Entries by cartereducation

Myth #2 (of 12): E-learning & M-learning

If we don’t call people who make online purchases, ‘E-buyers’, then why to we call people who watch online content ‘E-learners’? Many will think this blog is about semantics, when it is about fundamental conceptual differences that should be maintained. Just because content is delivered digitally, for some reason, people are led to think it will be ‘learned’ more […]

Myth #3 (of 12): Learning is linear

“Teaching to test, rather than to skill, extinguishes desirable traits like creativity and innovation in that student.” (Gray, 2015) When is the last time you watched toddlers play? Whether playing alone or with others, they are innately curious about the world around them – they are like sponges. Ever observed a group of teens wandering in […]

Myth #4 (of 12): Formal, non-formal and informal learning

^^^Note: A review of Myth #1 and Myth #3 may be helpful at this point. Myth #4 (of 12): Formal, non-formal and informal learning  Learning is learning is learning. I, like Billet (Infed)* see learning as ubiquitous in human activity. The only thing that changes is the context or setting. This idea flies in the face of much hype these days about informal […]

Myth #5 (of 12): Context doesn’t matter

Just as Schon (Infed) made the distinction between reflection-on-practice and reflection-in-practice, I will make a distinction between ‘context-of-curriculum’ and ‘context-in- curriculum’. ‘Context of’ refers to the “why” we deliver content we do, and ‘context in’ deals more with the “what” – specifics of certain content. “Why are we learning this?” “What does this have to do with […]

Myth #6 (of 12): Culture doesn’t matter.

I stated in Myth #3 that I have driven in 10 different countries – many that are nothing like driving in a developed country. To bring the same driving mindset from Canada into India or Saudi Arabia would end in disaster. Literally! A CEO friend in India gave me this advice: “Forget all the rules, and act […]

Myth #7 (of 12): Most I.L.P’s are focused on the “I”

“Personalized learning requires a fluid classroom environment, where students work at a pace individual to them, circulating freely between individual workstations and teams.” (kim, 2015) Given the context of this quote, most ILP’s (Individual Learning Plans) are usually completed within the framework of formal education program objectives and therefore have little to do with the […]

Myth #8 (of 12): Learning is past tense

Learned. Learn. Learning When we make the statement, “I learned ‘X’ the hard way”, it assumes that any learning associated with ‘X’ is complete. All learning is in the present = we are always adding, adapting or unlearning based on present circumstances. For many years I used to say ‘I learned to drive when I […]

Myth #9 (of 12): Micro learning is the future of education

“Pretty much every article I’ve read on “the next big thing” or “the future of learning” forgets the distinction between compliance, professional development, and capability acquisition.” (Bruck, 2015) This quote echoes my sentiments exactly. Example: Recently Bernard (2015) published an article about how Google and micro learning are the ‘future’ of education. It was quite a weak […]

Myth #10 (of 12): Learning is a noun

Learning is an action verb: To learn Education is a noun. This distinction between ‘education’ and ‘to learn’ also makes me wonder if we need a brief discussion about Objectives vs. Outcomes. Many may think this is just a matter of semantics, but it is more about underlying philosophical mindset. Look at the table below […]