Hi Stian, <div><br></div><div>"I still think there is a value to a small group of individuals coming together over a limited period of time to discuss something in depth."</div><div><br></div><div>I don't disagree with that assertion, but a course doesn't necessarily serve this process well. Courses have administrative (systems) and knowledge (learning) roles. In most universities today, I'd argue that the administrative role of courses is primary. That's why we end up with huge lecture theatres filled with hundreds of students. </div>
<div><br></div><div>The knowledge/learning role of courses can be better served through decentralized/distributed models, as this permits each learner to adjust and adapt to her interests. Much like the efficient market hypothesis in economics suggests that individuals are rational, the efficient learner hypothesis suggests that learners more or less start at the same point and then progress along a similar trajectory. As a unit of knowledge growth and exchange, courses fail. But they succeed spectacularly as an administrative and work-shaping unit.</div>
<div><br></div><div>George<br><br></div>