual student needs
    b. Managing teaching assistants
    c. Explaining difficult concepts to students and teaching assistants
    d. Grading which would be a continuing process.
f. Economics gains from fewer contact hours would be split between the faculty and the college. 
F. The improved learning atmosphere would stop many students from taking long weekends.
 
III. Some perceived problems.
A. Some faculty would object.
1. Fine, if they want to meet three times a week, so be it.
    2. Faculty member could use their sabbatical to develop materials.
    3  Implementation should be slow, probably starting with upper level courses or courses using free Internet materials.
4. Eventually all would agree that students learn much more in this relaxed, dynamic community.
B. Students would have too much free time.
1. Keep students current by starting each formal class with a 5-minutes oral upgraded quiz covering  the day's Internet  notes would be help keep students current
2. Both Individual and group projects would be required as much time as students desire to expend.
3. Better students would have too much free time. 
a. Some would work.
b. Some would receive credit for school activities.
c. Some would do what they do now.
  C. Some students would be unhappy
    1. Students successful with the current system of memorization and working alone would not be happy.
2. Students who do not like to work with groups would not have to, though this would be mentioned in a subjective grade report.
 
IV Personal Observations
  A. I used the system was used to some extent for five years around the turn of the decade.
    1. Subjects taught were Accounting I and II, Economics I and II, and Statistics
    2. Students were supplied all class notes
    3. Better students came to class less than 1/3 of the time.
  B. Results
    1. Better students in Accounting and Statistics learned more in less time with much less work, mainly because I didn't have the stamina to keep up with my notes.
    2. Average students learned about an amount equal to what they usually learn.
    3. Economics was the most difficult, parley because the my notes and Internet materials were not that sophisticated. I have spent the last 5 years making them better.
    4. Quick Notes Course Outlines were developed over twelve years and were used in this project.
 
V Examples
A.  http://realteachingmeansreallearning.blogspot.com/2011/05/call-of-duty-and-calculus.html
e-mail Walter with examples

 

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