If you want to fail, build irrelevant courses that waste time and look bad. However, you can avoid failure by understanding the organization’s objectives, your learner’s needs, and building a great looking course that is appropriate to its learning objectives.
PEOPLE COMMONLY BELIEVE that if you expose yourself to something enough times — say, a textbook passage or a set of terms from biology class — you can burn it into memory. Not so. Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: When learning is harder, it’s stronger and lasts longer. It’s widely believed by teachers, trainers, and coaches that the most effective way to master a new skill is to give it dogged, single-minded focus, practicing over and over until you’ve got it down. What’s apparent from research is that gains achieved during such practice are transitory and melt away quickly.
A number of American universities offer their faculty salaries and working conditions, laboratories and libraries that few institutions elsewhere can match. At every level of the system, dedicated professors are setting students on fire with enthusiasm for everything from the structure of crystals to the structure of poems. Yet American universities also attract ferocious criticism, much of it from professors and from journalists who know them well, and that’s entirely reasonable too. Every coin has its other side, every virtue its corresponding vice—and practically every university its festering sores.
When I was younger, I often found myself disagreeing with something I’d read or heard, but couldn't explain exactly why. Despite being unable to pinpoint the precise reasons, I had a strong sense that the rules of logic were being violated.
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