Subject: [IFETS-DISCUSSION:2904] Bork's topic
From: Bill Wiltschko (bill@edrama.com)
Date: Thu 28 Feb 2002 - 03:16:10 MET
From: "Bill Wiltschko" <bill@edrama.com> Subject: [IFETS-DISCUSSION:2904] Bork's topic Date: Wed, 27 Feb 2002 18:16:10 -0800
Teaching can be interpreted as 1) a person, 2) a
process, 3) an institutional role. The last
interpretation is especially addressed by the 1995
Barr-Tagg paper, which I assume has been read and
commented on over the years by this
group --http://www.cic.uiuc.edu/resources/deo/para
digm.html.
Leamnson seems to be saying the process will
always be with us and Bork seems to be saying that
the person or institutional role may not be, at
least not in the quantities we now have. I don't
see a conflict between the two, yet.
My own opinion is that the ideal learning
situation is one-on-one apprenticeship to a
master, like getting a PhD. The master should be
teaching in every sense above, and it is neither
passive nor unemotional. Nell's book let's Nell
take the lead, consciously or not, whereas masters
have a lesson plan, so to speak.
What technology might be able to do is multiply
the master to serve millions of apprentices at a
time, while maintaining the quality of both the
relationship and the learning (the engineer's task
in the story). Technology might be able to do
this on nearly every subject at a lower cost per
student, based on Bork's insight, than current
methods. Finally, technology may be able to
intelligently balance the desires of the student
and master.
Technology is capable of doing most of this today,
cost-effectively, as Bork says in the paper.
Bill Wiltschko
www.edrama.com
www.wiltschko.org
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