"As the CCSS has been crafted with principles of Universal Design for Learning (UDL) to support inclusive access for all students with identified learning needs and/or disabilities, English Learners, linguistic minority students, as well as students from fragile families, many educators respond with concern that without technological resources, they feel challenged to design instruction to meet the diverse needs of their students. While technology can provide expanded access, there are many “no-tech and low-tech” options that many teachers utilize that are also UDL-considerate." - Jennifer Finney-Ellison
A low-cost, pay-as-you-go model is at the heart of many of the innovative business models 2iE is pursuing. By breaking payments into small pieces, and not requiring that (for example) a student pay an entire semester's tuition. Such schemes are much easier to self-finance than many traditional approaches -- especially important where sources of student aid can be rare. As relevant to their needs and as their finances allow, students can proceed one course, and one certificate, at a time, with the possibility to aggregate these courses and certificates into full-fledged degrees over time, at a pace that suits them. "An African solution for the Africa economy" is how 2iE describes this approach, which is labels the taxi model ('taxi-brousse'):
- you start when the car is full; - you drive for as long as you need -- and can afford; - if you don't like the ride, you can get out and find another taxi.
"Utopian visions of learning are tempting, if for no other reason than they absolve us of accountability to create it right now, leading to nebulous romanticizing about how powerful learning could be if we just did more of X and Y. But therein lies the rub: Tomorrow’s learning is already available, and below are 7 of the most compelling and powerful trends, concepts, and resources that represent its promise."
I agree that Western society sees poverty as deserved through poor choice-making, whereas those with means can recover from their mistakes without the sometimes catastrophic consequences that occur when you simply don't have enough money. It is worth considering this in the context of lifelong learning, where cost and bias as as prevalent - perhaps more so - as anywhere else.
"I have sat through many 50 minute lectures in my life. Notice how I wrote that sentence "sat through"... was I always engaged? Probably not. Is it realistic to be engaged for a full 50 minute block? Probably not. So how does one go about maximizing engagement in a distance course with video. Well, is the best strategy to record a 50 minute lecture video? Probably not."
This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher., Montessori constructivism, Lave & Wenger...
Change in what we need to know now vs. what we need to know tomorrow is happening at an accelerating pace. Many degree programs today didn't exist ten years ago, and we must assume that teachers are preparing students today for jobs that no one can predict will exist.