My colleague Scott McDonald and I are getting set to embark on the second running of our Disruptive Technologies for Teaching and Learning course this Spring. We attack this thing as a grand experiment, not really knowing what to expect fully but with hopes of high level activity. We know some things will work and some things will not, but at the core of our design philosophy we feel OK with that. We spent a couple of hours yesterday putting some more touches on what we hope will be an open and engaging learning opportunity. What is emerging is what we hope to be a very powerful mix of academic rigor and applied technology investigations.
So far we have solid numbers in this graduate only course and know we’ll find ways to push our students into unfamiliar and uncomfortable waters. Scott and I have big questions heading into this new semester — primarily what technologies will move the students into the same kind of round the clock learning community we saw emerge last time? We feel like we are better prepared to collect data from the get go and see how we can be more systematic about sharing the things we learn. The course is timely as Scott and I recently completed an article that focuses on the key trends and drivers we see as disrupting current classroom practice. The article should be available in the next month or so, but we will be using it as a kicking off point for the course this Spring.
For those of you who are interested I will be posting thoughts about the course here during the semester and you can also watch as the course will evolve in the open at the course site. We are taking a cue from another one of our PSU colleagues (and TLT Faculty Fellow) ,Dr. Christopher Long, who has been talking about the course site not as a blog per se, but as an ongoing text that is contributed to by all the members of the course. Our goal is to keep our course site going semester over semester so that current students can build on the work of the past. Another grand experiment I suppose!