Une utopie de formation or an Utopia of learning

Une utopie de formation or an Utopia of learning.

Frank ANTAL

Open Door Policy Team Teaching: Students are not attached to a particular teacher.

All teachers facilitate as needs arise.
Regular and online classrooms are learning communities that come together with the sole purpose of pursuing their own personal teacher and peer facilitated learning paths.
Cross curricular subject specialist teachers roam the classrooms or online learning rooms to attend to the personal learning needs of the students. (or : Students attend scheduled subject specialist resource classes as per their daily needs to successfully pursue and complete their learning paths)

Teaching/learning context and content conjectures are formulated so as to allow vertical curriculum and horizontal learning management with open learning paths.

All subject inclusive learning paths are designed at the outset by a team of different subject teachers and e-learning savvy IT developers ( and not just a single teacher) in the core spirit of Productive Pedagogies, Constructivism and Connectivism.
The learner self-feeds from a smorgasbord of cross curricular learning resources which are dynamically designed, continually updated via learner-teacher negotiations to better suit purpose as perceived by both and facilitated by collegially cooperating subject specialist teaching teams in conjunction with other members of the learning community of the learner.

Paths are designed so as to cater for Multiple Intelligences and dynamically guide the learner to Higher Order Thinking and foment constructive interactive input from the learner ( community ) to modify the fruition of the path ( the learner and/or other members of the learning community are negotiating content and processes and in doing so rendering the curriculum even more appropriate for real life circumstances ).

Learning paths are engaging not just in the sense of what is being offered but also by the ways learner review input of the path is valued and may be embedded into it.
Paths are like virtual world simulations enriched with multiple intelligences and scalable to the heights of reflection.
Learners are invited to negotiate/manipulate/review/edit/redesign/peer share learning processes, context and even content.
The learning paths are happy events of experimenting with real life without its real consequences: e.g. making errors will not lead to a real prison term yet allows the learner to acquire knowledge/reflect on socially acceptable norms and our legal system.

Traditional external summative assessment models are discarded in favour of a wholistic and continuous approach where the unit path is also the assessment path where performance and work ethic patterns are recorded and become part of the final “reporting” event.
The learning path may be built in such a way as to prevent the learner from proceeding forward if criteria and performance are not met (repeat until successful performance model) or allow the learner to move forward but criteria standards attainments are posted to an end-of-path assessment database for reporting purposes (similar to traditional models; can be alpha-numeric (ABCD/12345) or descriptive or both).

Formative Learning Paths (FLP): (Units of work) as suggested here culminating in a