There is no such thing as virtual learning

Our shared vision for learning revolves around students accessing different learning opportunities through different pathways.  Learning opportunities (or learning experiences) no longer exist solely in a classroom where a teacher exercises all control.  Learning opportunities exists in four “buckets”: seminars, projects, community learning opportunities and internships/mentorships. 

Seminars: Seminars are a collection of learning objects that focus instruction on a specific topic.  For example, a Biology teacher may create a seminar on the ecology of a trout stream.  Seminars are not synonymous with courses or classes.  We believe that courses are often a barrier to realizing the ideal learning experience because of the rigidity they create within the system.  Seminars offer students, teachers and the system more flexibility in creating customized learning paths for learners as they create more options for learning.

Projects: Projects are a learning opportunity where a learner creates something.  Projects are a hands on creation of something unique.

Community learning opportunities: Community learning opportunities embed the student in their community and access learning resources available in their community.  In my hometown of Elkland, PA there is a small historical society.  A student may participate in a learning event (or series of events) through the historical society.  By creating a mechanism by which a student can demonstrate what they have learned from the experience, a learning ecosystem exponentially increases learning opportunities for students.  A student may also lobby for a certain outcome in local government and the learning that occurs through that experience can also be demonstrated.  These are just two examples and there are many more possibilities.

Internships/mentorships: The opportunity and expertise that exists in our business community is a natural partnership.  As I am writing this, my friend that I have known since kindergarten is building a bathroom for us.  The learning a student can experience from working with him is invaluable.  Almost all subject areas are touched upon. 

We are working to create templates that schools and teachers can use to help create learning experiences in each of these different buckets.  All learning opportunities can be tagged to anchors and standards so different students will learn and demonstrate competency in each standard in different ways.  We can also back map the learning opportunities and their associated standards to traditional “courses” if that is necessary for your organization.

 If the student is truly to be at the center of the learning ecosystem, structures must be in place that allow for an easy transition to new learning opportunities.  As I look out my living room window I see five or six dead ash trees swaying in the wind.  My thoughts turn to how will I cut these down to make the yard a safe place for my kids to play.  I do not say to myself “I will use a chainsaw to cut these down” or “I will use a high lift and ax to cut these down”.  I simply think of the end I want to achieve first, and then I will determine the best way to accomplish that end.  The same holds true for learning.  Learning can happen face to face, blended or virtual.  We do not need to start the conversation with a classification of the method in which learning will occur.  It is just learning.  All learning opportunities in each bucket result in learning.  The method may be face to face, blended or virtual but the fact remains that learning is the outcome.  So let’s not get stuck on the method in which learning will occur, let’s just worry about the learning experience!