Hi,<div><br></div><div>Courses are the currency of education. All aspects of the system are shaped by courses. </div><div><br></div><div>Education won't change significantly until the concept of a course changes. Put another way, the future of education is in the future of the course model.</div>
<div><br></div><div>Over the last several years, a small group of educators has been questioning the centrality of courses for learning and has begun to explore alternative models.</div><div><br></div><div>Stephen Downes and I have been active in "destabilizing courses" (<a href="http://ltc.umanitoba.ca/connectivism/?p=194">http://ltc.umanitoba.ca/connectivism/?p=194</a>) through several large open learning activities we've offered: CCK08/09, Edfutures (with Dave Cormier), and now the Critical Literacies course Stephen is running (<a href="http://ple.elg.ca/course/">http://ple.elg.ca/course/</a>). If you're interested in a the technological dimension of an open "course" (it really is hard to not use that term, even when attempting to do away with it), this article covers it in more detail: <a href="http://www.irrodl.org/index.php/irrodl/article/view/643/1402">http://www.irrodl.org/index.php/irrodl/article/view/643/1402</a></div>
<div><br></div><div>Many arguments can be made for the failure of courses as a model for knowledge growth (lack of personalization, high costs), but I think critical concerns rest in two areas: information abundance and the inability for courses to keep pace with knowledge growth. P.W. Anderson stated, in the 70's, that "More is Different". </div>
<div><br></div><div>What are your thoughts on the centrality of courses? If we aspire to do away with them, what kind of an alternative model could we possibly create?</div><div><br></div><div>George</div>