Interesting week to begin considering how to design a class. Spent the whole summer “evergreening” a course series we built last year to bring the content up to date. The thing has been complete for a couple of weeks but I can’t get sign-off from busy people and began distractedly downloading articles like, “How Leaders Kill Meaning at Work” from the McKinsey Quarterly and have been sent home for 2 weeks to recover from burn out.
As a cure for being seasonally marinated in tepid pedagogy I’ve decided to create my own course on: I’m not sure what.
As someone untrained in instructional design it may be that I have no business dabbling in the field. And yet, I am immersed in the field; exposed to the politics; mediate between resisters, keeners, administrative requirements, absurd to sublime theories of how humans learn; and have now been driven quite batty by the whole process so why not dive right in?
First thought is to create an course on how courses are built from the standpoint of someone who never did well in school. “Why Can’t I Get This?” or “A Million Misunderstandings” could be titles for a tour through theory, evidence and pure speculation that would humanize learning. In some ways this resembles those “strategies for being a better student” guides except for part where you are required to capitulate.
To the title again I am inspired by the following passage from the Wizard of Oz. It speaks to the chance to revisualize “school” through online education.
“I want you to fly me to Kansas,” said Dorothy.
But the Monkey King shook his head.
“That cannot be done,” he said. “we belong to this country alone, and cannot leave it. There has never been a Winged Monkey in Kansas yet, and I suppose there never will be, for they don’t belong there. We shall be glad to serve you in any way in our power, but we cannot cross the desert. Good-bye.”
Now I have to figure out the guiding principals.
Inspiration #3 = Thinking about a lack of thinking
“I always wonder about Dewey’s tart comment in Democracy & Education that no one has satisfactorily explained why children enter school with more questions than when they leave it.”