Une utopie de formation or an Utopia of learning.
Door Policy Team Teaching: Students are not attached to a particular
teachers facilitate as needs arise.
and online classrooms are learning communities that come together with the
sole purpose of pursuing their own personal teacher and peer facilitated
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
context and content conjectures are formulated so as to allow vertical
curriculum and horizontal learning management with open learning paths.
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.
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.
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
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
are like virtual world simulations enriched with multiple intelligences
and scalable to the heights of reflection.
are invited to negotiate/manipulate/review/edit/redesign/peer share
learning processes, context and even content.
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.
by way of performance and criteria.
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.
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).
Learning Paths (FLP): (Units of work) as suggested here culminating
Item: E-PORTFOLIO or
FLP itself is constructed in such a way that it can be taken both
a FLP and