Why We Learn

Thoughts on educational psychology, instructional design, and the integration of technology in educational settings.

Category: Curriculum

Learning From Mistakes

It seems to me that education’s ultimate goal is transfer. Ironically, efficient instruction, a primary aim of instructional design, could prevent one from reaching this goal. Instructional designs represent the way in which its creator/designer views, perceives, and/or understands the content of study. Efficient instruction prescribes a narrow (single) path from what the learner knows […]

Hybridized Online Learning – More (But Could be Even More?) Effective

Benjamin S. Bloom has two works from which to draw when interpreting the results of a new study by Carnegie Mellon. The key finding, related to the efficiency of this design, is summarized in the following quotation. By combining the open-learning software with two weekly 50-minute class sessions in an intro-level statistics course, they found […]

Deschooling – Knowledge versus Complexity of Thought

Recently I came upon a Twitter post from Darren Draper, the context of which was the writing of Ivan Illich, a radical academic prominent in the early 1970’s. I’ve since ordered one of his books from Amazon. It arrives Tuesday. The general idea behind what Illich wrote, as I understand it from reading the initial […]

BLC 2008 – Day 2

There is a distinct quality of the presenters at BLC, in that there is a progressive bent to most of what they do. It’s refreshing, but also slightly depressing as it seems that in order to make the points that they’ve been making, principally the idea of creating school environments and pedagogy focused on the […]