Tag: kahn

A wider net?

Why is it social media seems to surface some ideas more effectively than others? Put another way, can it be assumed that good sources will be discovered? I began thinking about these questions in the aftermath of a recent grad class. A group project required students to compare and contrast an online curriculum site with the Kahn Academy. I did not expect that I would be familiar with all of the sources students identified, but I would think I would be aware of similar services of comparable quality. I have been at this for many years and still spend considerable time reading a wide variety of content from many sources.

One group of students focused their analysis on CK-12. It was this example that got me thinking about this issue. CK-12 was unfamiliar to me and yet is of high quality and in many ways similar to the Kahn Academy. Without in any way disparaging the work of Salman Kahn, it was my lack of awareness of CK-12 that challenged my confidence in my own knowledge. With all of the reading I do and all of “influencers” I follow, how had I missed this resource? In fairness, I did spend some time searching the resources provided by some in what others would refer to as my PLN and I must acknowledge that Richard Byrne has posted about CK-12 several times.

I certainly acknowledge some personal responsibility for my own knowledge, but I still stand behind the position that sources of equal quality somehow are not equally visible. Individuals associated with resources may simply be better promoters. Kahn has an interesting book, has been a featured TED presenter, and has attracted prominent backers (e.g., Bill Gates). I have thoroughly reviewed these opportunities to learn about Kahn’s work and have shared these same sources as a way of informing others.

I think the issue I raise cannot be explained so simply. It seems possible that most social media inputs may recirculate the same content and few contributions are actually original. There is an “illusion of knowing” generated by this repetition.

Anyway – I will offer some original comments on CK-12 when I have had the time to do a more thorough exploration.

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Mastery learning

 

The theory and application of mastery learning has long been a professional interest. The origins go back to the 60s and some crude variants to even earlier models of instruction/learning. I have also presented some of these ideas in my educ psychology classes for years as an alternative way to understand learner aptitude (time to learn). In recent years I have added a component focused on the Kahn Academy. My students find Keller and Bloom to be what they call “theoretical” (even though there were clearly applications of each), but they are intrigued by Kahn. One student wanted the link today because he wanted to try the modules on biochemistry.

I have watched with interest the evolution of the Kahn Academy. By evolution, I mean the earliest version did not promote the flipped classroom (a different use of class time) and mastery learning (very similar in my thinking to Keller’s PSI). I wonder about this evolution. Is what we see now closer to the original “grand plan” or have those developing this system found that what was being developed were great ways to implement existing “big ideas”?

I do discover something new each time I prep for my presentations and visit the site to review the features. This time I discovered the separate content on programming. Educators (e.g., Maker movement) have been rediscovering programming and the Academy offers an interactive experience based in Javascript.

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