Last week this article about our PLA students was published:
A look at students who have earned credit for prior learning (Inside Higher Ed)
The comments are interesting, and frankly not at all surprising to me. Most higher ed faculty likely won’t “get it” until they GET IT. I actually suspect that lot of faculty don’t have much experience with adults in their classrooms or offices; maybe they really don’t know the depth and breadth of knowledge and expertise — and commitment, and focus, and intention — that adults can bring with them to higher education.
Still, I know that some folks will never get it, because getting it would require a major shift in thinking (dare I say in perspective) about how and where legitimate learning happens. If we continue to operate from a delivery / teaching / pour my knowledge out of my full head into their empty heads paradigm of education, then of course PLA doesn’t make sense, and it won’t ever make sense.
Until the paradigm changes. Until we move from a “pour it out and in” model to a “tap into it” model of learning.
What was rewarding about this piece being published, despite the critiques (some of which were just mean, by the way), is that I heard from several people who thanked me for helping spread the word about what good PLA can look like. Of course I didn’t do much: it was our students who did the work and who were willing to tell it like it is — like they experienced it. Nonetheless, many thanks to Paul Fain (you can follow him) who heard my call to tell their side of the story.
Now it seems like the higher ed conversation is all about these amazing things called MOOCs — including this great post about The March of the MOOCs that my colleague Jesse over at Hybrid Pedagogy wrote. Next week (starting August 12th) he’s offering a MOOC on MOOCs. I hope that in this course we will interrogate the educational paradigms that different MOOC forms seem to be informed by. To what extent are MOOCs reinforcing the delivery / teaching / pour my knowledge into their empty heads paradigm? To what extent might they challenge this paradigm, or create a new paradigm? To what extent can something like this support deep, meaningful learning? To what extent can MOOCs tap into people’s prior knowledge, pull it out, challenge it if appropriate, build on it, and make it better?
I hope MOOCs will eventually tap, and not pour, so I am keeping an open and hopeful mind about MOOCs, and I am willing to learn and to have my own perspectives challenged and changed. I’d certainly hope that people slamming PLA might be willing to learn and have their perspectives changed, too — or at least to consider the possibility of learning that happens a different way.
Tap, tap, tap.