The learning is lost

For many years I have been involved in educational programmes; mainly teaching in graduate programmes ind different unviversities. I have witnessed how all of them have done an important effort to standardise their courses and to secure the quality to obtain their accreditation.

As a result of theses processes, teachers have been asked to define clearly their course objectives, to identify and provide a full reader, to indicate the content of each session and, in some cases, even to provide the handouts or slides to be presented. Important efforts have taken place also to improve assessment instruments and to promote objective instruments that would make the grading process transparent and fair.

Behind these efforts two different trends coincide. On the one hand the natural interest of academic organisations to improve quality and offer top programmes. On the other hand the major financial pressure resulting from the reduction or elimination of public funds or simply the need to have students as a way to obtain incomes.

The focus has shifted to content and completely forgot the learning part of the equation. How to promote learning, the learning culture, the type of triggers to be used, etc. have not been part of the discussion. As a result, many institutions are becoming just but diploma delivery organisations, in other words they sell titles and these titles are the result of a transfer of information. Students should receive specific information and then proof (via exams, etc.) that they can repeat and use it.

Education programmes are and should be mainly about learning. Information transfer could be done through cheaper and more effective means. If someone knows a university were the learning part is central to their activities…please let me know, I would love to see and learn what they do!

The learning is lost

For many years I have been involved in educational programmes; mainly teaching in graduate programmes ind different unviversities. I have witnessed how all of them have done an important effort to standardise their courses and to secure the quality to obtain their accreditation.

As a result of theses processes, teachers have been asked to define clearly their course objectives, to identify and provide a full reader, to indicate the content of each session and, in some cases, even to provide the handouts or slides to be presented. Important efforts have taken place also to improve assessment instruments and to promote objective instruments that would make the grading process transparent and fair.

Behind these efforts two different trends coincide. On the one hand the natural interest of academic organisations to improve quality and offer top programmes. On the other hand the major financial pressure resulting from the reduction or elimination of public funds or simply the need to have students as a way to obtain incomes.

The focus has shifted to content and completely forgot the learning part of the equation. How to promote learning, the learning culture, the type of triggers to be used, etc. have not been part of the discussion. As a result, many institutions are becoming just but diploma delivery organisations, in other words they sell titles and these titles are the result of a transfer of information. Students should receive specific information and then proof (via exams, etc.) that they can repeat and use it.

Education programmes are and should be mainly about learning. Information transfer could be done through cheaper and more effective means. If someone knows a university were the learning part is central to their activities…please let me know, I would love to see and learn what they do!